Learner Analysis Assignment The learning environment that served as the context for my learner analysis is a k-5 public

Title I elementary school. The school is located in a low socioeconomic area serving students from diverse ethnic backgrounds. The students are third graders with diverse demographics. The instructional goal that I am using to create my UbD is M3N2. Students will further develop their skills of addition and subtraction and apply them in problem solving. Demographics The learners that I chose to collect information on for my UbD represent an array of learning types and abilities. The students come from diverse backgrounds with varying ethnicities and income levels. I chose these particular students because I want to design instruction that is representative of the target learners in my classroom. See Appendix 1.1. Entry Skills and Prior Knowledge I used a county math pre-test for Unit 1 to access the learners educational and ability level as they pertain to developing their skills of addition and subtraction and applying them in problem solving. The test covered the following standards and elements: M3N2. Students will further develop their skills of addition and subtraction and apply them in problem solving. a. Use the properties of addition and subtraction to compute and verify the results of computation. b. Use mental math and estimation strategies to add and subtract. c. Solve problems requiring addition and subtraction. I then analyzed test results to see the individual and group strengths and weaknesses on the material presented in the test. From the class proficiency report, I have found that my learners are weak in the area of problem solving requiring addition and subtraction with a particular weakness in the area of estimation and mental math. Overall, the learners seemed to have a strong grasp on computing addition and subtraction problems. See Appendix 2.2, 2.3, and 2.4 (the test). Academic Motivation I used two assessments to determine the motivation of the learners towards the goal that I have selected. First, half of the learners were given a math attitudes and dispositions survey. The

survey used short phrases and pictures to indicate general feelings about math. Students one, five, six, and seven were given this survey. See Appendix 3.1. The second math attitude survey used longer phrases and questions about math, and used a this is very true of me, this is a little bit true of me, and this is not at all true of me scale. This survey consisted of 23 questions that ranged from personal beliefs about math to student experiences with math. Students two, three, four, and eight were given this survey. See Appendix 3.2. See Appendix 3.3 for individual student motivation. Motivational Strategies I will use the following motivational strategies to address motivational challenges noted by the learners through the math attitude and interest surveys. John Kellers ARCS model provides me with motivational strategies that will help the learners achieve in the goal that I have selected. I will focus on using attention, relevance, confidence, and satisfaction strategies that promote learner motivation. Since the learners must value the task, I will make sure that learners see the task as being meaningful to them. I will make sure that the learners are engaged and I will set positive expectations for the tasks. Since many of the learners indicated a low confidence level in their mathematics performance, I will make sure that the learners are acknowledged for their efforts and rewarded accordingly. Also, students will have multiple opportunities to succeed in their learning tasks. Also, many of the learners stated a mediocre feeling about math, so one strategy that can increase motivation and effort would be to use attention strategies that increase student interest and keep them motivated. By posing questions or problems and by constantly changing teaching methods, students will be engaged and waiting for more. Learner Characteristics To identify the broad range of learner characteristics I gave each learner a survey to find their individual multiple intelligences. The survey is titled How Many Ways Are You Smart? in which students responded to statements that are true about them. See Appendix 4.1. Culture and/or ethnicity might influence the target learners, task, and learning situation in both negative and positive ways. Since my target learners represent a broad range of cultures and ethnicities, many of the below situations may be present. Different cultural groups

may value education and achievement in school more than other groups, because they understand the importance of a strong education. Having someone at home to work with learners and motivate them can be very beneficial. On the other hand, since many of the learners live in a very low socioeconomic household, parents may emphasize different goals such as keeping children safe and out of danger. Safety may take precedence to education, so it would be important to focus on the way in which these students learn best because extra motivation may be needed. Also the English language learners may have a difficult time grasping new concepts or content vocabulary. As an educator it is my job to treat each student as an individual, and understand the way in which they learn best to make sure that each learner has the same chance to succeed in the goal that I have created.

Accommodations I have found some specific accommodations that I will use for students with special needs. These accommodations will help enable the learners to accomplish the learning goal that I have created. For Student six, a student that has dyslexia, I would use the following accommodations: Assign a peer reading buddy Provide preview questions Provide a one-page review of the content covered Shorten assignments to focus on mastery of key concepts Provide audio for textbook and allow student to follow the text while listening Give directions in small steps Use visuals and concrete examples Use grid paper to help line up math problems Read story problems aloud Break problems into smaller steps For Student One, a student with severe ADHD, I would use the following accommodations: Set up social behavior goals and implement a reward system Praise student frequently Review instructions for a new assignment Seat student in a quiet area Allow extra time to complete tasks Break up assignment into smaller parts

Give students written and oral instructions Use graph paper to space number Provide immediate corrective feedback in responses and model the correct mathematical procedure For Student Three and Student Seven, who both are ELL students, I would use the following accommodations: Simplify language Assign peer buddy Demonstrate concepts Use graphic organizers Pre-teach vocabulary Read directions Give oral clues or prompts Use vocabulary files For Student Two and Student Four, who both are gifted students, I would use the following accommodations: Group gifted student together for higher level learning, instead of grouping with lower level students for remediation Encourage independent investigations Ask higher order questions Provide alternatives for individuals who complete work early References Cox, K. (2004). General Accommodations for Gifted Student in the Regular Classroom. Retrieved from http://www.grandviewlibrary.org/CurriculumAdaptations/General_ Gifted.pdf Davis, D. (2011). Regular Classroom Modifications for ELL Students. Retrieved from http://rpdc.truman.edu/mellpresentations/Mainstram %20AccommodationsB.pdf McCarthy, C. (2011). Region 10 Education Service Center: Dyslexia. Retrieved from http://www.region10.org/dyslexia/Dyslexia-AccommModif.html

Parker, H. C. (2011). ADAPT: Accommodations for Students with ADHD. Retrieved from http://www.naceonline.com/article-accommodations-for-adhd.php

Phillips, D. & Crowell N. A. (1994). Cultural Diversity and Early Education. Retrieved from http://www.nap.edu/openbook.php?record_id=9197

Small, R. V. (1997). Motivation in Instructional Design. ERIC Digest. Retrieved from http://www.ericdigests.org/1998-1/motivation.htm

Appendices

1.1
Student One Two Three Four Five Five Six Gender Male Male Male Female Female Female Male Ethnicity African American African American Hispanic African American African American African American Caucasian Age 9 9 9 9 9 9 9 Low Income Yes No Yes No Yes No Yes Served through Special Education Other Information Served through Special Education Gifted ESOL Gifted EIP-Math

Seven

Female

Hispanic

Yes

ESOL

2.2
Student One Two Three Four Five Five Six Seven Score 10 16 14 11 5 14 12 10 Average= Percent 55.60% 88.90% 77.80% 61.10% 27.80% 77.80% 66.70% 55.60% 63.91%

2.3

3.3
Student One Two Three Four Five Five Six Seven Feelings about Math Below Average Above Average Above Average Average Below Average Above Average Above Average Average Confidence in Math Average Above Average Above Average Average Below Average Above Average Average Average

4.1
Student One Two Three Four Five Five Six Seven Nature X X Logic X X X Word X X X X X X X Music Picture Body X X X X X X X X X People Self X