sapp, kristin- learner analysis assignment

8/3/2019 Sapp, Kristin- Learner Analysis Assignment

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Kristin Sapp

FRIT 7430-Instructional DesignLearner Analysis Assignment

Introduction: The learning environment includes fourth grade students at a title one middle school. This particular

middle school includes grades fourth and fifth unlike many other schools in the southeastern region. Thelearning will take place in a fourth grade regular education classroom. This classroom consists of twenty five

fourth grade students to one instructor. My instructional goals were gathered from the fourth grade Georgia

Performance Standards.

Instructional goals:

ELA4R1: The student demonstrates comprehension and shows evidence of a warranted and

responsible explanation of a variety of literary informational texts.

For Literary text,b. Identifies and analyzes the element of plot

For informational texts,

d. Identifies and uses knowledge of common organizational structures (e.g. chronological order)

ELA4W1: The student produces writing that establishes an appropriate organizational structure,sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying

closure. The student:

c. Uses traditional structures for conveying information (e.g. chronological order)

Demographics

Group Composition/Demographics:

Grade

Level

Class

Size

Age

Range

Gender Ethnic

Background

Special Needs

4th grade 25 students 9-11 yearsold

15 males

10 females

Caucasian16

African American:4

Hispanic5

6 students havebeen diagnosed

with ADHD in

this class.

Further demographic information:

Ethic Background:While this class is distributed like all four grades classrooms at our middle school, the ethic diversity

within the classroom is definitely not equal. Sixty percent of students are males, while only forty percent are

females in the class. Also, ethic background is not distributed evenly. The ethnic background distribution is


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predominately of Caucasian descent with 64% of all students in this class falling under this category. While

only 16% are of African American descent and 20% are of Hispanic descent. This is a list of students brokendown by gender and race. There are nine Causation males, three Hispanic males, and three African American

males. There are six Causation females, three Hispanic females, and only one African American female.

Income level:

The majority of the students in this class fall into the low income family category and is eligible for free

or reduced lunch based on their parents income. Sixteen out of twenty five students, or 64%, of students in this

class are considered to come from a low income family. Poverty/income level is another major factor toconsider when planning and interacting for students during this unit and throughout the year.

Special needs:While six students in this classroom are diagnosed with ADHD, their medication situation varies

between each student. One student has a diagnosis in permanent file which indicates that he is severely ADHD.

Another students diagnosis in permanent file states that she shows symptoms of mild ADHD. The other fourstudents diagnosis simply states diagnosed with ADHD.

Another difference between these students is the treatment for their diagnosis. One student has been

diagnosed, but is not currently taking medication for the diagnosis. One student takes dose of medication everymorning from school nurse, while another student takes his medication after lunch. The other three students are

given their medication before they report to school each morning. The time and disruption of the medication canaffect the individual students behavior throughout the any given day.

(**All of the demographic information was gathered from the students permanent school records and

information given by the school to each classroom teacher at the beginning of the school year.**)

Entry Skills and Prior Knowledge:

At our middle school, students are required to take Reading/ELA pre-tests and post-test every nine

weeks. These pre and post tests are used to determine the knowledge gained during the nine weeks. These also

help teachers to see what areas are weaknesses for the majority of the students in the class. I always use resultsto shape my instruction during the nine weeks. If I see that an area is a weakness for the students, I will developmultiple lessons to emphasis on the skills that are needed.

Our instructional coordinators at the school grade and analyze test results for each class. Each teacher isgiven a chart that breaks down the questions on the test, content standards area, and number of wrong responses

for their class.

(**The following chart comes from analysis that I was given for my students at the beginning of this 9

week period. I have only included the questions that focused on my standards/goals for my UBD unit.**)

Question # Content Area # of Wrong Responses

4 ELA4R1 d.: organizational structures-chronological order 125 ELA4R1 d.: organizational structures-chronological order 10

12 ELA4R1 d.: organizational structures-chronological order 15


20 ELAW1c. writing organization 19

21 ELAW1c. writing organization 16

22 ELA4W1c transition elements 12


32 ELA4W1c transition elements 7



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This information is important to the teacher because it allows the instructor to pick weak areas that needconcentration for their learners. I choose to write a Sequencing/Chronological Order unit because this was the

students weakest area according to the pre-test questions.

(**The following chart includes information given to teachers by instructional coordinators at my

school. The information includes each students first nine weeks pre-test scores.**)

Individual pre-tests scores of learners:

Student Post-Test Score

1 60

2 60

3 30

4 51

5 80

6 54

7 40

8 72

9 66

10 52

11 70

12 77

13 58

14 54

15 59

16 70

17 78

18 59

19 6720 86

21 45

22 81

23 79

24 69

25 50


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Academic Motivation:I created a survey that included questions to determine the interest of learners in the area of

Chronological Order and Sequencing. The following chart displays survey results from the students.

Motivation to learn standards based on survey:Student High Medium Low

1

2

3

4

5

6

7

8

9

1011

12

13

14

15

16

17

18

19

20

21

22

23

24

25


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Students motivation based on classroom observations:

I collected data from everyday classroom activities. The following chart show information for each

students based on their participation in daily classroom activities. The first category, participation, includeseagerness to participate during whole class or small group discussions/lessons. The second category, interaction

includes the enthusiasm to interact with other students and the amount of participation during centers, group

projects, or paired reading assignments. The third category, independence, includes the amount of work that is

completed independently during class or the eagerness to complete work independently without prompts fromteacher.

Participation Interaction Independence

Student High Medium Low High Medium Low High Medium Low

1.

2.

3.

4.

5.

6.7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


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Motivational Strategies:

The ARCS model for motivation identifies ways that instructors can encourage and motivate students tolearn. The model breaks down several categories and strategies for motivation

ARCS stands for: (A)-attention (R)- relevance (C)-confidence (S)-satisfaction

(A)- Attention

An instructor should introduce new topics by first gaining the readers attention. Teachers should do this

by giving students perceptual arousal or inquiry arousals. This means that instructors keep students guessing orquestioning. Perceptual Arousal includes grabbing students attention using novelty or surprise. Inquiry Arousal

includes posing questions to the students to strike interest or have students pose questions to strike interest.

(R)- Relevance

Instructors can promote relevance by relating concepts to the learners experience, prior knowledge, orinterest. Help students to understand and relate to concepts by finding familiarity and relevance to students.

Instructors can also promote relevance by giving students goals and objectives of the lesson. The teacher shouldpromote interest in learning by explaining to students the importance and purpose of the content which the

learner is expected to grasps. Having students select and set their own goals can highly promote understandingand motivation to learn.

(C)- Confidence

Instructional designers should design assignments so that students feel confident about completing the

assignments. Students should be given instruction that is sequenced, direct and understandable directions forassignment, examples to follow while completing the assignment, and many opportunities to practice before

completing assignments. Students should feel that they know the information before being expected to complete

an assignment. They should also be given examples or clear directions. For example, teachers may give studentprinted directions or rubrics for projects.

(S)- Satisfaction

The ARCS model by Keller includes many different ways to give students satisfaction for their work.

These include intrinsic reinforcement, extrinsic rewards, and equity. Intrinsic reinforcement is used to give

students enjoyment during the learning experience. Teachers should help students understand the importance forthe concepts being taught and how they can help students. Extrinsic rewards include positive reinforcements

and feedback to students. These rewards should be rewards that students earn for mastering a skill/concept.

Equity means that teachers give students feedback based on information discussed in class in a way that thestudents can understand.

Other motivation strategies:

Instruction-Teachers should also structure their instruction in a way that help students. Sequencing instruction

can help students to connect information learned in previous lessons to new lessons.

Assessment- Instructors should provide practice of skills, feedback to students, and test their learning fairly.Cueing lessons in a way that makes understanding easy. Teachers can provide examples or use common

vocabulary. Instruction should also be fitted to the students needs, preferences, and past experiences.


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Learner Characteristics:Garners Multiple Intelligences is used to identify students strengths and preferences in learning. This

information is crucial to Instructional designers when choosing activities to incorporate into lesson plans orunits.

The following information including charts and graphs are based on the Intelligences survey from

http://www.lauracandler.com/strategies/CL/misurvey.pdf. Students were given the survey to collectinformation regarding their learning preferences and strengths based on Gardners Multiple

Intelligences.

(**The following chart displays the individual students highest 2 or 3 intelligences scoring areas.**)

Student Logical-Mathematical

Linguistic-Word

smart

Musical Visual-Spatial

Kinesthetic Inter personal

Intra-personal

1 x x

2 x x3 x x x

4 x x

5 x x x

6 x x x

7 x x x

8 x x x

9 x x x x

10 x x x

11 x x x

12 x x x

13 x x x

14 x x

15 x x x x

16 x x x

17 x x x

18

19 x x

20 x x x

21 x x x x

22 x x x

23 x x24 x x

25 x x
http://www.lauracandler.com/strategies/CL/misurvey.pdfhttp://www.lauracandler.com/strategies/CL/misurvey.pdfhttp://www.lauracandler.com/strategies/CL/misurvey.pdf


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Totals: 4 9 9 14 12 17 2

(**The following bar graph displays whole groups multiple intelligence scores based on the survey.**)


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Based on the survey gathered from students, the majority of the students in the class prefer or havestrengths in the areas of visual/special, kinesthetic, and interpersonal intelligences. There are many strategies

that can be implemented in the classroom to encourage and promote learning in the classroom.

Interpersonal intelligence is described as the ability to relate to and understand others. They can easilysee others perspectives and ideas. These students strive off of others knowledge. Since the interpersonal

intelligence is a high ranked category among my students, I want to make sure that I give these students ampletime and opportunities for interactions of other classroom. This may include activities that are completed in pairand/or small groups, centers with partners, and small group readings.

Visual/Spatial intelligence is another high scoring section among the learners in this class. When

students have this intelligence, they tend to learn from visual images and examples. These students tend to think

with pictures and need visual images and examples. Pictures can be provided for the students and/or studentscan create their own pictures to implement information throughout lessons. These students also learn from and

enjoy graphics, images, graphs, and charts. Visual examples can help students lock the information in their

heads for recall later.The third most highly ranked intelligence of all the students in the class is Kinesthetic. These students

enjoy expressing themselves through movement. They will learn best with body movements, hand/body

gestures, acting out stories, and hands-on experiments.When planning, instructional designers need to ensure that they include activities that can reach each

students specific learning needs and abilities including their intelligences.

Other intelligences that are shown on the chart include:

1. Logical/Mathematical- This includes students are excellent with numbers and logic. This students

may enjoy activities such as problem solving and classifying information

2. Verbal/Linguistic- Students can use words to help with their understanding of materials. They canlearn a lot through listen and expressing themselves with explanations. They enjoy stories, listening,

and speaking.


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3. Musical- These student often enjoy sounds, rhythms, and patterns. They may enjoy singing,

whistling, or playing musical instruments. Teachers can create or find songs that go along withmaterials being taught in class to capture these students attentions.

4. Intrapersonal was the lowest rank category amongst the fourth grade group. These students are very

into their own interest, abilities, and strengths. They many find work easier to complete when theyare working alone.

While all students need time to work alone to really show what they know. Students should also be encouraged

to interact with others throughout the year. Teachers may allow students with intrapersonal intelligences the

opportunity to work alone. These students are usually very capable of analyzing and reflecting on their ownwork.

Culture/Ethnicity

Effects:Culture and Ethnicity can affect students more that instructors may realize. One of the major issues is

having students that do not feel like they belong or fit in with the other students in their classroom. Students canbegin to feel alienation when they are treated differently than their peers.

Barbara Gross Davis discusses the following in chapter Diversity and Complexity in the Classroom of Race,

Ethnicity, and Gender of her book Tools for Teaching (1993):

Some students of color have labeled this bias "the problem of ignorance" or the "look through me"

syndrome. As reported by the Institute for the Study of Social Change, students talk about subtlediscrimination in certain facial expressions, in not being acknowledged, in how white students "take

over a class" and speak past students of color, or in small everyday slights in which they perceive that

their value and perspective are not appreciated or respected. Though often unwitting or inadvertent, suchbehaviors reinforce the students' sense of alienation and hinder their personal, academic, and

professional development. (pg. 1)

Teacher should strive to ensure that are students are treated equally and be fairly judged academically.

Students should feel that they are important in the classroom Students who feel valued in the classroom are

more app to part. All students should feel valued in their learning environment. Cultural and Ethnic differencescan also affect students because of general differences that are not respected or valued by educators. Students

need to feel that they can relate and benefit from classroom instruction. If students are not represented in their

own classroom, it will result in feelings of resentment or feelings that they are not wanted. When students feelthat material is not for them, they will be less likely to perform to their full potentials. Students are often not

taught to feel comfortable in their own skin. Sadly, students are often treated differently or judges based on

physical traits including their ethnicity

Strategies:The article Diversity and Complexity in the Classroom: Considerations of Race, Ethnicity, and

Gender list many different strategies to empower students. Some general strategies include getting rid of

individual bias, treat each student with respect, and use language appropriate to all students by being sensitive

and terminology. The article includes information about not making assumptions about students parents, homesituation, orientation, and socioeconomic backgrounds. Educators should keep in mind that students come from

many different situations, cultures, and backgrounds. Educators need to make sure that they treat all children

fairly regardless of their gender and culture/ethnicity. Just as the old saying Dont judge a book by its cover,this article talks about not judging students for the outward appearance which would include race.


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The article also gives several tactics for overcoming certain stereotypes. The first way to overcome bias

is to learn information about cultures other than your own. Teachers should expose themselves to severaldifferent types of literature. Next, educators should have the same expectations for the abilities of students

regardless of their ethnicity or gender. This section of the article expresses how a teachers expectations can

shape a students performance. Teachers should let students know that she/he has the same expectations fromeveryone. All students should be expected to work hard in class, be challenged by materials, and be held to the

same standards. Students who sense that more is expected of them tend to outperform students who believe

that less is expected of them-regardless of students actual abilities(Green, 1989; Pemberton, 1988). Teachers

should show set high expectations for all students in order to help them achieve to the best of their abilities.Another strategy to help students feel confident in their education is to provide positive feedback to each

student. Teacher should also use the same type of tips and feedback to each student rather it is positive or

effective criticism.Strategies for accepting and promoting diversity in the classroom can also be found in the book Starting

Small by the Teaching Tolerance Project. This book introduces diversities in the classroom and has several

chapters on how these should be handled within the individual classroom.Identity-an understanding of who we are and who we are not- is a complex, multifaceted process that begins in

childhood(Teaching tolerance project, 1997, pg. 16). This chapter talks about how students begin to identify

differences as young children. They begin to realize their own identities and the identities of others aroundthem, such as their classmates. It is the teachers job to encourage tolerates each others uniqueness. Teachers

can also help students to accept and affirm their own identity through many activities. One activity included inthe chapter allows students to create a self portrait. Another interesting activity to help students affirm their

identity is to allow them to participate in the Who Am I? game. Students should feel comfortable with theirgender, race, culture, appearance, and every aspect of their selves. When students feel comfortable in their own

skin, they feel more comfortable in any environment. Students should be taught to understand and respect

everyones individually

Literature in Classroom:

The literature provided to students in the classroom can help to ensure that classroom is culture/ethnicfriendly. According to the ERIC Digest article Literature should promote reading. The classroom library should

have an array of literature available to students. This includes an assortment of literature genres including

fiction and non-fiction. Literature should also be written by a variety of authors including males, females, anddiverse culture backgrounds.

A great example of differentiated instruction strategy for students from multiple cultures is including in

the Using Literature To Teach Reading. ERIC Digest article. This strategy includes students being allowed tochoose genre, story, or theme of the literature that they would like to read. Once students have selected their

choice, the teacher groups them accordingly. After students read the literature of their choice, the whole group

joins together to discuss literature. The students compare elements and genres of their stories. Everyones

opinions are accepted and valued during whole group discussions.


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Accommodations:

Accommodations for students with ADHD:

As according to the National Joint Committee on Learning Disabilities: Learning Disabilities Online, The

following accommodations categories are crucial for students with ADHD:

Schedule-

Teachers should try to keep schedules and routines in the classroom as custom as possible. Schedule

should be placed where student can view during class time. Routines should be set for students to follow forcommon classroom activities. This is also a good strategy for parents at room with routine meal and bed times.

Organization-

Teachers should provide students with a way to organize class work and papers. Organization tools

include items such as a binder with specific places for all work, letters, and class papers. This should also

include subject dividers and labels to help students to understand the position of each paper for its purpose. Thisnotebook could also include pencil pouches for class preparation.

Teachers should also organize their classrooms in a way that accommodates students needs and helpsstudents to remain organized during class. Including keeping student materials in a particular place in theclassroom which can help ADHD stay on track and feel secure in the classroom when completing class

assignments.

Homeroom and Letters-

Students should be provided with a homework organizer, such as an agenda, where students can write down

homework assignments. A daily assignment sheet to parents for supervision at home is a great way to achieve

communication between home and school. Also, teachers should provide a place or folder for daily homeworkassignments. Extra sets of textbooks could also be issued to the student to keep at home for daily homework

assignments.

Model from accommodations:

A transactional model of school-child relationship shifts the educator away from correcting deficiencies

in special needs and at risk children to accommodating weaknesses (National Joint Committee on LearningDisabilities, LD Online, 2010). This model encourages teachers to think of the special need in a different way.

Instead of looking at special needs as a problem to be solved, focus on accommodations that can be made in the

classroom to help the student and lessen the appearance of the special need. A transactional model alsopromotes communication and partnerships between schools and families.


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Strategies for routine and/or daily ADHD accommodations:

(Strategy Information based on Appalachia Educational Laboratory: ADHD: Building Academic Success)

(LD onlinehttp://www.ldonline.org/article/5925 1997)

Modifications to provide for assignments and/or testing:

1. Oral testing of materials

2. Performance based testing

3. Any other alternative demonstration of accomplishment

4. Provide students with extra time to complete assignments.

5. Provide quiet testing areas for the students

6. Create modified or shorter assignments

7. Important information highlighted in questions on assignments.

8. Less choices on multiple choice test and/or assignments

Classroom Strategies:

Class-wide peer tutoring which pairs students for drill-and-practice activities has been shown to be

effective for children with ADHD. It provides them the immediate feedback they need, while reducing demandson teachers' time (Appalachia Educational Laboratory, 1997) Peer Tutoring is a great way to reach ADHD

students because it gives them constant attention and feedback. This also takes some pressure off of the teacher

when students can help each other.

Modifying literature:

Provide students with a variety of literature in the classroom. Students should be able to choose from

several different genres, different subjects in literature, library including fiction and nonfiction, and different

leveled readers from each students ability.

Behavior management:

ADHD students respond well to clear expectations and feedback. LD online explains that while behaviormanagement does not fix learning problems, it can help students to focus on task which can raise their grades.

Incorporate positive behavior strategies in the classroom. These behavior modifications include praise,

positive feedback, and rewards systems. Teachers can rewards students with tokens, treats, or special privileges.

Negative strategies should be short and immediate to reduce undesirable behaviors, but should be present forstudents to takes responsibility for their actions. Teacher may want to incorporate positive strategies with

negative strategies. This type of system includes token for good behavior and deduction of tokens for negative

behaviors. Also, give students rewards for completing assignments and task in which they intend to complete.

Modifying assignments can help students with ADHD overcome obstacles and achieve success.
http://www.ldonline.org/article/5925http://www.ldonline.org/article/5925http://www.ldonline.org/article/5925


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School wide interventions:

1. Schools could reduce class size to 12-15 students per classroom.

2. Multimodal treatments-

a. The sharing of responsibility between parents, health care professionals, and school personalwhich includes teachers, administrators, special educations, and school psychologists.

Everyone would together to develop intervention plans that focus on students strengths and

weaknesses. This may also include training for teachers and parents addressing ADHD

characteristics and strategies. Parents should also find counseling and address the possibilityof medication to give students extra support. Schools are required to provide specific

accommodations to the disabled by law. However, the teacher is responsible for executing

the plan for interventions

Tiered Activities

Tier activities are very important when a teacher wants to ensure that students with different learning

needs work with the same essential ideas and use the same key skills(Tomlinson, pg. 83). Students should beput into tiered groups based on their learning abilities. This is a way to ensure that are students needs are being

meet through instruction in the classroom. The activities should help students to focus on essentialunderstandings and skills but at different levels of complexity, abstractness, and open-endedness (Tomlinson,pg. 83). Tiered activities help to teach all students the concepts that they need to learn with the challenge that

fits their learning needs. Instructions should plan activities from low to high abilities. Chapter One in The

Differentiated Classroom gives several examples of teachers who use Tiered activities. For example, teachers

can plan centers with multiple activities. The teacher may have three different colored folders. Students shouldbe assigned to their color activity. The students then complete their color activity at each center.


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References:

Appalachia Educational Laboratory. Learning Disabilities Online. (1997).ADHD: Building Academic Success.

Retrieved from http://www.ldonline.org/article/5925

Davis, Barbara Gross (1993). Diversity and Complexity in the Classroom: Considerations of Race, Ethnicity,

and Gender. Tools for Teaching. Retrieved from http://teaching.berkeley.edu/bgd/diversity.html.

Eric Development team (1990). ED313687 1990-01-00 Using Literature To Teach Reading.ERIC Digest.

Retrieved from http://www.eric.ed.gov/PDFS/ED313687.pdf.

Georgia Department of Education (2010). Grade Four ELA Standards. Retrieved from

https://www.georgiastandards.org/standards/Georgia%20Performance%20Standards/Grade-Four.pdf.

Green, M.F. (ed.).(1989). Minorities on Campus: A Handbook for Enriching Diversity. Washington, D. C.:American Council on Education. Retrieved from http://teaching.berkeley.edu/bgd/diversity.html.

National Joint Committee on Learning Disabilities. Learning Disabilities Online. (2010).ADHD Basics-Your

ADHD Child and School. Retrieved from http://www.ldonline.org/adhdbasics/school.

Paley, Vivian Gussin & Teaching Tolerance Project. (1997). Starting Small: Teaching Tolerance in Preschool

and the Early Grades. Southern Poverty Law Center.

Pemberton, G.(1988). On Teaching Minority Students: Problems and Strategies. Brunswick, Maine: Bowdoin

College, Retrieved from http://teaching.berkeley.edu/bgd/diversity.html.

Tomlinson, Carol Ann. (1999). The Differentiated Classroom: Alexandria, VA: Association for Supervision and

Curriculum Development.

References:

https://www.georgiastandards.org/Pages/default.aspxhttp://www.ldonline.org/adhdbasics/family
http://teaching.berkeley.edu/bgd/diversity.htmlhttp://www.eric.ed.gov/PDFS/ED313687.pdfhttps://www.georgiastandards.org/standards/Georgia%20Performance%20Standards/Grade-Four.pdfhttps://www.georgiastandards.org/standards/Georgia%20Performance%20Standards/Grade-Four.pdfhttp://teaching.berkeley.edu/bgd/diversity.htmlhttp://www.ldonline.org/adhdbasics/schoolhttp://www.ldonline.org/adhdbasics/schoolhttp://teaching.berkeley.edu/bgd/diversity.htmlhttps://www.georgiastandards.org/Pages/default.aspxhttp://www.ldonline.org/adhdbasics/familyhttp://teaching.berkeley.edu/bgd/diversity.htmlhttp://www.eric.ed.gov/PDFS/ED313687.pdfhttps://www.georgiastandards.org/standards/Georgia%20Performance%20Standards/Grade-Four.pdfhttp://teaching.berkeley.edu/bgd/diversity.htmlhttp://www.ldonline.org/adhdbasics/schoolhttp://teaching.berkeley.edu/bgd/diversity.htmlhttps://www.georgiastandards.org/Pages/default.aspxhttp://www.ldonline.org/adhdbasics/family


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Appendices:

Student motivation survey

Answer all questions honestly. You will not be grades or judged for you answers. This is just to giveyour teacher information.

3 2 1

1. Would you like to learn more about the plot of stories? Yes Sort of (a little) No2. Would you like to learn about how stories are organized? Yes Sort of (a little) No

3. Does the sequence of events in a story interest you? Yes Sort of (a little) No4. Would you like to learn about how order of events in a

story can change the meaning of the story? Yes Sort of (a little) No

5. Would you be interested in learning words that help withmaking stories make sense? Yes Sort of (a little) No

6. Would you like to write your own story that has order:

example: (a story that has a beginning, middle, and ending) Yes Sort of (a little) No

For teacher only: Motivation Score: Student Total/18 total points: ______________

Student motivation survey

Answer all questions honestly. You will not be grades or judged for you answers. This is just to give

your teacher information.

3 2 1

7. Would you like to learn more about the plot of stories? Yes Sort of (a little) No8. Would you like to learn about how stories are organized? Yes Sort of (a little) No9. Does the sequence of events in a story interest you? Yes Sort of (a little) No10. Would you like to learn about how order of events in a

story can change the meaning of the story? Yes Sort of (a little) No11. Would you be interested in learning words that help with

making stories make sense? Yes Sort of (a little) No

12. Would you like to write your own story that has order:example: (a story that has a beginning, middle, and ending) Yes Sort of (a little) No

For teacher only: Motivation Score: Student Total/18 total points: ______________

-------------------------------------------------------------------------------------------------------------------------------------

Teacher Record Only:

Students motivation based on score on the survey:14-18 highly motivation/interest

10-13 medium level of motivation/interest

6-9 low overall motivation/interest


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Garners Multiple Intelligences Survey: This is the survey that the students completed to determine their

unique learners styles.

sapp, kristin- learner analysis assignment

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