A Learner Analysis

I teach first grade at Lowe Elementary School; my class is made up of twenty-four very diverse seven year-olds; they come from all over the city of Louisville, from a variety of socio-economic situations. Each student brings a unique personality to our classroom community, and they all work hard to become “smarter and smarter” and to “go to college”. Thirteen students are boys and eleven are girls. Of these twenty-four students, three of them are English Language Learners. Additionally, eight students receive tier two interventions and two receive tier three interventions in reading. In math, five students are tier two and four are tier three. I also teach one student who receives ECE services for a developmental delay. Within my class there is a wide achievement gap.

Student Group (Provide demographic data): At Steele School, 84.7% of all students are categorized as low-income. Within those low-income students, 80% out of the 84.7% are African American.

Also within the school is a very diverse group of children with around fifty-seven percent of students identifying as white, nineteen percent identifying as black or African American, and seventeen percent identifying as Hispanic or Latino.

Mrs. Alice McLoughlin-Doro is a Special Education teacher at Downers Grove South High School in Downers Grove, Illinois. The community is known for its excellent school districts. According to the 2010 census there were 47, 833 people living in Downers Grove with approximately 19,000 households and 13,000 families. The racial makeup of the school was reported to be 88% White, 3% African American, 5% Hispanic, 0.2% American Indian or Alaskan Native, 5% Asian, and 1.6% from two or more races. About 1.7% of families were below the poverty line. The school district report card reports the following racial/ethnic background for the school: 68.1% White, 10.3 African American, 11% Hispanic, 7.3% Asian, 0.2% American Indian, and 3.2% two or more races. The elementary schools, middle schools, and high school all perform very well academically receiving above state average scores on standardized tests. She has been working there for 10 years and is currently a Case Manager of 17 students, all with an IEP, all with different needs and goals in the LD department. She co-teaches two general education classes in English intervention, all freshman. Although she is a Special Education teacher, she works with all the students. She also teaches a READ 180, Tier 3 reading and english intervention. This is where we will be focusing on for this

The majority of the population is Caucasian (87%), followed by Hispanic (8%), American Indian (1%), Asian (2%), and African-American (1%).

The school system serves 68.3% white families, about 11.9% Hispanic families, 12.2% black families, 2.4% Asian, and the other 5% multi-racial families. Bailly

Hispanic origin is next with 2,336,076 or 28.6 percent, and black/African American non-Hispanic only constituting 22.8 percent or 1,861,295. Asian non-Hispanic had 12.6 percent of the population or 1,028,119 persons, non-Hispanic of two or more races 1.8 percent or 148,676 persons, and some other race non-Hispanic 1.0 percent or 78,063.

Of those 811 students, 402 of the students are female making up 49.6% of the population and 409 are male making up 50.4% of the population (Eddy 2017). The race and ethnicity in the school system is not much different than in the community. Making up the white population in the school is 740 students which would make that the majority. There are also six African American students and eight Hispanic students. With this being said, the school is made up of two students who use English as a Second Language (Eddy 2017). The school system must accommodate for these students during parent teacher conferences or when interaction with the parents is required due to the parents not speaking any English. When the parents are present at the school, the school system provides a translator for the parents (Eddy

In 1980, 18 schools reported a total number of 6,700 students. Of the 6,700, 5,042 students were Non-Hispanic White, 1,655 were Non-Hispanic Black, 0 Hispanic, and only 3 was Asian. In 1990, 20 schools reported fewer students of 6,202. Of the 6,202, 4,392 were Non-Hispanic Whites, 1,798 were Non-Hispanic Blacks, 6 Hispanic, and 6 Asian. In 2000, 22 schools reported a total population of 5,410 students. Of the 5,410 students, 3,641 were Non-Hispanic Whites, 1,540 were Non-Hispanic Blacks, 56 were Hispanic and only 1 was Asian.

There is a significant difference in ethnic diversity versus a typical public school system in Georgia. At KC 46.5% of the student population is African American (Kennesaw, GA public school average is 23.2%) 32% of the students are Caucasian, 5.5% Hispanic, 8.5% Asian, 5.6% are at least two races or more and less than 1% of the student population is made up of American Indian or

Within district we see that there is high percentage of Hispanic/Latino with a 55.9%, 26.1% White, 9.5% Black, 5.9% Asians, and finally 2.6% as other. (Wikipedia) From the data, we see that District 41 is heavily concentrated with Hispanic/Latino community.

This group forms roughly 66.5% of the District’s population. The second largest racial group is black and African Americans, with 15,300 citizens. This group forms roughly 19.1% of the population. The third largest group are Latinos and Latinas, with 6,493 citizens. This group forms roughly 8.1% of the population. The fourth largest group are mixed race individuals, with 2,540 citizens. This group forms roughly 3.2% of the population. The fifth largest group are Asians, with 1,908 citizens. This group forms 2.4% of the population. The smallest reported racial demographic in the District are citizens who marked their race as “other.” This group consists of 604 citizens, who in roughly amount to 0.8% of the

The book Becoming a Learner by Matthew Sanders discusses how college students should not just be students, but also learners. Sanders starts out the book by giving a personal example of how he discovered what it meant to be a learner. Throughout the entire book he gives personal examples which makes the book have more meaning than if he were just telling about college. Sanders gives many insightful tips on how college students can make the most out of their college experience. He also mentions wrongheaded ways to think about and discuss the college experience.

            In my opinion Dan needs to intensify his Precision and allow himself more time to prepare for assignments. He also needs to tether his Sequence pattern to organize a plan to approach his work for the week. He can also ask the professor to explain his assignments more if he does not understand it. He needs to also intensify his confluence so he can feel more comfortable with the risk it takes to complete the assignment. It may also help if he works on his mindset too. He could try and work with a more of a growth mindset instead of a fixed mindset.

The school population consist of 45 % African Americans, 40% Hispanics, 9% whites, 2% other or more races, 1% Asians, 1% American Indians and 1% Hawaii Natives.