Learner Analysis
Trellis Buckles
Target Audience
Learners for the project were selected from At-Risk Students in an alternative school
K-12 environment. Due to disciplinary reasons, all students were expelled from their home
schools by the Disciplinary Tribunal Committee and referred to an alternative school as a
disciplinary consequence for behavior correction. Students were assigned one to two
semesters depending on the infraction violation via the Student Code of Conduct guidelines.
The student demographic range from elementary, middle school, and high school students;
however, 4th through 12th graders thus far.
Learners chosen for this assignment were placed in the following categories: one
elementary 5th grader; three 6th, 7th, 8th middle school students; and four 9th, 10th, 11th, 12th
high school students. In connecting the learning styles with the students, the students’ first
name will only be mention in this analysis; due to, privacy and confidentiality laws
prohibiting full disclosure without parental consent. The students are Leigh-5th grade;
Kim-6th grade; Catherine-7th grade; Anna-8th grade; Shannon-9th grade; Jarvis-10th grade;
Josh 11th grade; and Travis-12th grade. The students’ ages range between 9 and 17. For
gender, four female and four males were used in the analysis. One student was visual
impaired and one hearing impaired. There were 7 African American students and 1 Hispanic
student. All students noted English as their natural language with the exception of the 1
student fluent in Spanish.
Gardner’s Multiple Intelligence
Howard Gardner, psychologist and developer of the Multiple Intelligence Theory,
noted that students think and learn in various ways. Gardner identified seven Intelligence
associated with learners’ cognitive ability.
According to Smith (2008), Gardner
characterized students as Logical-Mathematical learner, Verbal-Linguistic learners,
Visual-Spatial learners, Body-Kinesthetic learners, Musical-Rhythmic learners, Interpersonal
learners, and Intrapersonal learners. The Intelligence rarely operate independently noted
Gardner. Verbal-Linguistic Intelligence is the ability to use words and language.
Logical-Mathematical Intelligence is the capacity for inductive and deductive thinking and
reasoning; as well as the ability to recognize patterns. Visual-Spatial Intelligence is the
ability to visualize objects and spatial dimensions, thus, creating and internal images and
pictures.
Body-Kinesthetic Intelligence is the ability to control the body and physical
motion.
Musical-Rhythmic Intelligence recognize tonal patterns and sounds, thereby,
sensitive to rhythms and beats. Interpersonal Intelligence is the guided by the ability to
communications and form relationships. Last, Intrapersonal Intelligence are spiritual,
self-reflection, and awareness learners.
In assessing the students, the learning styles varied; however, occasionally one
dominated the other. According to the Gardner’s Multiple Intelligence Theory, the students
were identified by the following learning styles: Leigh (logical-mathematical intelligence);
Catherine (musical-rhythmic intelligence); Anna (visual-spatial & logical-mathematical
intelligence); Josh (visual-spatial intelligence); Jarvis (verbal-linguistic & interpersonal
intelligence); Shannon(logical-mathematical & verbal-linguistic intelligence); Travis
(interpersonal intelligence); and Kim (logical-mathematical intelligence).
Special Needs
In the student learning analysis, the students Anna and Josh were identified as
receiving special services. One student had been diagnosed with Asperger Syndrome and the
other as intellectual disabled. Anna is currently going through the Individual Education Plan
(IEP); however, Josh has had one since grade school.
Asperger Syndrome
According to the Autism Society, Asperger Syndrome (AS) is a severe developmental
disorder characterized by major difficulties in social interaction, and restricted and unusual
patterns of interest and behavior. In an instructional environment, it is suggested that students
with Asperger be taught socialization and vocation skills noted below:
*Socialization skills:
Emphasis should be placed on skills that correspond to relative strengths for the
individual as well as skills that may be viewed as central for the person’s future
vocational life, such as, writing skills, computer skills, and science
*Vocational skills:
Suggests that students learn how to use the library, access data bases and the Internet
Intellectual Disability
The American Association on Intellectual and Developmental Disabilities (AAIDD) defines
intellectual disability as synonymous with the term ‘mental retardation.’ Intellectual
disability is a disability that involves significant limitations both in intellectual functioning
and in adaptive behavior, thereby, covering many everyday social and practical skills.
AAIDD identifies the essential developmental skills for those with disability as:
*Conceptual skills:
Literacy; self-direction; and concepts of number, money, and time
*Social skills:
Interpersonal skills, social responsibility, self-esteem, gullibility, naïveté social problem
solving, following rules, obeying laws, and avoiding being victimized
*Practical skills:
activities of daily living (personal care), occupational skills, use of money, safety, health
care, travel/transportation, schedules/routines, and use of the telephone
As Instructional designers scurry around trying to identify various ways to address
student’s learner styles, many professionals note that it is just as challenging addressing the
needs of students with disabilities. Using technology with students with disabilities is highly
recommended according to Technology Teacher, Diggs (2000). Diggs notes that at-risk
students use technology to interact with their peers and it assists with academic success.
There are numerous agencies and organizations that provide guidelines and identify
statues to ensure equal treatment for students with disabilities, such as, the Office For Civil
Rights, American With Disabilities, The US Department of Education, and ARC to name a
few.
Cultural/Ethnic Background
Students observed for the assessment were identified into two main groups; however,
several sub-categories were noted. The Ethnic groups were African American and Hispanic.
In determining learning styles and academic success, culture and ethnic differences
influences students’ achievement. Currently 95% of the students enrolled in the alternative
program of African American, 4.5% Hispanic, and .5 White. The male to female ratio is 5:1.
Of the Hispanic students, less than half are fluent in English; however, many students with
English as their native language demonstrate broken dialect as well.
Often there exist barriers in the educational arena between students from various cultural and
ethnic background and teachers; thus, interfering with the instructional connections and
transferring of material.
Mora, 2002, suggests the importance of using multicultural
literature to teach reading. According Professor Mora, multicultural literature reflects culture
diversity within the community and within the classroom. Also, it acts as a bridge in
connecting students’ real-life experiences and academic learning.
The Institute for the Study of Social Change, (1991) noted in literature that students
of various culture back expressed that there exist subtle discrimination in the educational
arena; thus, maintaining the barriers between students. According to Davis, (1993) there are
no guidelines to address this problem; however, being thoughtful and sensitive might help the
problem. Davis suggests the strategies noted to assist with diversifying an educational
environment:
*Recognize any biases or stereotypes you may have absorbed
*Treat each student as an individual, and respect each student for who he or she is
*Rectify any language patterns or case examples that exclude or demean any groups
*Do your best to be sensitive to terminology
*Get a sense of how students feel about the cultural climate in your classroom
What Motivate Students
John Keller divides motivation strategies to engage students into four categories: attention,
relevance, confidence, and satisfaction.
Keller suggests the follows:
Attention
*Perceptual arousal assists with gaining and maintaining student’s attention via novels
*Inquiry arousal stimulate information-seeking by having learners generate questions/solve problems
*Variability maintains student interest by varying the element of instruction
Relevance
*Familiarity adapts instruction by using concrete language and examples
*Goal Orientation provides statements or examples instructions
*Motive Matching using teaching strategies that match the motive profiles of the students
Confidence
*Expect success by making learner aware of performance requirements and evaluation criteria
*Challenge Setting by providing multiple achievement levels
*Attribution Molding allows feedback that supports student’s ability and efforts
Satisfaction
*Natural Consequences provides opportunities to use new skills in a simulated setting
*Positive Consequences provides feedback and reinforcements that assist w behavior
*Equity maintain consistent standards and consequences for accomplishing the task