I have attached the assignment. THIS ASSIGNMENT NEEDS TO ONLY BE REVISED AND INCLUDE SOURCES / IN-TEXT CITATIONS.The following are the assignment directions should you need further clarification on the assignment:Create a needs analysis for the identified need.Determine the learner characteristics for the identified need.Create three (3) objectives from the cognitive, behavioral, and affective domains for the identified need.Create a procedural analysis flowchart using Excel, Visio, or one (1) of their equivalents such as OpenOffice or Dia. In the flowchart, identify the starting points, decision steps, and ending points related to the learning task. Note: The graphically depicted solution is not included in the required page length.Include at least two (2) references (no more than ten [10] years old) from material outside the textbook. Note: Appropriate academic resources include reputable Websites, scholarly texts, and peer-reviewed articles. Wikipedia and other wikis do not qualify as academic resources.
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RUNNING HEAD: PROJECT ANALYSIS
Jessica Stokes
Assignment 1: Project Analysis
EDU 533- Dr. Dawn A. Stoner
July 24, 2016
Project Analysis 2
Needs Analysis
There are many reasons why children should be assessed in early childhood. Assessment
is gather information to make knowledgeable instructional decisions. It is to determine how well
children are learning, making progress and meeting curriculum, and being instructed well. The
data from the assessment will provide information for planning instruction, learning program
excellence, and communicating. It is an ongoing process that provides helpful information to
parents and educators about how children are progressing.
It is serious help young children for school readiness by developing early literacy and
learning skills. Reading skills is in every subject, so it’s important to identify who struggles at
early age. They are instructed how to learn, read and write. Children that have experience
listening to books read aloud start school with poor early literacy skills.
Learner Characteristics
The student characteristics are cultural diverse students. Teachers are dedicated to
achieving making a difference in their students’ learning. They set high expectations for students’
success and belief to succeed. They help them learn meaningful tasks. They have an active
intelligence of ethnic and cultural identities. The instruction focuses meaning content in an
interactive and collaborative learning environment that provides a scaffolding academically
challenging curriculum. It makes sure teacher meets instructional support, emotional support and
classroom organization. It is intended to find out the effect of teacher leadership style on class
satisfaction and discover the relationship between teacher leadership style and clarity role of
students.
It influences personal and academic relationships between teachers and their students. It
appreciates and provides accommodations among their cultures. It builds a relationship with
Project Analysis 3
them. It focuses on the ways students learn, observe and identify their task orientations. It
teaches them to match their behaviors to the setting. It incorporates objectives for effective and
personal development, cultures and language skills and communication expectations. It provides
frequent reviews of the content learned; promote student on-task behavior, and post and advance
organizer. It also provides feedback, progress, and mastery of students.
Objectives
The three cognitive objectives describe, identify, and arranges for assessment. So, the
purpose will determine “What do you want your students to know?” The Behavioral Objective is
to describe what the learner will be able to do after participating in the offering. So, the objective
will determine, “What do you want your students to be able to do?” An example is they will be
able to write a complete sentence. The learner will be able to listen, show awareness of, and
select. The affective objective described the way children react emotionally and their ability to
feel another living thing’s pain or joy. Affective objective will progress and attitude, emotion,
and feelings. So, the purpose will determine, “What do you want your students to think or care
about?”
PROCEDURAL ANALYSIS FLOWCHART
Starting Point
Decision steps
Teach and demonstrate the
Observe and document
task
children
Evaluate children
Create an action plan with
strategies
Decision steps
Teacher will implement and
Children practice on their
Project Analysis 4
Decision steps
apply the strategy
own
Teacher give one-on-one
Children explain and practice
more
End Point
Teacher review and give
feedback
Children master all skills
Project Analysis 5
REFERENCES:
Banta, T.W., “Principles of Good Practice for Assessing Student Learning” by American
Association for Higher Education
Crandall, B., Klein, G., Hoffman, R. R. (2006). Working Minds: A Practitioner’s Guide to
Cognitive Task Analysis. Cambridge, Mass.: Massachusetts Institute of Technology.
Dwyer, C. A., Millett, C. A., and Payne, D. G. (2006). A Culture of Evidence Postsecondary
Assessment and Learning Outcomes by ETS.
Eder, Douglas J., “General Education Assessment within the Disciplines”, The Journal of
General Education, Vol. 53, No. 2, pp. 135-157, 2004.
Ertmer, Peggy, Quinn, James & Glazewski, Krista. (2014). The ID Case Book: Case studies in
instructional design (4th Ed.) Upper Saddle River, NJ: Pearson Education, Inc.
Redesigning Higher Education: Producing Dramatic Gains in Student Learning by Lion F.
Gardiner; ASHE-ERIC Higher Education Report Volume 23, No. 7, p. 109
…
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