Analysis

= = = = = = = = =__**The problem:**__ Some of my students with Learning disabilities have trouble putting words down on the page. It takes me hours of hand holding just to get a poor quality product from them and quickly becomes overwhelming for both of us. I think the problem stems from lack of skill and knowledge which then affects their attitude towards and motivation to complete the writing assignments. In other words, the learning disability makes getting the thoughts out of their heads difficult in itself, then the process of writing adds an additional road block for them. All of this is so overwhelming they begin to dread and hate writing so they don't participate. =

=__**Focus audience:**__ Students with learning disabilities in written expression. However, once I perfect my strategy it could help any students. I am starting with a small group of students due to limitations in available technology. I also chose this group because they have the greatest need for remediation in writing. =

=__**Addressing the needs:**__ Because writing takes so much effort for these students I plan to use a variety of technology to help them get their ideas in print. Haiku Deck, Dragon Dictate, keynote, and Audacity can help students express the concepts they have learned while decreasing cognitive load.=

=__**Evaluation**__: Because I have modified the strategy of writing the students should be on a even playing field with their more capable peers. The evaluation will be the same for all students. I have a rubric I use to assess writing/ project assignments. This is based on the common core standards and allows me to track growth over time.= = = =__**Learner Analysis:**__ My target group of ten 8th grade students who have a variety of learning disabilities. They are served in academic enrichment for one period a day where they work with a special services teacher to meet the goals of their IEP's. These students do not think they can be successful in school. Some even wrote on their beginning of the year surveys that they are stupid. Two rarely attend school. Most of these students don't spend extra time on school work outside of class and 3 don't do much in class without direct assistance or consequences. Two of these students have developed good work ethic and are beginning to manage their disabilities with success. All these students are functioning below grade level in reading and writing. Several have dysgraphia and struggle with the process of writing. Only one or two have average typing skills. I think they really would like to be successful. But because they have to work so much harder than other students just to achieve the minimum they are not motivated to stick with it long enough for the process of learning to get easier.= = = =__**Task Analysis:**__ Students will demonstrate their knowledge of mountain formation by creating a Haiku deck. I have chosen this task because it requires limited or concise explanations of the concept. Students should not feel overwhelmed by creating one or two well constructed sentences that describe the process of mountain building. This task requires students to choose the correct picture to match their description. The end learning result is three fold: construct meaning of mountain building processes, practice writing skills, and build technical literacy.=

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