Learner Analysis
In order for true learning to occur, the instructional unit must be designed to meet the needs of the learners represented within the group. During a learner analysis, a curricular designer examines the learners as a group. Since comprehensive curricular units designed to teach the foundational skills of keyboarding are not readily available, a full learner analysis will give the curricular designer a blueprint for creating such an instructional unit. This learner analysis will identify key areas that are instrumental to be included within the instructional unit; thus, increasing the likelihood of student success by meeting the individual needs of each student, as well as the group in entirety.
Demographic Information
The student focus group for this learner analysis consists of 15 students who are currently enrolled in the 6th grade at Elkin Elementary School located in Elkin, North Carolina. Elkin, North Carolina is a rural community located in the Piedmont Area of North Carolina. Elkin was established as a town in 1889. With a current population of 4,111 in 2008, Elkin has been a primarily industrial area. With current economic conditions, local manufacturers have significantly decreased in work forces, thus having a dramatic impact on local economy. As a result, the current student population receiving free and reduced lunches has increased to 46% in the most recent years.
Most local educational agencies in North Carolina include grades 6-8 on a middle school campus. Elkin City Schools consists of three schools. Elkin Elementary School includes grades Prekindergarten through Grade 6 on one campus. Grades 7 and 8, as well as grades 9-12 are located at the middle/high school complex. The ...
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...EP students, one student is identified as Level 3: Developing level of language proficiency. Students in this level of performance have some language proficiency, but not extensive academic English language proficiency. This student is not at a grade level reading ability in the English language. The remaining LEP student is identified as a Level 4: Expanding level. At this level, this student is approaching grade level literacy in the English language, but is still challenged by specialized academic vocabulary. This student is able to hear and speak with understanding; however, writing skills in the English language may be underdeveloped at present. This student is approaching an English proficiency and will likely exit direct services within the next academic year. It is important to note that some students may represent more than one demographic area.
In Tier II, secondary interventions are used to help the students that are not making adequate progress towards developing appropriate literacy skills, despite the Tier I interventions (Smetana 2010). These students are classified with the color yellow, and are given more intense interventions that are targeted to their need. These interventions help determine if the student can eventually go back down to green, or if they...
In the case study, “Is This Child Mislabeled?” the reader is introduced to Serge Romanich, who is a third-grade Serbian refugee. Upon Serge’s enrollment in Oakwood Elementary, it was said that he barely knew any English and never started school due to his mother’s hospitalization and the Serbian war. Serge was placed into the Limited English Proficiency (LEP) program at his school, where he was soon labeled as a non-reader with no aptitude. Adding onto that, due to Serge’s inability to make academic progression and catch up, the faculty at Oakwood Elementary suggested to his mother, Byona Romanich, that Serge had a learning disability. According to the article, “On the Woodcock-Johnson Test of Cognitive Abilities, he scored at least 2 standard
Eve... ... middle of paper ... ..., K., Milczarski, E., & Raby, C. (2011). The Assessment of English Language Learners with Learning Disabilities: Issues, Concerns, and Implications. Education, 131(4), 732-739.
English for Speakers of Other Languages (ESOL). English as a Second Language (ESL). Limited English Proficiency (LEP). English Language Learners (ELL). All of these are programs for students who did not learn English as their first language. Every day, students face many different challenges while going to school. Some struggle to grasp the concepts of math. Some struggle to manage their time wisely. Many struggle to get up in the morning. Many also struggle to fit in. But many of these struggles would be a little easier for those who have learned English as their first language. Those who did not, juggle learning English while trying to learn new concepts that are taught in English. It starts to sound like a catch 22, which is part of the
The study looked at 43 children, 18 boys and 25 girls, from a variety of backgrounds; socially, ethnically, and economically. The school was located in middle class-upper middle class neighborhood and serves neighborhood children as well as children bussed in from transient housing.
The Autonomous Learner Model focuses on a diversified group of gifted students in order to create a life-long learner. As the student enters the three levels of curriculum, the student learns to become an independent learner equipped with creative and critical thinking skills as well as problem solving and decision-making.
After reading Intentional learning for college success, the term learn is defined as the continuous process of obtaining information and building upon what has previously been discovered through the use of various strategies. My views of learning have not changed significantly; however, I have a better understanding of the learning process. I have also come to understand that it takes a mindful and dedicated person to be an intentional learner who will apply him or herself in every way possible. After five weeks of class I have grown to be a smarter learner.
... the availability and accessibility of having dictionaries available, due to delivery issues. I believe if proper arrangements could be made the publishing company could make a special delivery to the schools needed them. I have seen larger scale – products and services be delivered to conferences, workshops, meetings, retreats, in both business and academic events with prior arrangements. We are living in the age of modern technology, therefore this bilingual content area assessment should be accessible in computer programs. I feel that what I learned from this video lecture is to my advantage, as I am product of an ESOL program (1976-79 in Brooklyn, NY). I can relate to absolutely everything that Dr. Abedi has mentioned of students’ need of accommodations. The nationwide ESOL program has definitely improved to the benefit of the ESOL students’ academic success.
This education program was created using Benner’s (1984) Novice to Expert Theory as its framework. This theory was selected as it incorporates both the complexity and responsibility of nursing, which necessitates continuing career development. This theory also offers a way to recognize and measure the differences between the experienced nurse and the novice nurse (Benner, 1982).
Readers can learn many things from the characters in their stories. It is essential that we teach students how to pay attention to the characters in their stories so that they may better understand what they are reading and develop a deeper understanding of text.
I presented the focus learner at the beginning of the lesson with an apple, this benefited the learner by providing the learner with a concrete concept before the read-aloud occurred. The apple helped the focus learner make connections and acknowledge what she already knew. At 01:02 I asked the students “how does an apple taste like?” both the focus learner and classmate hesitated. So at 01:09 I suggested that they try an apple slice to refresh their memory. At 01:17 I repeat “How does it taste like ?”. The focus learner responds with “ it tastes like apple!” (1:19) and her classmates interjects and says “ it taste like strawberries”. Between 01:22 and 01:38 I accepted both answers and placed them on my chart paper regardless if it was right or wrong. At 01:37 I provided my focus
For English Language Learners, the ability to read at or above grade level is one of the biggest metrics of success in their education. However, many of these students lack the level of formal education that other students may have and they continue to lose time as they move through the immigration process, which can take years. That problem, combined with all of the struggles surrounding language acquisition, makes it difficult for most ELL students to exceed past a middle school reading level. This problem is made worse by Arizona’s lack of consistency in ELL placement. Arizona places ELLs into one of four categories – Pre-Emergent, Emergent, Basic or Intermediate – based on their scores on the Arizona English Language Learner Assessment.
The ACCESS for ELLs 2.0 is a secure large-scale English language proficiency assessment for Kindergarten through 12th grade students who have been identified as English language learners (WIDA 2015). It is directed annually to states that follow the WIDA Consortium to evaluate student progress in mastering the English language. The results from this test help establish learning goals and objectives for students based on their specific needs. From these test results, I have modified my lessons to ensure that all five of my ELL students receive the necessary instruction to ensure that their learning goals are met. For instance, according to the ACCESS report, my ELL’s average overall scores were as follows: 35% Reading, 35% Writing, 15% Listening, and 15% Speaking. Generally speaking, majority of my ELL learners are at the Developing Level. Meaning, they know and use minimal social English and general academic language without visual support. Their main struggles are in the area of Reading and Literacy, however, their strengths are in Listening and Oral Language. As a result, majority of my lessons include hands- on experiences with the heavy use of videos, music and visuals to ensure that their learning goals are
The issue we are working on at our University is Individualized Educational Plan (IEP”s). The Individualized Education Plan (IEP) is written for any student who is eligible for services under the Individuals with Disabilities Educational Act (IDEA). In order for a student to be eligible, the student must be classified under one of the thirteen categories of disabilities identified in IDEA.
The students I choose to feature is my 1st period Special Education Literacy class. Sources I used to gather information about these students are colleagues, interventionist, families & stu-dents. Prior to school starting, a transition to junior high meeting (evidence #1(E#1) (Group In-formation Profile (GIP) was held with my colleagues who teach 6th grade special education. To-gether we evaluate the student’s current IEP & placement evaluations. Wanting to understand the students’ exceptionalities guided me to collaborate with colleagues. There are 7 boys in this class, 4 are identified with educational disabilities of specific learning disability (SLD), & 3 are identified as other health impaired (OHI). This source was appropriate because (bc) it was a starting point of where