Learner AnalysisDigital Citizenship Unit

IntroductionThe learner analysis took place at Lithia Springs Comprehensive High School. This school is located in Lithia Springs, GA, about 20 miles west of Atlanta. The school is made up of a little less than 1600 students. The learner analysis was implemented on 31 students in Mr. Matthew Craigs senior economics classroom. The main goal of the unit will be for the students to understand the importance of being safe when working on the internet. ISTE Standardshttp://www.iste.org/standards/ISTE-standards/standards-for-students

5. Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:a. Advocate and practice safe, legal and responsible use of information and technology.b. Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.c. Demonstrate personal responsibility for lifelong learning.Georgia Performance Standardshttps://www.georgiastandards.org/standards/Georgia%20Performance%20Standards/Economics.pdf

SSEMI2: The student will explain how the Law of Demand, the Law of Supply, prices, and profits work to determine production and distribution in a market economy. a. Define the Law of Supply and the Law of Demand.b. Describe the role of buyers and sellers in determining market clearing price.c. Illustrate on a graph how supply and demand determine equilibrium price and quantity. d. Explain how prices serve as incentives in a market economy.

Target Audience

The target audience for this unit is a diverse group of students. 58% of the students are 58% black. 22% of the students are Hispanic. 10% of the students are white and the remaining 10% are multi-racial. 22% of the students have a special need and receives accommodations daily to be successful in his or her education career. They are all seniors in high school and ages range from 17-18. 45% of the students are female while the majority of the class is male.

Entry Skills and Prior KnowledgeAn activator on demand and supply were down separately to assess any knowledge known prior. The results were conclusive that the majority has little to no knowledge regarding either topic, let alone the topics combined. The students performed well on previous exams regarding topics leading up to the Supply and Demand unit. On prior tests they achieved an average score of 77% and 75%.

Academic MotivationIn my five years of experience dealing with seniors in high school they exemplify very little motivation as they are very close to graduation. The best motivation is the fact that they have to pass the senior economics class to graduate. When students work with technology they seem to work a little bit harder and more diligently. During the demand activator you could tell that the students were interested and motivated to generate a list of everything they demand. However during the supply activator, where they had to come up with a definition based on a soundless video, students werent as motivated. In my experience that is the case solely because one topic is more related to them as the consumer.

Learner CharacteristicsOf the 31 students in the classroom, each one of them learn different. At the beginning of the year individual conferences were had with each student. During those conferences the student discussed their best learning practices. The majority of the room expressed that they learned best by seeing and doing. Very few students learn best by writing and reading. This unit needs to mix up all types of learning as all of the students expressed that they benefit from all types of learning. A small percentage of the class receives special needs accommodations. Most of the accommodations are guides notes and small group testing is necessary. Other instructional accommodations that happened daily are preferential seating, Common District Assessment Re-Tests and read aloud testing.