MillsLearner1a

Learner and Context Analysis **Learner and Context Analysis**

. || Because students know the Internet is an excellent source of information, the teacher should stress on-line resource (specifically webpages), but should also focus on the new resource being taught, on-line databases. . || Because students respond to positive praise, the instructor will offer positive oral praise for a job well done on the database practice lesson and will award points that will better student grades for this practice lesson and for future lessons in utilizing the database as a quality resource. || Because students learn by doing, it is important for the teacher to not only teach the lesson, but to also allow for practice opportunities. || Because students enjoy working independently, the teacher will give students time to practice the nearly learned skill on their own. The instructor, on an individual basis, will provide guidance and help. || Because students are motivated by learning and by earning high grades, more praise will be given and more points will be earned when using online databases. || || Because students need space to work, the desktops must be clear and ready for use. || ||
 * **Category** ||  || **Data Source** || **Characteristic** || **Implication(s)** ||
 * **Learners** ||  ||   ||   ||   ||
 * || Entry Behaviors || Prior Instruction/ Observation || Students can start and shut down a computer. || Middle school students will already be able to perform basic computer tasks and the teacher will students to have this prior knowledge. ||
 * ||  || Prior Instruction/ Observation || Students can log in to a network, open an Internet page, and effectively use a mouse and a keyboard || Because students already know how to log into a network, open an Internet page, and use a mouse and keyboard, no classroom time needs to be spent learning these skills. ||
 * ||  || Prior Instruction/ Observation || Students can use Firefox effectively. Student can open pages, type in URL’s, and close pages. || Because students can access and use Firefox effectively, time will not need to be used teaching this skill.
 * ||  || Prior Instruction/ Observation || Students can follow instructions on a worksheet in order to review and to practice new materials. || Student do know how to follow instructions, but at this age sometimes need to be reminded of the task at hand. ||
 * ||  || Prior Instruction/ Observation || Students are aware the Internet is an excellent source for information. ||
 * ||  || Observations || Students enjoy using the Internet to access information, but mostly “Google it” to complete their information need. || Some instruction will be needed, as Google is a good resource, but for academic use, databases are the best resource for information. Students will be encouraged to use the database information in moving forward. Because students need motivation for using databases, all teachers will offer points on assignments, reports, and projects for properly using and utilizing database resources. ||
 * || Prior Knowledge || Prior Instruction/ Observation || Students know how to utilize the computer to access information. || Students do know how to access the computer for information, but do not know how to access factual information from a database. Because this is a new skill, teachers will need to over motivation (points on projects) for proper database use. ||
 * ||  || Prior Instruction || Students know how to search for topics on the Internet. Students know that when searching for information on a specific person that they are to put the first name last and the last name first. || Students must be reminded that when searching a person, the first name must be last and the last name must be first. The teacher must make special mention of this process, as database searches are more specific and require proper searching format. ||
 * || Attitudes || Observations || Students enjoy using and accessing information on the computer. || To encourage this positive behavior, students will be given new tools to better and more effectively use the Internet for information needs. The lesson will still encourage the use of online resources, but will specifically teach the importance of using online database. In moving forward, students will now earn greater point values on their assignments, reports, and projects for utilizing and using database resources. ||
 * ||  || Prior Instruction/ Observation || Students want to utilize factual and accurate information for classroom activities || Students want to utilize factual and accurate information, but need to be reminded that websites can be misleading and may even contain inaccurate information. ||
 * || Motivation || Observation || Students are very excited and motivated to use technology. The natural motivation will help in teaching new skills. || No additional motivations will need to be used to encourage the use of technology in the classroom. ||
 * ||  || Observation || Students are excited to use technology, but want to utilize it the way they want to use it. || Some additional motivations will be needed to make sure students are using proper search strategies. It will be important to assign points on the rubric for using the database effectively. ||
 * ||  || Observation || Students are excited to learn a new skill and to become more independent. || To encourage the use of the database, students will be told that all high school and college students utilize and benefit from database use. Because students are motivated by grades, more points will be awarded on future assignments, reports, and projects (rather than simply using online searches) for using database resources. ||
 * ||  || Observation/ Student Discussion || Students are motivated through good grades and positive feedback. ||
 * || Education and Ability || Observation || All students are in the fifth grade in a middle school setting. || Because students have passed the lower grades and have moved into the middle grades, students in the middle grades are expected to perform at a higher level and are therefore expected to utilize better resources. ||
 * ||  || Observation || All students have an average or above average reading level. || Because of these accelerate reading levels, the teacher can use the K-5 resource with confidence. When introducing the resource the teacher will need to explain he importance of using only the K-5 resource. ||
 * ||  || Personalized Lessons || Students will be taught in a variety of ways so that all students are learning a new skill. || Because all students learn differently, the teacher will use all of the Multiple Intelligences in his/her lesson so that all students’ needs are met. ||
 * || Learning Preferences || Observation || Students would rather learn by doing, than telling. ||
 * ||  || Observation || Students enjoy working independently to learn and to utilize a new skill. ||
 * || Attitudes toward organization || Observations and Teacher Conservations || Most students are excited about school and about learning, as they constantly strive to produce quality work and excel at a high level. ||
 * ||  || Observation and Teacher Conservation || All students come from successful families that have obtained higher education degrees. Students work hard and know that they are all working to be accepted into good colleges. || Students are naturally motivated, but also need to be motivated through learning new skills and earning higher points towards their grades. Because students respond to praise, the instructor will orally praise students for their newly learned skills and award points now (and on future assignments) for utilizing the database resource. ||
 * || Group characteristics || Observations and Conservations with Teachers || The majority of students come from middle class to upper middle class families and have computers in their home (some students even have their own personal computer). || Because students are very familiar with computer technology, the instructor will support this familiarity by offering higher grades to those utilizing the online database resources. ||
 * ||  || Observations || Students are pushed to excel in the classroom and are often asked to complete assignments, reports, and projects with the help of quality resources. || Students will want to learn about a better resource for them to use to gather and to obtain quality information (and in the long run, save a great deal of time and energy on their search). The teacher will award points for using better resources (for this practice lesson and for future assignments). ||
 * ||  || Observations || Students naturally push and motivate their peers to learn and to utilize new skills. || Because students naturally push one another to succeed, the instructor will encourage peer learning by encouraging classroom discussion and practice sessions. ||
 * **Context** ||  ||   ||   ||   ||
 * //Performance// || Support || Observations and Conversations with Teachers || Library staff and teachers are well-informed users of on-line databases and know how to navigate the resource for quality information. || Because students are learning a new skill, they will receive assistance on how to use the database from the library staff (he/she will be assisting in the lesson – offering assistance for the teacher or for the students when needed) in addition to the teacher. ||
 * ||  || Observation and Conservations with Teachers/Students || Most students have Internet access at school (classrooms, common spaces, and the Library Media Center) and at home. Students can obtain support at school from teachers and librarians and at home through the Library Website (24//7 online service).// || Because students work in and out of the classroom and the database resource is available 24/7, the instructor will need to make a special mention that this resource is always available.
 * ||  || Observation || Students have access to a variety of on-line databases, as the Library Media Center has a variety of subscriptions for teacher and student use. || Because of student access to database resources is on-line, learners must be remind that there is a wealth of information available to them with the help of an on-line database. ||
 * ||  || Observation and Posted Information || Students have access to a variety of on-line databases, but must have the correct user name and password to access the material. || Because students have many usernames and passwords to keep track of, learners will need to be told where to look to get the username and password information. ||
 * ||  || Internet Policy || All students have access to the computers. || Because all students have access to computer, this does not apply here. ||
 * ||  || Internet Access || All students have access to a computer at home. This access is enhanced, as the databases will be available to all students all the time. || Because students have access to computer, database information can be accessed at any time, as long as usernames and passwords are availiabe. ||
 * || Physical Aspects || Observation || Students must have usable desktop space to complete the lesson (space for a laptop and space to write on a worksheet). ||
 * || Social Aspects || Observation || Students are very social. However, this lesson must be done on their own, as students will need to navigate the databases by themselves for future assignments. || Because students are social, classroom discussions will be encouraged, but individualized practice must take place for ultimate student success. ||
 * ||  || Observation and Past Lessons || Students will have many questions as the lesson is given. Students may ask questions, but must ask the teacher, as their questions can help better the understanding of the whole lesson. || Because students will have questions, the instructor will need to allow students the opportunity to ask and to respond to questions, as this will help enhance their learning. ||
 * || Relevance || Observation and Conversations || Students will need to know how to log in to a computer, type in a URL, access the database, perform a simple search (each student will search for the same name/topic), and be able to repeat the search process with a search on one name/topic of their choice. || Because students need multiple ways to learn, the teacher must present the lesson to the class, answer questions, and allow time for practice. The chance to perform searches will allow for greater understanding. ||
 * Learning// || Compatibility with Workplace || Conservations with Students || All students will be expected to use online database information for assignments, reports, and projects. || Because students will be expected to use the database resource in the future, points will need to be given for proper use.
 * ||  || Conservations with Teachers || All students will be excepted to access and to use online databases for assignments, reports, and projects. || Because students will be using database resources in the future, points should be given for the proper use of online database information. ||
 * || Ability to simulate Workplace || Conservations with Students || Most students have computers at home and will access the databases at home for school assignments, reports, and projects. || The instruction in the classroom will have great benefits to class assignments, reports, and projects, as the use of online databases will enhance learning opportunities. ||
 * ||  || Conservations with Teachers || All students will be able to access the online databases for all class assignments, reports, and projects. || Because students will be using online databases, all classroom teachers should emphasize the use of online databases for practice and repetition. ||
 * || Adapt to Delivery Approaches || Prior Instruction || The teacher will provide oral directions, visual directions, physical directions, and written directions to make sure all learning styles are being addressed. || Because all students learn differently, the teacher will need to address and reach all students; therefore he/she will need to offer a variety of learning approaches in delivering the lesson. ||
 * ||  || Observation || Students will need to watch the teacher as he/she logs on, types in the correct URL, types in the correct username and password, and then performs an online database search. || Because student learn by watching and doing, the teacher needs to show and to talk through each step so that students can hear and see how to access online databases. ||
 * || Design and Delivery Constraints || Observation || Students typically “Google It,” but should not rely on this information for class assignments, reports, and projects. Students need a more reliable and trustworthy resource to find information. || Because students do not know a better way to access information, the teacher must show students how to access and use reliable online information and explain why a database is a trustworthy resource for student studies now and in the future (future teachers will expect that students know how and do utilize this resource, as student grades will be effected). ||
 * ||  || Observation || The lesson will be delivered in a step-by-step approach so that all students will learn how to access online databases. Students will also be allowed to ask questions throughout the lesson to better their understanding. Furthermore, students will also be given time to practice their new skill so that deep learning and understanding can take place. || Becase each student is different, this lesson will be taught with the learners in mind and will cover all of the Multiple Intelligences, as it is crucial students know how to search online for information. After this lesson, students will know how to search online for quality resources and information. ||