The following project follows the ASSURE model for creating a blended learning activity. The phases are: 1) Analyze Learners, 2) State Standards and Objectives, 3) Select Media and Resources, 4) Utilize Resources, 5) Require Learner Participation, and 6) Evaluate and Revise.
Report 1: Analyze Learners
General Characteristics:
The learners consist of an Algebra 3/Trigonometry class at Rock Hill High School in Rock Hill, SC. The class consists of 15 senior students (ages range from 17-19 years old). The racial/gender demographics of the course is 5 African American females, 3 African American males, 2 Caucasian females, 4 Caucasian males, and 1 Hispanic male. The class represents a rather heterogenous group with regards to prior grades and test scores (ranging from 12th percentile to 89th percentile in prior standardized math tests). Three of the students have individualized education plans (IEPs) due to learning disabilities and receive accommodations such as small group testing, extended time, and oral administration of tests. Additionally, 7 students qualify for free or reduced lunch based on their families’ low-income levels.
Classroom interactions and observations have shown that 3 of the learners have very low motivation and are apathetic towards the course. Two of these students (one African American female and one Hispanic male) have already completed the four math credits they need for receiving a diploma, and thus are not motivated to pass this course. The other student (Caucasian male) does need the course for graduation but is still not motivated. This student also has ADHD and trouble focusing on schoolwork. The remaining 12 students are motivated and show a desire to succeed in the course.
Specific Entry Competencies:
Prerequisite skills for this instructional unit include:
- Ability to plot coordinate points
- Ability to graph functions using the online Desmos calculator
- Make correct computations using a handheld calculator
- Ability to utilize the school learning management system (LMS)
- Ability to watch videos and fill in guided notes
Students have had very limited exposure to concepts in the instructional content in previous math classes (particularly Algebra 2); however, the heterogenous achievement level of the learners means the level of conceptual mastery is very wide. For instance, 2 learners failed the prerequisite course of Algebra 2 and only received credit through an online credit recovery program. Those students are more lacking in “assumed” prior skills than other students (particularly those who made As and Bs in Algebra 2). Some remediation may be necessary for some skills, but the prerequisite skills listed above will not be explicitly taught in the instructional unit, and classroom observations thus far have shown students are capable of these skills.
Learning Styles:
The learners have indicated a preference towards the Visual/Spatial and Tactile/Kinesthetic areas of multiple intelligences through learner surveys administered at the beginning of the year. Through observations, the learners have often expressed a desire to have me work and talk through examples on the board, indicating a verbal/auditory preference at times. Students seem to respond best to direct instruction and modeling when introducing topics, and tactile activities like card sorts and scavenger hunts when practicing the skills. While not formally evaluated for information processing habits, anecdotal evidence would suggest a breakdown of 10 concrete sequential learners (demonstration in logical order), 4 abstract sequential learners (listening to presentations), and 1 concrete random learner (prefers exploratory experiences).
Other environmental conditions also affect some of the learners. The class meets first block of the day (8:30am – 9:55am) so some students are tired. In particular, one male works overnight and often has only had a couple of hours of sleep before coming to class. Other students are sometimes hungry from missing breakfast before school. Like all teenagers, social issues sometimes create anxieties and pressures that can also detract from learning.
Instructional Insights 