After
discussing the learner characteristics with the science staff at
1.
2. Language Barriers
The first learner characteristic that is the most important for this instructional design is the reading and writing ability of the population in the four classes of science. The data to show that our students are below average in both reading and writing was collected from the NSRE. This test was administered to our 8th graders as 7th graders, and assessed their reading and writing skills. The data shows that 42% of our students read and write at the 8th grade level. Another 30% are reading and writing at one grade level below the national average, and the remaining 28% are reading and writing two grade levels below the national average. The implications for instruction are that the systems design will have to be altered so that the students who are not reading and writing at grade level are able to complete each portion.
The other characteristic that is important for the instructional design is the language barrier of 9% of the population in the four classes of science. The data for this aspect of the learner characteristic description was gathered from the English as a Second Language (ESL) teacher. The actual data was derived from national and state tests. The students in the ESL population read and speak very little English. They are able to recognize the English language as text, but are unable to synthesis that language into written text. Because these learners all have difficulty applying the English language the systems design will have to be altered to accommodate those students.
Some accommodations may include but are not limited to:
· Using the ESL teacher to assist in the writing of conclusions
· Peer tutors
· One on one teaching
· Extended time in English class to complete their science work