WGU D292 EDUCATION TASK 1 Ideation Western Governors University
A: Contextual Information
Instructional Setting and Target Learners:
The instructional setting is Golden Maple Middle School which includes 428 students in grades 6, 7, and 8. The target learners from the K-12 case study are Learner Group A. These 6th grade
students have been labeled as hands-on, technology-based students. They demonstrate a preference for instructional settings that include opportunities to work with technology,
game-based activities, and hands-on experiences. The school was recently awarded a grant targeting an increase in the use of e-learning to address learner’s instructional needs. Developing a learning needs analysis ensures learners are the focus. How to conduct a learning needs analysis: a step-by-step guide : HowNow . (n.d.). Instructional Problem:
Learners have difficulty with expository writing assignments. They don’t understand the marks the teacher puts on their writing assignments. 80% of 6th grade students at Golden Maple Middle School are at or below grade level in English Language Arts. Additionally, there was a 5% decrease in the overall English Language Arts performance on standardized tests compared to the previous year.
Gap in Knowledge, Skills, and Abilities:
-Current knowledge: Learners are knowledgeable about various apps and technologies used in the classroom for learning activities and games, and have a preference for interactive and choice-driven activities.
-Current skills: Learners are skilled in engaging with manipulatives, art materials, and multimedia resources for active learning. Learners can use technology, including online games and apps, to enhance their learning experiences.
-Current abilities: Learners do well in environments with choices and interactive elements. Learners are strong tactile learners who do well in tasks that involve doing, building, and fixing things.
-Desired knowledge: A deeper understanding of expository writing structure, techniques, and the ability to apply teacher feedback effectively.
-Desired skills: Skills in self-assessing their work and understanding how to improve
based on feedback.
A: Contextual Information
Instructional Setting and Target Learners:
The instructional setting is Golden Maple Middle School which includes 428 students in grades 6, 7, and 8. The target learners from the K-12 case study are Learner Group A. These 6th grade
students have been labeled as hands-on, technology-based students. They demonstrate a preference for instructional settings that include opportunities to work with technology,
game-based activities, and hands-on experiences. The school was recently awarded a grant targeting an increase in the use of e-learning to address learner’s instructional needs. Developing a learning needs analysis ensures learners are the focus. How to conduct a learning needs analysis: a step-by-step guide : HowNow . (n.d.). Instructional Problem:
Learners have difficulty with expository writing assignments. They don’t understand the marks the teacher puts on their writing assignments. 80% of 6th grade students at Golden Maple Middle School are at or below grade level in English Language Arts. Additionally, there was a 5% decrease in the overall English Language Arts performance on standardized tests compared to the previous year.
Gap in Knowledge, Skills, and Abilities:
-Current knowledge: Learners are knowledgeable about various apps and technologies used in the classroom for learning activities and games, and have a preference for interactive and choice-driven activities.
-Current skills: Learners are skilled in engaging with manipulatives, art materials, and multimedia resources for active learning. Learners can use technology, including online games and apps, to enhance their learning experiences.
-Current abilities: Learners do well in environments with choices and interactive elements. Learners are strong tactile learners who do well in tasks that involve doing, building, and fixing things.
-Desired knowledge: A deeper understanding of expository writing structure, techniques, and the ability to apply teacher feedback effectively.
-Desired skills: Skills in self-assessing their work and understanding how to improve
based on feedback.
