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Learner Analysis

The document analyzes the cognitive, physiological, affective, and social characteristics of learners. It finds that cognitively, learners are at the concrete operational stage and have strengths in visual learning. Physiologically, it notes learners' ages and general health. Affectively and socially, it finds learners are interested in the topic and respond well to authority. Each example is compared to a grading rubric and found to measure up clearly.

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Robert Alford
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58 views1 page

Learner Analysis

The document analyzes the cognitive, physiological, affective, and social characteristics of learners. It finds that cognitively, learners are at the concrete operational stage and have strengths in visual learning. Physiologically, it notes learners' ages and general health. Affectively and socially, it finds learners are interested in the topic and respond well to authority. Each example is compared to a grading rubric and found to measure up clearly.

Uploaded by

Robert Alford
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Learner Analysis

Reflect on the depth and clarity of the cognitive, physiological, affective, and social characteristics of
each example. Compare them against the grading rubric for the final project. How does each example
measure up?

Cognitive Characteristics: The class is rightly at Piaget’s concrete operational stage of development
identifying the number of each below and above grade level in respect to reading, math, and language
development. Cognitive and learning strategies along with general world knowledge are identified as
well. There are clear and Specific prior knowledge of Students excellent ability in visual discrimination
ability of graphics. Students cognitive style was noted stating the number of students style of learning is
visual and kinesthetic learners, with a few auditory and musically inclined learners.

Physiological – Student’s age noted and identifies. General health is noted, and Sensory perception is
identified expressing vision and hearing screenings update. and age These students

Affective and social characteristics- Reflects desired intentions of student’s interests. Identified and
noted students show skills relation to the topic into classroom as well as respond well to redirection and
to authority. shows guidelines and attitude toward learning and self-concept skills is stated.
Socioeconomic background is affirmed along with racial/ethnic background, and affiliations.

Outcome: Compare them against the grading rubric for the final project. How does each example
measure up? Each measure up with clear and concise description to the grading rubric.

Week 2: Task Analysis

Many instructional design experts consider the task analysis to be the most important part of the entire
instructional design process. Describe the key elements of a task analysis and tell us why you would
agree or disagree with the "experts."

Task analysis first and foremost is the process of breaking down large goal into small objectives
where anyone can master them. there are four key elements of a task analysis watching a master,
self-monitoring, brainstorming, and goal analysis.
(1.)Watching a master-imitating/role modeling correctly what others are doing.
(2.)Self-monitoring-reviewing what was done and the steps you took. `
(3.)Brainstorming- come up with ideas to make it happen.
(4.)Goal analysis-to help students come up with problem/solution to accomplish tasks.
As a teacher I totally agree that the number of steps in a task analysis depends upon the
functioning level of the child as well as the nature of the task. The goal is to assure all task are
achievable, observable, and measurable for all students.

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