Carol Ann Dunlap FRIT 7430 Learning Analysis June 14, 2010 Introduction The focus of this learning

analysis is on a heterogeneous group from a 2nd grade Early Intervention Program (EIP) classroom. The learning environment for this analysis is a public elementary school with grade levels ranging from kindergarten to fifth grade. The classroom consists of 22 students, a regular education teacher, and support from an EIP teacher during two segments of the day. I chose numeration and computation as my goal for a group of 2nd grade students. M2N2. Students will build fluency with multi-digit addition and subtraction. a. Correctly add and subtract two whole numbers up to three digits each with regrouping. b. Understand and use the inverse relation between addition and subtraction to solve problems and check solutions. c. Use mental math strategies such as benchmark numbers to solve problems. Demographics Table 1.1 Student Initials MB AB DB TB SE CH AH BH HH CO Gender Race F F M M F M M F F F C AA C C C AA C C C C X X Reading Fluency EIP Reading Math X X X X X X X X X Reading Fluency Reading & Math Fluency Math Fluency SST Goals CRCT 2009 Reading Math Passed Passed Passed Passed Failed Passed Passed Passed Passed Passed Failed Failed Passed Passed Failed Passed Passed Passed Passed Failed

Demographic Analysis Table 1.2 Gender Race EIP Math Services M 4 F 6 C 8 AA 2

EIP SST Reading Goals Services 6 3

CRCT Reading Passed 9 Failed 1

CRCT Math Passed 6 Failed 4

At the beginning of the school year, this class was grouped according to ability levels and performances on the CRCT. The abilities in reading and math range from average to below average. A few of the students are reviewed by a Student Support Team (SST) in which goals and interventions are placed to assist with academics. Several students receive services from the EIP (Early Intervention Program) teacher. The EIP teacher co-teaches in the classroom during literacy centers. In addition to the coteaching segment, several students get pulled for small group instruction in reading and/or math. The Demographic Table 1.1 shows that six out of ten students failed the math portion of the CRCT in 2009 confirming a cause for concern in this subject area. All of this information was obtained from permanent records kept at the school. Entry Skills From the data provided on the Demographic Table 1.2 it is apparent that 60 percent of the group selected for this analysis failed the math portion of the CRCT. The CRCT is a standardized test that I used to identify an overall weakness in the group. In order to come up with a baseline data point I used a program called AIMSweb which gives an assessment of mathematical concepts and applications. The questions range from single-digit addition and subtraction problems to double-digit with regrouping problems. Students are tested in a whole group setting and are given three minutes to complete as many problems as possible. Students are instructed to work horizontally and are told not to skip around. The problems on this assessment start off simple and gradually increase in difficulty as the test progresses. Students are scored on the number of problems correct and are placed in a norm category for 2nd grade students. The following are the results from the AIMSweb testing. Name MB AB DB TB SE CH AH BH HH CO Number of problems correct 2.0 3.0 1.0 3.0 5.0 9.0 9.0 8.0 9.0 2.0 Percentile 25th 25th 10th 25th 25th 75th 75th 75th 75th 25th Rank Below Average Below Average Well Below Average Below Average Below Average Average Average Average Average Below Average

Number of student in the above average range: 0 Number of students the average range: 4 Number of students in the below average range: 5 Number of students in the well below average range: 1

Academic Motivation Based on my professional experience as an educator, it is my understanding that students whom excel or do well in a particular subject enjoy learning about that content. Students that struggle in a particular academic area are unmotivated and do not enjoy learning about that content. In the small group analyzed from my classroom, almost every student that failed the math portion of the CRCT does not enjoy learning about math and typically finds distractions to escape from the subject. One student in particular always asks to use the restroom as soon as we begin a math lesson which can be caused by anxiety or lack of interest in the subject. Another student is typically found at the pencil sharpener or wandering the room during independent work. DB, who fell well below average in the AIMSweb testing, compensates for his inabilities in math by guessing or looking on a peers paper in order to finish math as soon as possible. The students that fell in the average range truly enjoy math and are extremely competitive and excited during math games. These students enjoy practicing math facts after they are done with their work. Motivational Strategies: In order to motivate reluctant students in math I will use Kellers ARCS Model as a tool to assist with students academic motivation. The acronym ARCS stands for: Attention, Relevance, Confidence, and Satisfaction. Attention One of the most important aspects of a lesson is capturing and maintaining the attention of the learner. In order to capture the learners attention, I will start off with an interactive flip chart to use on the ActivBoard or a computer game to practice the skill. I will keep their attention throughout the lesson by moving quickly and allowing a lot of time to move around. Students will stay focused and entertained while they work in math centers. Relevance The learner needs to understand why they are learning a particular skill in order for them to be motivated. If I student thinks I will never use this then they will be less likely to take initiative to learn. Word problems are a great way to show real life situations in which math skills are important and useful. To keep students interested in the word problems I will create a variety of word problems that relate to their lives. Also, I will use their names and hobbies to personalize the word problems. For fun, I will have several volunteers come up and act out the word problems or have students create their own word problems based on their lives. The learner needs to understand that math skills are important to learn and recognize what would happen if they did not know how to add or subtract in real life situations. Confidence Confidence is a vital component in the learning process and motivation. If a student does not believe they can achieve something then they will not try. I want to show my students that they are all capable of learning and improving. In order to prove this fact we will take daily math drill tests and graph the results. I will explain that these drills are simply for practice and not for a grade. I will also explain that everyone is unique and different so everyone will be starting off at different levels. The goal, however, will be to improve from the previous day. Each day I will give the students a short, one minute drill and have them graph the number of problems they got correct. The students will love watching their progress after several weeks and will hopefully feel excited and confident about their improvements.

Satisfaction Weekly math drills will provide confidence for the learner, but more importantly satisfaction in their performance. The feeling of accomplishing a goal provides intrinsic motivation for a learner. I will also provide rewards and stickers for the students that complete the most problems or the student that has improved the most. Praise and positive feedback will be given to encourage the learner to feel satisfied with their success.

Learner Characteristics The sample in which the learner analysis is taken from consists prominently of white Caucasian students with a two African American learners. There is not much of a cultural difference or economical difference in this group. These learners live in a suburban community and are economically middle class families. None of the learners are on free and reduced lunches. If however, there was cultural difference I would need to pay close attention to the classroom environment and assignments. ELL students need visual cues and labels around the room. The daily schedule will need to be posted along with pictures and clocks as cues so that the students understand the structure of the day. ELL students also need to feel supported so assigning a peer partner will help the student feel more comfortable. Culture is a very important aspect of ones life so I will respect the ELL student by inviting them to share their culture with the class. Some students may not have the financial means to have a computer or buy flash cards so I would have to consider this fact when giving homework. Also, some cultures might consist of parents that do not speak English so I would have so send home the directions in their language if possible. I would also need to pay close attention the students that get help at home and those students who are working independently because their parents are at work. Multiple Intelligence Parent Survey Table 1.3

Students MB AB DB TB SE CH AH BH HH CO Totals

Linguistic X X

Logical

Spatial

Musical Interpersonal X X X X

Bodily X X

Naturalist X

X X X X X X X 5 X X 4 X X

X X X X X 6

X X

X X

X 5

`4

Multiple Intelligence Survey: I sent home a survey on multiple intelligences for parents to fill out at the beginning of the school year. I asked the parents to circle the top three intelligences that had the most check marks. The survey showed me that I have a pretty evenly distributed group of intelligences with the smallest number in the logical/mathematical intelligence. I found the surveys results to be interesting since it shows that this particular group of learners does not thrive in the mathematical area. The majority of the learners are bodily and linguistic learners which demonstrate that I need to have a lot of movement and language in my lessons and activities. These students respond well to stories, listening to others talk, and reading books. They also enjoy playing physical games, touching objects, and staying active. The multiple intelligence survey proves that I need to have lessons built around mathematical stories or word problems, as well as movement and games. Using manipulatives, such as base ten blocks, will help the logical/mathematical learners too.

Accommodations This particular group of students does not have any accommodations needed but I included accommodations for students with off-task and inattention behaviors or students with ADHD. Accommodations and Strategies for off-task and inattention Capture students attention before giving directions Keep students guessing during class participation Teacher needs to stay at close proximity by standing in one place or standing near the student that needs the accommodation. Give clear directions and concise directions. Multi-step directions should be written on the board. Give opportunities for choice which will boost the students interest and attention span. Instruct at a brisk pace to keep the learners attention. Be prepared during lessons so transitions are quick. Provide attention or brain breaks to break up the day. These can be short one minute stretches, songs, or games of Simon Says. ADHD accommodations and strategies Use a silent signal to redirect overactive students. Allow motor breaks and group stretch breaks. Encourage acceptable outlets for motor behavior such as a stress ball or a chewy that is placed

at the end of a pencil. Have students monitor motor behaviors and call outs by using a tally sheet. Once the student is aware of the problem, they often try to fix it. Ignore low level motor behaviors. If a student needs to stand up or move around but is not distracting others than let them. Minor fidgeting should be ignored. Remove unnecessary items from the students work area. The least amount of distractions will be most beneficial. Use brief reminders about appropriate behaviors and praise when those behaviors are achieved. ________________________________________________________________________________

AIMSweb
Sample Grade 2 M-CBM Probe

Multiple Intelligence Survey

by Diana Bohmer
http://school.familyeducation.com/intelligence/teaching-methods/38512.html?page=1&detoured=1

Review the following questions and check all that apply to your child. Circle top three intelligences with the most check marks. Linguistic Intelligence Does your child:

o Enjoy listening to other people talking? o Get annoyed with people who use improper English? (for example, He don't know the
answer.)

o Like to learn new words? o Give good directions to others so that they understand the first time? o Like to tell stories? o Enjoy reading books? o Have a good memory for names, dates, and trivia?
Logical-Mathematical Intelligence Does your child:

o Like to work with computers and calculators? o Enjoy math class? o Easily add numbers in her head? o Enjoy doing science experiments? o Ask a lot of questions about how things work? o Enjoy chess, checkers, or other strategy games? o Enjoy logic puzzles or brainteasers?

Spatial intelligence Does your child:

o Prefer to draw pictures rather than tell stories? o Find her way around a new place easily? o Like to take things apart and then try to figure out how to put them back together? o Read maps, charts, or diagrams more easily than text? o Daydream more than peers? o Build interesting three-dimensional constructions (like LEGO buildings)? o Doodle a lot on notebooks?
Musical Intelligence Does your child:

o Enjoy playing a musical instrument? o Listen to music a lot? o Hum or sing a lot? o Cheer their self up with songs when they are sad? o Tell you when music sounds off-key? o Have a good singing voice? o Remember the melodies of songs?
Interpersonal Intelligence Does your child:

o Like to work and play with other kids? o Understand how friends are feeling by looking at their faces? o Have two or more close friends? o Give advice to friends who have problems?

o Have a good sense of empathy or concern for others? o Seem to be street-smart? o Seem to be a natural leader on teams?
Bodily-kinesthetic Intelligence Does your child:

o Find activities like riding a bicycle, skating, or walking on a balance beam easy? o Use a lot of hand gestures and body movement when talking to friends? o Run, swim, and exercise without getting tired? o Learn to play new sports easily and quickly? o Like to touch something she has just seen? o Report different physical sensations while thinking or working? o Cleverly mimic other people's gestures or mannerisms?
Naturalist Intelligence Does your child:

o Enjoy collecting bugs, flowers, or rocks? o Like to closely examine what she finds in nature? o Keep detailed records of her observations of nature? o Like to watch natural phenomena like the moon and the tides and hear explanations about them? o Become fascinated with one particular thing from nature and want to learn about it thoroughly? o Want to become a geologist, biologist, or some other type of scientist?
References:

Bohmer, D. (2008). Multiple intelligence survey. Family Education. Retrieved from: http://school.familyeducation.com/intelligence/teaching-methods/38512.html?page=1&detoured=1 Brock, S.E. (1998) Helping the student with ADHD in the classroom. Strategies for Teacher Communique, 26 (5), 18-20 Carnine, D.W. (1976). Effects of two teacher presentation rates on off-task, answering correctly, and participation. Journal of Applied Behavior Analysis, 9, 199-206. Colorado, C. (2007). How to create a welcoming classroom environment. Retrieved from: https://www.colorincolorado.org/educators/reachingout/welcoming.