Learner Analysis

Introduction Len Lastinger Primary School, located in Tift County is a Title I, public school serving grades Kindergarten through Third. The school has a student population of 310 with 47% of the student population qualifying for free or reduced lunch. We will be working with the Georgia Performance Standard S2P1: Students will investigate the properties of matter and changes that occur in objects. Demographics Len Lastinger has a diverse population of students. To compile the demographic data, I used the Georgia Department of Educations website that displays student data. The demographic makeup of Len Lastinger Primary School is:

Len Lastinger Primary School Demographics

74

101

Asian Black

144

Hispanic White Multiracial 54

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The demographic make-up of the class is:

Classroom Demographics
0 2 3 Asian Hispanic Black White

Entry Skills & Prior Knowledge Students are tested each nine weeks on their reading levels. To be considered on grade level at the end of second grade, students must be reading on Level M. This group of students is considered below grade level. This data is obtainable from the students records kept by each classroom teacher. A pre-test on matter was also administered. (Appendix A) Below are the current reading levels as well as the scores for the pre-test. Student #1 #2 #3 #4 #5 #6 #7 #8 Reading Level J J K I H J I I Pre-Test Score 1/5 0/5 0/5 0/5 2/5 0/5 0/5 0/5

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#9 #10 #11 #12

I L L I

1/5 1/5 0/5 0/5

Motivational Strategies I assessed the students individually with an oral survey in which they raised their hands to answer either yes or no. The results are represented in a chart below the questions. Questions: 1. I am interested in learning about the properties of matter. 2. I am interested in learning about the changes in the property of matter.

12 10 8 6 4 2 0 Question 1 Question 2 Column1 No Yes

John Kellers ARCS model will be used to address motivational challenged previously identified with student motivation and results of the survey. I will attempt to analyze issues with the ARCS model of motivation. I believe that by addressing the different changes in matter and how it applies to common objects in the students lives, the lesson will be very beneficial.

Learner Analysis

The four components of the ARCS model are listed below along with motivational strategies. 1. Attention strategies are used for arousing and sustaining curiosity and interest. * Inquiry - Display a lava lamp and ask students if they understand what makes the lamp work. 2. Relevance strategies link to learners' needs, interests, and motives. *Familiarity Show students ice cubes, water, soda and balloons. Explain to them that all of these items display one of the properties of matter. 3. Confidence strategies help students to develop a positive expectation for successful achievement. *Success Opportunities Allow students to do simple experiments involving changes in matter. 4. Satisfaction strategies provide rewards for effort. *Reward A Party that Matters. Students will make root beer floats and investigate how the soda, ice cream, glass and other materials are all properties of matter. Learner Characteristics The classroom teacher and I spent some time discussing the students. During this time, it is easy to see the different learning styles that are in the classroom. This class is a low-socioeconomic class that is predominantly Hispanic and African American. Several students have probable ADHD so the majority of lessons are based on Gardners multiple intelligences definition of a bodily-kinesthetic learner. Lessons involve hands-on experiments and opportunities for students to get up out of the seats.

Accommodations In the classroom, there are four students with ADHD, one student who is LD in reading and three students that are ESOL.

Learner Analysis

Disabili ty ADHD

Accommodation Keep lesson objectives clear. Deliver lessons at a brisk pace. Use meaningfu l materials and manipulati ves. Break up long presentati ons. Have a range of strategies to choose from. Allow students to practice new strategies until they are comfortab le.

Related Site http://www.naceonline.com/article-accommodations-foradhd.php

LD

http://nichcy.org/academic-accommodations-for-students-withlearning-disabilities

ESOL

http://wida.wceruw.org/assessment/ACCESS/Accommodating_D Use isabilities.pdf multiple media to provide different stimuli. Encourage peer tutoring. Provide hands-on

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experimen ts whenever possible. Reduce oral or written directions and informatio n into easy to understan d steps or parts. Speak clearly and enunciate carefully. References

Academic Accommodations for Students with Learning Disabilities. Retrieved from: http://www.washington.edu/doit/Brochures/Academics/accomm_ld.html

Parker, Harvey K. PhD., (2005). The ADHD Handbook for Schools. MN: Specialty Press

SUGGESTED ACCOMMODATIONS FOR Bilingual/ESL STUDENTS. Retrieved from: http://www.birdville.k12.tx.us/instruction/ss_web/special_services/images/esl/Instructional%20 Accommodations%20and%20Strategies.pdf

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Appendices

Appendix A Matter 1. A ____________ has a shape of its own. a. Solid b. Liquid c. Gas 2. How many states of matter are there? a. 2 b. 3 c. 4 3. Where is matter? a. In some places b. Only in water c. Everywhere 4. As temperature warms, as ice cube will a. Freeze. b. Stay the same. c. Melt. 5. ______________________ helps us to tell matter apart. a. Properties b. Addresses c. Air