Learner CategoriesFor Learner Analysis

-Dick and Carey Model

The Categories

Entry Skills Prior Knowledge of Topic Area Attitudes toward Content and Potential

Delivery System Academic Motivation (ARCS) Educational and Ability Levels General Learning Preferences Attitudes Toward the Organization Giving

the Instruction Group Characteristics

Entry Skills

Certain skills that are already mastered (in relation to Learning Goal)

Learners’ experience or knowledge and attitudes

Influence the outcome of the instruction

Examples: Able to add or subtract, able to read.

Prior Knowledge of Topic Area

What learners already know about the specific topic

Partial knowledge Misconceptions

Attitudes toward Content and Potential Delivery System

Learners’ impression and attitude of topic or how it will/may be delivered

Preconceived notions Learners’ expectations Example: Students to not want to

learn a new app on the computer. They would rather learn it on their smartphones.

Academic Motivation (ARCS)

Some consider this the most important factor in creating a successful lesson plan

ARCS model: attention, relevance, confidence, satisfaction

ARCS helps to obtain information from learners

Never assume! Example question to ask learners

BEFORE instruction: Do you believe this goal is relevant for you?

Educational and Ability Levels

General and Achievement levels of learners

Ability to cope with new instruction Previous instructional experiences

General Learning Preferences

Willingness to explore new modes for learning

Do they like lecture/discussion, seminar, case studies, etc.

Learning Style! Learning Skills and Preferences

Attitudes Toward the Organization Giving the Instruction

What kind of attitude do the learners have toward management, peers, school, teachers, etc.

Cynical or Positive? Determines the success of the

instruction Those with positive attitudes about the

organization and their peers are more likely to use the skills. (Dick and Carey)

Group Characteristics

Accommodate diversity Overall impression of the target

population. All based on direct interaction, not

assumption! Used for Objective development Helps with motivation strategies and

different ways of teaching the content