Target Learner Population Description
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Demographics
· 80% of the students are traditional college-aged students; however, the remaining 20% are 50 years or older.
· Over 90% are African American
· Most college students are females with a ratio of women to men as 4 to 1 to men.
Prior Knowledge
· Because I teach many evening courses, many of the students worked full-time jobs during the day and took evening courses.
· Many of the students, have a limited vocabulary so I teach using new vocabulary words. However, I make sure to follow-up with a familiar word that they will know.
· Digital divide is still prevalent in education today. The traditional students will know how to operate a PC while the non-traditional students may need more assistance or time.
· There will be a range of employment of students that enter the course from no employment to fast-food workers to corporate America employees. Because this is a mandatory college course, it may be the student’s first semester or their last (Many will put the course off until they are forced to take it to graduate). Because this is an entry level public speaking course, most students will have limited knowledge on public speaking techniques. Most college textbooks are written at the 10th grade level; however, I have had to water my curriculum down to a 7th grade instructional level on occasion in order for my students to grasp the material. Most traditional college students are computer literate; however, non-traditional students may struggle with current technologies. More practice can be given to all students on graphic reading. Many students read the text, but overlook the corresponding graphics—not realizing the value in a picture.
Motivation
· Many students value making a better life for themselves and their families, which is why they are in college. Some have returned to school to complete a degree while others are embarking on the college experience for the first time.
· Because this course may be taught at a community college some students do not have the proper skill set to adequately succeed without providing additional instructional support.
· Employing proper public speaking skills have proven to gain employment or advancement in the workplace.
· Rapport building activities allow students the opportunity to witness the intended cooperative nature of the course instead of a competitive atmosphere.
· Because these students are seeking to advance their current lifestyle, then lessons should be geared towards their quest to earn more money/ advance in their career.
· Most people, including students, dread speaking publicly so this module on effectively completing a multi-step demonstration speech. Furthermore, students visibly show anxiety (sweaty foreheads and palms, exasperated breath, etc.) as they approach the lectern to deliver speeches. Students, who miss the first class session where rapport building activities were completed, place themselves at a disadvantage of seeing their peers as supporters instead of contenders.
Physical & Cognitive Characteristics
· I have not witnessed any students with physical limitations in this course; however, there are students (5% or less) that have learning disabilities where it takes them longer to process the information.
· 80% of the students are traditional college-aged students; however, the remaining 20% are 50 years or older.
· Over 90% are African American
· Most college students are females with a ratio of women to men as 4 to 1 to men.
Prior Knowledge
· Because I teach many evening courses, many of the students worked full-time jobs during the day and took evening courses.
· Many of the students, have a limited vocabulary so I teach using new vocabulary words. However, I make sure to follow-up with a familiar word that they will know.
· Digital divide is still prevalent in education today. The traditional students will know how to operate a PC while the non-traditional students may need more assistance or time.
· There will be a range of employment of students that enter the course from no employment to fast-food workers to corporate America employees. Because this is a mandatory college course, it may be the student’s first semester or their last (Many will put the course off until they are forced to take it to graduate). Because this is an entry level public speaking course, most students will have limited knowledge on public speaking techniques. Most college textbooks are written at the 10th grade level; however, I have had to water my curriculum down to a 7th grade instructional level on occasion in order for my students to grasp the material. Most traditional college students are computer literate; however, non-traditional students may struggle with current technologies. More practice can be given to all students on graphic reading. Many students read the text, but overlook the corresponding graphics—not realizing the value in a picture.
Motivation
· Many students value making a better life for themselves and their families, which is why they are in college. Some have returned to school to complete a degree while others are embarking on the college experience for the first time.
· Because this course may be taught at a community college some students do not have the proper skill set to adequately succeed without providing additional instructional support.
· Employing proper public speaking skills have proven to gain employment or advancement in the workplace.
· Rapport building activities allow students the opportunity to witness the intended cooperative nature of the course instead of a competitive atmosphere.
· Because these students are seeking to advance their current lifestyle, then lessons should be geared towards their quest to earn more money/ advance in their career.
· Most people, including students, dread speaking publicly so this module on effectively completing a multi-step demonstration speech. Furthermore, students visibly show anxiety (sweaty foreheads and palms, exasperated breath, etc.) as they approach the lectern to deliver speeches. Students, who miss the first class session where rapport building activities were completed, place themselves at a disadvantage of seeing their peers as supporters instead of contenders.
Physical & Cognitive Characteristics
· I have not witnessed any students with physical limitations in this course; however, there are students (5% or less) that have learning disabilities where it takes them longer to process the information.