The analysis of learners happens concurrently with front-end and goal analysis. This ensures that the goals are created with the target students in mind and that they are attainable for the selected students given their background and entry level skills. The book has a more in depth approach at analyzing the learners. While the content background, content knowledge, and therefore testing data and analysis is an integral part of the process, added in is who our target population is. How do they learn? What do they think of learning? How would they prefer to receive the content? What are the characteristics of the group as a whole, how does this affect the learning process, for the individual? For the group? While all the traditional data analysis, learning inventories, and observations are critical, I noticed a few key factors in my learner analysis using the approaches and key factors outlined in The Systematic Design of Instruction.
During the learner analysis of my own students, I noticed that some students were really interested in learning, but that when certain students were added to their group, they lost focus, and their primary purpose shifted. The analysis of the group dynamic was something that I have taken somewhat for granted. Previously, I looked at my students, who they were as learners and grouped them based on a mathematical and logical analysis. But, humans aren't always logical, and our interactions and emotions get involved; it is the same way for 12 year old students, going through puberty. As a math teacher, of seventh grade students, I find that the most critical analysis aspect is the academic motivation. Not all students are academically motivated. Sometimes, their dreams of being rappers, have no relevance to my lessons - until they do, they are out. Who needs to learn about percentages? The student who told me he would have millions as a rapper suddenly became intrigued when I told him his accountant was going to take 20%, his lawyer would take 30%, and the government would likely take around 50%. He quickly realized that he was going to have to be able to personally manage his money, and took a keen interest. The analysis of what motivates students is critical to student (and teacher) success.
Finally, classroom environment can play a pivotal role in the success of the classroom. The learners must feel safe. Knowing what kind of environment you are setting up, and allowing to develop is an important step in gaining the trust of students. If teachers aren't aware of the perceived environment of the student, success can be inhibited. It's critical that we understand how motivate, keep motivated, and keep comfortable, those students that "get it" and those students that need us to "get it".
During the learner analysis of my own students, I noticed that some students were really interested in learning, but that when certain students were added to their group, they lost focus, and their primary purpose shifted. The analysis of the group dynamic was something that I have taken somewhat for granted. Previously, I looked at my students, who they were as learners and grouped them based on a mathematical and logical analysis. But, humans aren't always logical, and our interactions and emotions get involved; it is the same way for 12 year old students, going through puberty. As a math teacher, of seventh grade students, I find that the most critical analysis aspect is the academic motivation. Not all students are academically motivated. Sometimes, their dreams of being rappers, have no relevance to my lessons - until they do, they are out. Who needs to learn about percentages? The student who told me he would have millions as a rapper suddenly became intrigued when I told him his accountant was going to take 20%, his lawyer would take 30%, and the government would likely take around 50%. He quickly realized that he was going to have to be able to personally manage his money, and took a keen interest. The analysis of what motivates students is critical to student (and teacher) success.
Finally, classroom environment can play a pivotal role in the success of the classroom. The learners must feel safe. Knowing what kind of environment you are setting up, and allowing to develop is an important step in gaining the trust of students. If teachers aren't aware of the perceived environment of the student, success can be inhibited. It's critical that we understand how motivate, keep motivated, and keep comfortable, those students that "get it" and those students that need us to "get it".