Description+of+Learners+and+Instructional+Setting

__Critical Entry Behaviors:__ __Critical Entry Skills:__
 * Appropriate active and interactive, participatory classroom behaviors.
 * Knowledge of brainstorming activity, using inductive reasoning skills
 * Knowledge of Kidspiration mapping/ diagramming software.
 * Knowledge of using and navigating the SMART interactive whiteboard
 * Knowledge of pioneer farming, through previous instruction of the unit "Achievements in Pioneer Farming Tools in the McMillian/McGraw Hill //FloridaTreasures// Curriculum book.

__Implications of Learners' Characteristics for Design of Instruction __ __Learner Analysis:__ The learners entering this lesson are third grade males and females, of a homogeneous economic background; upper-middle class socio-economic status. In complying with Florida's Class Size Reduction Amendment, the group of learners is confined to eighteen students ( Florida Department of Education [FDOE], 2005). Exposure to background material, relating to this research question is homogeneous; the students' curriculum unit lasts six weeks and the research and inquiry is introduced in week three. The learners have had little exposure to the Big6 information process model, of which this lesson is a subordinate step. However, the subject matter, regarding the use of pioneer farming tools, will be engaging and relevant, efficiently facilitating a positive attitude toward the instructional goal; identifying of a relevant topic for an assigned research question.

Intrinsic motivation, engaging curiosity and relevance will, in turn, spur attention, and confidence for student learning. The use of technology will further engage learner motivation. Extrinsic motivation will not be utilized in this instruction, as the designer feels this form of motivation does not foster life-long inquiry and learning. Which is set forth in the vision of the school media center.

The educational and ability levels of these learners will differentiate slightly as with human nature. All learners involved in this instructional design will have been exposed to the same materials for the same length of time. The use of a differentiated style of instruction is noted in the instructional strategy to compensate for the varying learning styles of this group. The use of the interactive whiteboard is an example of a delivery approach to be utilized to engage the kinesthetic learner, and visually stimulating the visual learner as well. The students' learning will be motivated, and self-directed, guided by the instructor with concept definition, yet they will independently learn through the application of those learned skills.

__Analysis of Learning Context:__ Learning will occur in the school media center, which is centrally located in the school. The media center is equipped with one SMART interactive whiteboard. The setting includes five rectangular tables, with accessibility to hold seven students each, giving ample space for group instruction with the capability to subdivide into smaller, three-person clusters. Additional technology needed for this instruction, Kidspiration interactive mapping/ diagramming software, is available and installed on the teacher/ librarian teaching computer. The delivery will primarily utilize teacher/ librarian instruction, with the classroom teacher available for additional input and assistance. It is viewed beneficial to the instructional goal that the classroom teacher be present throughout this instruction, as she/ he will be evaluating learner mastery with a post instructional assessment instrument, created by the teacher/ librarian. This instruction is limited to a sixty minute lesson, due to a fixed, scheduled class orientation in the media center. Additional constraints to this instruction are limited due to the presence of a media clerk and any available volunteers to handle necessary circulation.

The only foreseen problems to this instruction would be a lack of collaboration with the classroom teacher. Collaborative, co-teaching methods are not widely employed in this school setting, therefore a lack of motivation on the part of the classroom teacher may be a set back to instructional flow. Additional problems in the learning context may be noted as: the school media center being noisy due to other children accessing materials at the same time; relying on technology can be precarious, often not responding when needed; varying learning styles and motivation for young, third grade, learners.

__Performance Context: __ <span style="font-family: 'Times New Roman',Times,serif;">The performance context for information literacy skills, where the learned skills will eventually be applied, can be transfered from the school media center to the classroom, to the home, and essentially perpetuating in social contexts with friends and peers in making independent decisions. The foundational skills acquired in successfully completing this instructional goal will transfer out of the classroom and become pertinent skills to promote inquiry and life long learning.