| Instructional and Learning Strategies |
| The Syntax |
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Learning Goals
|
Instructional Strategies
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Instructional Actions
|
Student Actions
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Student Goals
1) Create a video using Movie Maker 2 AutoMovie feature
.
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Cooperative
Group
Demonstration/
Modeling
Guided practice
Mentoring/Coaching
|
- Introduction
to class, objectives, goals
- Lead discussion
about the benefits of cooperative group
- Demonstrate
using MM2 AutoMovie
feature using Tight VNC
- Facilitate
- Lead discussion about the L in KWL activity
|
- KWL activity
- Keyboard activity (alone, with another person, with group)
- Break into
Cooperative
Groups
- Observe demonstration, follow instruction handout
- Create a video using MM2 AutoMovie feature and provided video clips
- Discuss the L part of the KWL activity with a partner
- Share with the class
|
| 2) Discuss possible applications of video in foundation and enrichment curricular content. |
Collaborative Group
Discussion
|
- Ask students to get into grade level groups
- Explain activity
- Provide video examples from Internet
- Facilitate
|
- Break up into grade level groups
- Peruse the example video clips with group
- Using curriculum guides, identify applications of this technology tool
- Create a grade level list to share with class
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| 3) Identify TA TEKS met by using video in content and enrichment curricular content |
Collaborative Group
Discussion
|
- Provide handouts of grade level TA TEKS
|
- Working with their campus technologist, students will identify grade level TA TEKS that can be met using this technology tool.
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|
Learning Goals
|
Instructional Strategies
|
Instructional Actions
|
Student Actions
|
| Teacher Goals (Instructor)
1) Develop a technology-enhanced lesson using effective instructional design and strategies to facilitate adult learning.
|
Reflect on readings, interactive guides, and research |
|
- Completion of lesson plan activities
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| 2) Plan for modifications for diverse learners in the lesson. |
Interview experts |
|
- Let instructor know about disabilities/limitations (auditory, vision, motor)
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| 3) Develop and utilize classroom-management strategies appropriate for adult learners. |
Reflect on readings, interactive guides and research. |
- Provide group norms
- Utilize icebreaker activity, Issue Bin activity
- Provide step-by step instructions, demonstration and hands-on practice.
- Implement different grouping methods
|
- Understand & utlize group norms, Issue Bin
- Follow step-by-step instructions
- Work cooperatively with groups
|
| 4) Utilize a pre- and post- assessment of student's technology proficiencies related to video. |
Skills Survey / Assessment |
- Create a pre & post survey of video skills
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- Completion of pre and post assessment related to video
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| 5) Facilitate the use of integrated technologies in foundation and enrichment curricular content |
Group discussion
Class sharing / summary
|
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- Participate in group discussions
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Learning Goals
|
Instructional Strategies
|
Instructional Actions
|
Student Actions
|
| Professional Goals (Mentor)
1) Use coaching / mentoring skills and strategies to facilitate educator use of technology in the teaching and learning environment. (staff development)
|
Coaching / Mentoring
Facilitator
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- Utilize questioning strategies that clarify meaning, stimulate thinking and formulate new understanding
- Create/manage trusting coaching/mentoring relationship
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- Understand lesson goals & objectives
- Ask questions as needed
- Complete hands-on activities
- Participate in group discussions
|
| 2) Plan for and implement scaffolding technique(s) in staff development training. |
Demonstration/Modeling
|
- Introduce lesson goals & objectives, class expectations
- Demonstrate AutoMovie feature
- Provide examples of video applications
- Provide step-by-step instructions
- Provide video clips to use in activity (so students won't have to find them or create them)
- Try tutorials, modify as needed
|
- Watch AutoMovie demonstration
- Complete AutoMovie "Makes It Easy" acitivity
- Complete AutoMovie "Do It Yourself" activity
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| The Social System |
| Describe the interpersonal structure of the instructional experience. It describes the degree of cooperation required among students and the nature of that cooperation. |
Students will be cooperating as they work in groups to complete practice tutorial and create a video. It will require communication and cooperation to use software features, decide on video clip order, and help each other as needed. Students will be working with their campus technologist, other students teaching same grade level, as well as students from different schools and different grade levels. New and continuing relationships will be formed.
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| The Role of the Instructor |
| Describe the general instructor role. Will the instructor present material, guide the students as they research their own issues, etc? |
The instructor will act as a mentor/coach and facilitator. The instructor will introduce goals, objective and activities, and lead discussions. (Keeping goal of student independence, self-direction in mind)
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| The Support System |
| Describe the types and amount of instructional, technical, and other resource support required for instruction. (e.g., instructional materials, communication capabilities, assitive technologies) |
- Computer lab with Movie Maker 2
- Tutorial/instructional handouts
- TA TEKS
- Students bring grade level curriculum guide
- Projection device
- Tight VNC on each computer (remote control package)
- Lab arranged for cooperative groups
- Assistive technologies
- Audio augmentation device (microphone for teacher, receiver & headphones available for student)
- Room arranged to accomodate wheel chair
- Change Windows settings for accessibility as needed
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Standard Matrix
