Analysis+Team+Member+D1

//__**Sylvia Browne: Team Member D1**__//

 * Learner Analysis:**


 * Using Chapter 3 of your textbook as a guide to complete a description of the learner’s characteristics for whom you will design this instruction. If there is not a specific existing instructional context or pool of learners for whom this will be developed, describe the learner characteristics for whom this instructional module would be suitable.**

The Assessment Methods for Project-Based Learning instructional module is suitable for all Kindergarten to Grade 12 teachers. Our instructional module will reflect the most recent research on assessment and project-based learning. Students learn best when they can make connections with what they are learning to what lies in their world outside of school. Project-based learning is an effective way of helping students make the connections, but the difficulties with assessments alienate some teachers.

Generally, Kindergarten to Grade 12 teachers are life-long learners, keen on enhancing their craft. In the recent past, the focus on standards-based assessments to ensure accountability through the No Child Left Behind Act, have affected teachers’ willingness to try new things. In October of this year, the U.S. Secretary of Education, Arne Duncan stated, “Increased flexibility at the state and local level is consistent with the administration’s policy on waivers and our Blueprint for Reform. However, it is equally important that we maintain a strong commitment to accountability for the success of all students" (Duncan, 2011). Despite efforts at reform, such as the Blueprint for Reform, teachers often remain hesitant. At the same time, research continues to pour in about the benefits of authentic assessment, project-based learning and 21st century skills training. Helping teachers bridge standards-based traditional assessments and project-based assessments will involve assuring them that both are compatible.

__General Characteristics of our Learners__ Our learners will generally be between the ages of 24 and 65. The TV Generation, or Baby Boomers, born before 1964 tend to provide for their students a more passive learning environment than their counterparts (Sprenger, 2010). Those born after 1964 but before 1976, Generation X, are “digital immigrants” and as such are forced to adapt to the technological age. Meanwhile, those born after 1976, Generation Y (Net Generation or Net Gens) grew up using computers and it is part of their learner consistency (Sprenger, 2010).

Although all teachers will have a minimum of a Bachelor’s degree, their work experience will vary. Some may have worked with a variety of socio-economic groups in culturally diverse schools, while others may be just beginning their teaching career. Although academic records may be useful in determining the pace for our instructional module, issues of confidentiality impede access to these.

__Specific Entry Characteristics__ Our instructional module will include the use of technology. It would be useful and beneficial to include entry tests to determine the teacher’s level of computer proficiency (Morrison, 2011). The design of our module should reflect a challenging but not overwhelming level of difficulty (Morrison, 2011).

Some teachers will be well-versed in 21st Century Skills and project-based assessments. These teachers would likely embrace the opportunity to create these units and the support of the administration for this type of initiative.

__Personal and Social Characteristics__ Personal and social characteristics such as maturity level, motivation, attitude and expectations invariably impact the success of our instructional module. This information can be easily obtained through questionnaires and interviews and could prove useful in designing a meaningful instructional module for teachers.

__Adult Learners__ As adult learners, our teachers will most likely require “the material to be relevant, and they [will] quickly grasp the practical use of the content” (Morrison, 2011). As instructional designers we must ensure that our module provides teachers with the skills and tools necessary to apply what they have learned. The instructional strategies used must allow the teachers to participate in decision-making, and provide opportunities for small group work with interaction.


 * Performance gap analysis:**


 * Identify the difference between current learner performance and desired performance at the end of the planned instruction; you may need to make some assumptions about your learner audience if you do not have specific learners you can survey or assess.**

A few of the teachers may already be using project-based learning assessments and rubrics. For these teachers, the performance gap may be minimal. Our module will serve to solidify their knowledge, provide additional opportunities to practice their skill and hopefully introduce new tools and varying examples that will enhance their units.

Most teachers, however, will be aware of project-based assessments and rubrics, but may not be using them effectively with their students. The difficulties may lie in the ability to assess standards through project-based learning opportunities. Other teachers may lack practice developing rubrics essential to project-based assessment. Others may still need to be convinced that project-based learning is an effective method of teaching. Our module should incorporate ways to address each of these gaps.

Link to NEXT PAGE

Link to PREVIOUS PAGE


 * References**

Duncan, A. (2011). ED.gov Blog. //Reforming NCLB Requires Flexibility and Accountability//. Retrieved from []

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing Effective Instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Sprenger, Marilee (2010). Brain-based Teaching in the Digital Age.