A. Discuss an Instructional Problem You Identified in Your Setting

Jnt task 2

SUBDOMAIN 505.1 - ANALYSIS
Competency 505.1.2: Learner Analysis - The graduate analyzes the population for whom the education program will be created to identify general characteristics that are important when developing instruction.

Introduction:
An important part of the analysis process is gathering information about the learners. The learner analysis describes the target audience and provides valuable information that helps instructors identify learner deficiencies that will become the focus of instruction. Additionally, the learner analysis provides important information for the selection of instructional strategies.
Scenario:
You have identified an instructional problem in your setting. (This could be a problem with the training of your coworkers or a problem with learner understanding in a classroom.) You have also developed an instructional goal statement for the problem. You need to analyze the problem, including the learners, and create a comprehensive report to help your principal or administrator understand the need for instruction in this area.
Task:
Create an analysis report by doing the following:

A. Discuss an instructional problem you identified in your setting.

1. Explain the instructional goal statement you developed for this problem.

B. Develop a learner analysis by doing the following:

1. Discuss the requisite entry-level knowledge and skills for the instructional topic.

2. Discuss the learner group’s prior knowledge and skills related to the topic.

3. Discuss the demographic information of the learner group you are analyzing. Include the following in your discussion:

• Additional information about the learners (e.g., education level, learning styles, motivation)

4. Discuss the learner group’s attitudes toward the topic.

5. Discuss which unique characteristics of the learner group you will consider when designing instructional strategies.

a. Explain how you will accommodate these unique characteristics.

C. Discuss the performance context (knowledge and skills) you expect students to learn.

D. When you use sources, include all in-text citations and references in APA format.

Note: Please save word-processing documents as *.rtf (Rich Text Format) or *.pdf (Portable Document Format) files.
Note: When bulleted points are present in the task prompt, the level of detail or support called for in the rubric refers to those bulleted points.
Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.
Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.
Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the General Instructions section.