Learner AnalysisSupply and Demand Unit

Introduction

The learner analysis took place at Lithia Springs Comprehensive High School. This school is

located in Lithia Springs, GA, about 20 miles west of Atlanta. The school is made up of a little less

than 1600 students. The learner analysis was implemented on 31 students in Mr. Matthew Craig’s

senior economics classroom. The main goal of the unit will be for the students to understand the

importance of being safe when working on the internet.

ISTE Standards

http://www.iste.org/standards/ISTE-standards/standards-for-students

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a. Advocate and practice safe, legal and responsible use of information and technology.

b. Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.

c. Demonstrate personal responsibility for lifelong learning.

Georgia Performance Standards

https://www.georgiastandards.org/standards/Georgia%20Performance%20Standards/Economics.pdf

SSEMI2: The student will explain how the Law of Demand, the Law of Supply, prices, and profits work to determine production and distribution in a market economy.

a. Define the Law of Supply and the Law of Demand.b. Describe the role of buyers and sellers in determining market clearing price.c. Illustrate on a graph how supply and demand determine equilibrium price and quantity. d. Explain how prices serve as incentives in a market economy.

Target Audience

The target audience for this unit is a diverse group of students. 58% of the students are 58%

black. 22% of the students are Hispanic. 10% of the students are white and the remaining 10% are

multi-racial. 22% of the students have a special need and receives accommodations daily to be

successful in his or her education career. They are all seniors in high school and ages range from 17-

18. 45% of the students are female while the majority of the class is male.

Entry Skills and Prior Knowledge

An activator on demand and supply were down separately to assess any knowledge known

prior. The results were conclusive that the majority has little to no knowledge regarding either topic,

let alone the topics combined. The students performed well on previous exams regarding topics

leading up to the Supply and Demand unit. On prior tests they achieved an average score of 77% and

75%.

Academic Motivation

In my five years of experience dealing with seniors in high school they exemplify very little

motivation as they are very close to graduation. The best motivation is the fact that they have to pass

the senior economics class to graduate. When students work with technology they seem to work a

little bit harder and more diligently. During the demand activator you could tell that the students

were interested and motivated to generate a list of everything they demand. However during the

supply activator, where they had to come up with a definition based on a soundless video, students

weren’t as motivated. In my experience that is the case solely because one topic is more related to

them as the consumer.

Learner Characteristics

Of the 31 students in the classroom, each one of them learn different. At the beginning of the

year individual conferences were had with each student. During those conferences the student

discussed their best learning practices. The majority of the room expressed that they learned best by

seeing and doing. Very few students learn best by writing and reading. This unit needs to mix up all

types of learning as all of the students expressed that they benefit from all types of learning.

A small percentage of the class receives special needs accommodations. Most of the

accommodations are guides notes and small group testing is necessary. Other instructional

accommodations that happened daily are preferential seating, Common District Assessment Re-

Tests and read aloud testing.