Learner Analysis Assignment

Introduction

Kennedy Elementary School, located in Barrow County, is approximately forty-five miles from Atlanta and thirty miles from Athens and is considered to be rural suburb of Athens. Kennedy serves Pre-Kindergarten through Fifth grade and is a Title I school. The school has a student population of 614 with 51% of the students being male and 49% female. See Ethnicity statistics below.

Kennedy Elementary Ethnic Background

Additional Information

The average percent of parents are age twenty-five or older with a college degree is 16% and the average population age is thirty-three- years-old. There are an average of 2.7 persons per household with a median household income of $42,210. There are fourty-eight classroom teachers an average of one teacher for every fourteen students. There are 32 Pre-K , 107 Kindergarten, 114 first graders, 85 second graders, 93 third graders, 88 fourth graders, and 95 fifth graders. Our project takes place in a fourth grade classroom with 21 students. There are 11 boys and 10 girls.

We will be working with the Georgia Performance Social Studies Standard SS4H4: The student will explain the causes, events, and results of the American Revolution.

a. Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan “no taxation without representation,” the activities of the Sons of Liberty, and the Boston Tea Party. b. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power. c. Describe the major events of the American Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington

Ethnicity School PercentageAmerican Indian 0%Asian 5%Hispanic 11%Black 18%White 58%Unknown 8%

% Eligible for Free Lunch

42%

% Eligible for Reduced Lunch

9%

and Concord, Saratoga, and Yorktown. d. Describe key individuals in the American Revolution with emphasis on King

George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams.

Demographic:Kennedy Elementary is located on one of the poorest districts in the county. The district

has a notoriously high turnover rate in regards to homeownership, primarily because the single dominating industry near the school is a trash dump which serves not only Barrow, but adjacent counties.

Even so, Kennedy Elementary is much like other schools in the county. There are slightly more Caucasions in the county than African-Americans. There is also a growing Hispanic population in the county. The close proximity to Atlanta and Athens make Barrow County a bedroom community representing many different ethnic backgrounds, including Hatians and Vietnamese. The county’s diverse population and culture are represented in the classrooms at Kennedy Elementary.

Not only is Kennedy culturally diverse. There is a good mix of students representing other demographic categories, including income, homelife, and ability levels. Interestingly, most students come from broken families. Striking, too, is that more than half have been diagnosed with some sort of learning disability or fall within Gifted parameters.

To compile demographic data, I used schoolmax, personal classroom information, and permanent records.

Student Sex Race Disabilities Parents EducationOf Guardians

Free orReduced Lunch

MICHAEL PLAYER

Male W EBD DivorcedLives ½ each

High School

Y

DYLAN HENNINGS

Male W EBD Possible Bipolar

DivorcedM and SD

High School

N

GABRIEL SPEVANS

Male W ADHD Both Collegeboth

N

TRAJON SLATE

Male AA None DivorcedM and SD

High School

Y

CHRISTOPHER REDBETTER

Male W LD Math Mom High School

N

MARLON JIMENEZ

Male H ESOL DivorcedMom

Less than High School

Y

CHANDA CARTER

Female Other ADD Mom Less thanHigh School

Y

ABBIE ANDERSON

Female W NONE Adopted by Aunt and Uncle

Technical school

N

GABRIELLE BINNELL

Female AA Glasses/Gifted Both College both

N

DESTINY SNIBBSFemale AA Glasses/Gifted Divorced

MomHigh school

N

AMAYA HAMEYFemale AA Glasses/Gifted Both College

bothN

BRIANA SULLINSFemale W ESOL Lives with

GrandmaLess than high school

Y

Entry Skills and Prior Knowledge:I administered the Benchmark for the nine weeks to assess prior knowledge. We also

completed individual circle maps with the American Revolution in the middle. The children then filled in the bigger circle with all the facts they knew about the American Revolution, including any and all famous people that they associate with the Revolutionary War. The findings for their maps are charted below. Children were scored on the amount of correct facts produced and identification of Revolutionary War individuals. Benchmark scores were figured based only on the test items related to the Revolution. Clearly, the students lacked substantial knowledge pertaining to the American Revolution. This dearth of knowledge can be attributed to their lack of exposure to American history in any prior grades.

Prior Knowledge

Academic Motivation I assessed the students individually with a survey monkey American Revolution Interest Survey found at the following site: http://www.surveymonkey.com/s/62GSH83

The results are represented with the following chart(s):

Questions:1. I am interested in learning about the American Revolution.2. I am interested in learning about what caused the American Revolution.3. I am interested in learning about the events of the Revolution4. I am interested in learning about how the Revolution shaped our Country.5. I think learning about the French and Indian War sounds interesting.6. I think learning about the Boston Tea Party sounds fun. 7. I think learning about the Declaration of Independence would be cool8. I think learning about the Battles of Lexington and Concord, Saratoga, and

Yorktown would be awesome.

Students Benchmark Scores Correct Facts on Circle Map

MICHAEL PLAYER 33 4DYLAN HENNINGS 45 2GABRIEL SPEVANS 23 3TRAJON SLATE

23 7

CHRISTOPHER REDBETTER

60 6

MARLON JIMENEZ 15 1CHANDA CARTER 33 3ABBIE ANDERSON 14 0GABRIELLE BINNELL 58 4DESTINY SNIBBS 12 0AMAYA HAMEY 15 3BRIANNA SULLINS 6 2

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

0

10

20

30

40

50

60

70

8069.2

61.5

46.253.8

76.9

69.2

61.5

69.2

46.6

38.5

53.8

46.2

23.130.8

38.5

30.8TRUEFALSE

Of the twelve students completing the survey:

46.2% were not interested in learning about the American Revolution38.5% were not interested in learning about the causes of the American Revolution53% were not interested in learning about the events of the Revolution

46.2% were not interested in learning about how the Revolution shaped our Country.

23.1% do not think learning about the French and Indian War sounds interesting. 30.8% do not think learning about the Boston Tea Party sounds fun. 38.5% 38.5% do not think learning about the Declaration of Independence would be cool 30.8% do not think learning about the Battles of Lexington and Concord,

Saratoga, and Yorktown would be awesome.

Motivational Strategies 

John Keller’s ARCS model will be used to address motivational challenges previously identified with the surveymonkey survey. I will attempt to analyze these issues with the ARCS model of motivation. From the survey findings, I feel that addressing the interest, events, lasting effects, and how the Revolution shaped our country will be the most beneficial. These areas

show a higher number of disinterestedness. Hopefully, motivating students in this area will increase their interest in other areas.

The four components of the ARCS model are listed below along with their motivational strategies.

1. [A]ttention strategies are used for arousing and sustaining curiosity and interest.

* I will read the book, “George Washington’s Teeth,” by Deborah Chandra, Madeline Comora, and Brock Cole to the students. Next, I will introduce several paintings from the era (Washington crossing the Delaware, Paul Revere’s Boston Massacre woodcut, Ben Franklin’s, Don’t Tread on Me, and the work called the “Spirit of ‘76”). The class will discuss the meanings of the paintings in regard to what they were supposed to represent, propaganda, and historical accuracy.

* For the category Inquiry Arousal: This situation is given to students: You are the British Prime Minister. You have to raise money to pay for the French and Indian War debts. How do you create a tax that is fair to the colonist when they say that they are not represented? There were no Colonial Representatives when these acts were passed. How can you insure that the Colonists had representation in Parliament?

2. [R]elevance strategies link to learners' needs, interests, and motives.

*Familiarity: I will explain that America’s growth is very similar to the development of a human being who starts out as a baby. To begin with, the colonies were like babies and toddlers who were very dependent upon their mothers for nourishment and protection. As they developed out of the toddler stage as older children, they began to want more freedom and independence. When the “mother” would not allow any freedom, the “children” became rebellious. This explanation leads us to a better understanding of the colonists’ sentiment and their reaction to British taxes.

3. [C]onfidence strategies help students to develop a positive expectation for successful achievement.

*Learning Requirements: My students will be conducting research on a major person from the American Revolution. They will be provided with a rubric showing the expected criteria. We will go over the rubric together before we start our project.

*Success Opportunities: Students will conduct research and the teacher will conference with each student in order to discuss their research sources.

*Personal Responsibility: addressed on the rubric

4. [S]atisfaction strategies provide extrinsic and intrinsic reinforcement for effort (Keller, 1983).

*Intrinsic Reinforcement: Students that are now in fifth grade will come and speak to the fourth graders about the Revolutionary War Museum.

*Extrinsic Rewards: We will make and post videos on our wiki and invite family, peers, and other teachers to comment.

Learner Characteristics:      At the beginning of the school year, all of my students complete a multiple intelligences survey found at http://www.quizfarm.com/quizzes/new/profesorrod/8-multiple-intelligences-test/http://www.quizfarm.com/quizzes/new/profesorrod/8-multiple-intelligences-test/This data is collected and analyzed to help me formulate lessons and activities for each type of learner. Results indicate that there are broad ranges of learners in my classroom. See the following data:

39

36

719

16

25

910

Multiple Intelligence Chart For Mrs. Ouzts' Class

LINGUISTICLOGICAL-MATHEMATICALMUSICALBODILY-KINESTHETICSPATIALINTERPERSONALINTRAPERSONALNATURALIST

Since the population of linguistic students is so high, I will plan lessons that allow students to express themselves with writing, perhaps writing a poem from Paul Revere’s point of view about the midnight ride would help students with this intelligence. The next highest intelligence was logical-mathematical. Having students study patterns and use deductive reasoning will greatly benefit this group of learners. Certainly, asking higher order open-ended evaluative questions will fill this need. Our data also shows that I have several students who scored high as interpersonal intelligence. For these students, I will be assigning many collaborative projects that allow students to work together. The bodily-kinesthetic and spatial students are easily addressed in my classroom by using whole brain teaching in which all lessons involve whole body movement. Music is used as a learning tool daily in my room. Students write lyrics and share their songs with the class to help them learn. We will also listen to period music such as

British pub songs, folk tunes, Bach, Beethoven, Mozart, and other composers from the era. The students who are strong naturalists will be asked to consider the role of the environment in the daily life of soldiers. Students could look up the weather forecast for a Summer day in Boston, and then a Winter day in Boston. The forecast would be used to write a daily journal entry from the viewpoint of a Patriot soldier. I have three Jehovah’s Witness students to consider when planning. When we study Francis Scott Key, these students will not be responsible writing a new “National Anthem” and recording it. They will, instead, read the words, analyze the lines, and podcast their interpretations. Modifications will be made as they arise. Several times, I have been caught unaware because I am not of the same religion, so mostly I ask the students what they would like to produce instead. Normally, they come up with wonderful suggestions.

Culture and ethnicity are vital concepts to consider in the classroom environment. Since they impact student performance, teachers should incorporate lessons and strategies that are inclusive. The emphasis of culture and ethnicity in the classroom is even more relevant as American society continues to diversify. In teaching children’s literature, for example, a multicultural approach in determining works to share with the class positively impacts minority and mainstream students by providing role models. This approach also reduces misunderstandings and stereotypes some students may have toward minority groups while, at the same time, fostering tolerance. In addition to increasing tolerance and identifying role models, a multicultured approach to teaching fosters self-esteem and a sense of pride among minority children (Hanj, 2009). By using authentic multicultural literature, which is defined by Sherry York as, “written by a person who is a member of the culture about which she is writing,” (York, 2008) and soliciting student aid when approaching unfamiliar words can, “significantly change the group dynamics” (York, 2008).

In order to address the culturally diverse atmosphere in my learner analysis group I will do

the following:

–Modify classroom discourse: less teacher talk, more student-to-student talking, variable wait time for answers, ask high order thinking, open ended questions to all students –Provide relevant and meaningful examples, etc. to connect what is being taught to “reflect the students’ experiences, perspectives and frames of reference”–Add meaning and relevance through extension and integration in learning situations –Use small mixed groups of learners–Use learning centers –Vary passive learning activities (ex. listening; reading) with active ones (ex. conversing; movement)–Create “family” style relationships between students and between teacher and students; –Classroom management devised with student inputs reflecting some different “cultural codes and styles”–Involve community and parents as assets and resources for learning

Taken from: http://bit.ly/c6m1JH

Accommodations  There are several different accommodations for the different learners to be addressed.

They are: ADHD, LD Math, ESOL, EBD, Gifted, and three students who wear glasses. The

following chart will show the modifications and provide a link to the information.

Student Special Needs Modification Link to Resource

1. Planned ignoring Behaviors that are

exhibited for the purpose of seeking attention and do not

spread or interfere with safety or group

functioning are most effectively

extinguished through planned ignoring. This

technique should never be used with

aggressive behaviors. The class may need to be taught to do this as

well. Peer attention can be even more powerful than adult attention for some

students.

2. Signal interference

If a student is calm enough to respond,

has a positive relationship with the teacher, and is free from uncontrollable

pathological impulses, a nonverbal signal may be all that is

necessary to assist him or her in regaining

focus.

3. Proximity and touch control

Moving closer to a student in distress or placing a hand on the

shoulder can be effective in showing

support in a nonthreatening way.

When using this technique, refrain from

pointing out inappropriate behavior. Comment positively on

any move toward compliance.

4. Interest boosting Change the tempo or activity, comment

on the student's work, or inquire about a

known interest related to the assignment if a

student shows signs of restlessness. Do this

before off-task behavior occurs.

Peer Review Feedback    

References     Morgan, H. (2009) Using read-alouds with culturally sensitive children’s books: a strategy that can lead to tolerance and improved reading skills. Reading Improvement 46(1) 3-8.

York, S. (2008) Culturally speaking: booktalking authentic multicultural literature. Library Media Connection August/September 16-18.

Survey monkey polling web site. Retrieved from http://www.surveymonkey.com/s/62GSH83

Quiz Farm: Multiple Intelligences quiz. Retrieved from http://www.quizfarm.com/quizzes/new/profesorrod/8-multiple-intelligences-test/

Cohen, E., Ernst, C., Hudsen, M., & Poole, K. Multicultural Workshop: understanding how culture affects teaching and learning. [Power Point slides]. Retrieved from: http://bit.ly/c6m1JH

Teacher Vision: Working with emotionally and behaviorally challenged students. Retrieved from http://bit.ly/cjYXYj and http://bit.ly/cjYXYj

The Access Center: Learning strategies and mathematics: what are learning strategies Retrieved from http://bit.ly/9UBDCO

   Santa Rosa Public Schools: Effective ESOL strategies. Retrieved from http://bit.ly/bF0QIe

Portland Public Schools: Differentiation found in daily instruction: Flexible grouping provides options. Retrieved from http://bit.ly/aYVpS6

Appendices:Survey Monkey Survey:Summary

Total Started Survey: 13

Total Completed Survey: 13 (100%)

1. I am interested in learning about the American Revolution? answered question 13 skipped question 0

ResponsePercent ResponseCountTrue 69.2% 9

False 46.2% 6

2. I am interested in learning about what caused the American Revolution? answered question 13 skipped question 0

ResponsePercent ResponseCountTrue 61.5% 8

False 38.5% 5

3. I am interested in learning about the events of the Revolution. answered question 13 skipped question 0

ResponsePercent ResponseCounttrue 46.2% 6

false 53.8% 7

4. I am interested in learning about how the Revolution shaped our Country. answered question 13

skipped question 0

ResponsePercent ResponseCounttrue 53.8% 7

false 46.2% 6

5. I think learning about the French and Indian War sounds interesting. answered question 13

skipped question 0

Response

Percent ResponseCounttrue 76.9% 10

false 23.1% 3

6. I think learning about the Boston Tea Party sounds fun. answered questions 13

skipped question 0

ResponsePercent ResponseCounttrue 69.2% 9

false 30.8% 4

7. I think learning about the Declaration of Independence would be cool. answered questions 13 skipped question 0

ResponsePercent ResponseCounttrue 61.5% 8

false 38.5% 58. I think learning about the Battles of Lexington and Concord, Saratoga, and Yorktown would be awesome. answered question 13 skipped question 0

ResponsePercent ResponseCounttrue 69.2% 9

false 30.8% 4

http://bit.ly/cjYXYj