Lesson 2: Identifying Learner Needs

Materials

• A note collection tool (electronic document or notebook)
• A computer and Internet connection

Lesson Objective

Using the learner analysis process and a provided observation form, learners will understand learner characteristics to observe a cohort of students to identify group and individual learner needs.

The Learner Analysis Process

When designing your instruction, research states that providing emphasis on student needs is the most beneficial way to plan. “A learner centered design is said to be the most powerful contribution to effective instruction resulting from a systematic approach. When you prioritize the learner, their needs and abilities impact the design of the instruction in many ways” (Larson & Lockee, 2013, p. 41). Within Streamlined ID: A Practical Guide to Instructional Design, Lason & Lockee present the Learner Analysis Process, which is a six-step process that analyzes your learner audience in order to design your instruction in a way that targets all learner needs.

1. Confirm the identity of your target learners: Meet with all key stakeholders (principal, grade-level teachers, service providers) to understand exactly who is participating in your lessons.
2. Determine what you need to know about your learners: Plan to investigate both group and individual leaner characteristics, focusing on demographics, physiological information, cognitive abilities, prior knowledge and motivation.
3. Locate the desired data or identify/design tools to collect it: You can use surveys, interviews, rating scales, academic work, observations and many other tools to collect information on your learners.
4. Collect and analyze the data to produce a learner profile: Once you have gathered data, examine this information in terms of characteristics that are unique to individual learners as well as features unique to your cohort of learners.
5. Verify the learner profile and determine how it will impact your design: Once you have established these learner characteristics, identify how it will directly impact the way you teach your students. This is where universal design truly comes alive!
6. Revisit and revise your learner analysis throughout the design/development process: As you teach your lessons, continue to gather data and analyze how students are succeeding given multiple means of engagement, representation, action and expression.

Learner Characteristics

We will now be focusing in on identifying learner characteristics in order to properly incorporate universal design in our classrooms. Below, you will find six categories in which to identify learner needs (Larson and Lockee, 2013, pp. 46-47): demographics, physiological needs, cognitive abilities, prior knowledge, motivation and social needs.

Demographics

• Size of target audience
• Diversity, age range, grade level
• Gender percentages
• Cultural beliefs and backgrounds, ethnicities, religion
• Native/primary language
• Socioeconomic status
• Percentage of "traditional" vs. "non-traditional" learners
• Geographic location

Physiological Needs

• Sensory capabilities/impairments
• Physical disabilities
• Mobility
• General health
• Environmental sensitivities

Cognitive Abilities

• Intelligence
• Reading level, mathematic and verbal abilities
• General and specific aptitudes
• attention and focus
• Learning disabilities
• Mental disabilities
• Metacognitive knowledge

Prior Knowledge

• Specific knowledge of topic
• Range of entry level knowledge and skills
• Familiarity with technology

Motivation

• Interests, personal goals, motivation to learn
• Anxiety and self-confidence levels
• Attitudes towards organization and style of instruction
• Emotional intelligence and emotional disabilities
• Perceptual modality (visual, auditory, kinesthetic)

Social Needs

• Relationships to peers and/or role models
• Tendencies toward cooperation versus competition
• Preferences for individual versus team work
• Moral development

Activity

To prepare for lesson 3, please take the time to complete this Learner Analysis Worksheet, which highlights all areas of learner needs. Please use this worksheet with a cohort of students you work with. This will be beneficial if it is a group of students you are familiar with because you will be identifying a great deal of information about their learner characteristics. If you do not have access to a group of learners, you may use the following scenario to complete the worksheet to the best of your ability.

File:Learner Analysis Worksheet.docx

Scenario:

There is a fourth grade inclusion class with 19 students. There are 10 boys and 9 girls in this class, ranging from 9 to 10 years old. Students are primarily Caucasian and African American. Eight students in this class have Individualized Education Plans. One of these students has a physical disability and is unable to sit or move about on their own. Three students are diagnosed with ADHD and have significant trouble focusing their minds and bodies to participate in daily instruction. One student is identified with Autism and has difficulty connecting with his peers. Five students in the IEP population are also diagnosed with a learning disability and are grade levels behind their peers. Seven students in this class lack self-regulation and coping skills and receive counseling during their school day. Eight students receive speech and language services to improve speech impairments. In this elementary school, learners are impacted by several different elements. They are strongly influenced by their parents, who express to teachers that school is not a priority at home. As a result, students themselves express this view in the classroom. The learners are also heavily influenced by the media and new technologies. Students in this class appear to be motived by the use of technology, sweet treats and competitive games.

Quiz Time

Please take this quiz testing your knowledge of various learner characteristics!

Onwards!

Once you have completed all the tasks for Lesson 2 please proceed to Lesson 3.

References

• Photo by Larson, M. B. and Lockee, B. B. (2013) Streamlined ID: A Practical Guide to Instructional Design. P. 44. New York, NY: Routledge.
• Larson, M. B. and Lockee, B. B. (2013) Streamlined ID: A Practical Guide to Instructional Design. pp. 43-44. New York, NY: Routledge.
• Larson, M. B. and Lockee, B. B. (2013) Streamlined ID: A Practical Guide to Instructional Design. pp. 46-47. New York, NY: Routledge.
• Learner Analysis Worksheet from: * Chart adapted from information in Smith, P.L., & Ragan, T.J. (2005) Instructional design (3rd ed.). Hoboken, NJ:Wiley, and Jonassen, B.H., & Grabowski, D.L.H. (1993). Handbook of Individual differences, learning & instruction. Hillsdale, NJ: Lawrence Erlbaum.