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Aspect 1: The Syntax |
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Learning Goals |
Instructional Strategies |
Instructor Actions |
Student Activities |
Student Goals:
1. Explore PhotoDraw software to determine
features available for specified criteria.
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Demonstration
Guided Practice
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Explain and demonstrate (1) where to
find shapes/graphics and (2) how to put on page. |
Follow exploration of software. (1) Pick shape and (2) Put on
page (a) enlarge, (b) rotate, and (c) move. |
| Demonstration
Guided Practice
Discussion |
Guide students to recognize types of shapes/designs that match
criteria. |
Go through features. Locate different
types of shapes/graphics. Locate ones that are required. |
| Demonstration
Guided Practice
Discussion
Questioning |
Illustrate how to save to network. |
Students will save sample shape with
enhancements to network. |
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2. Explore PhotoDraw software to see what
features illustrate basic design elements of Art—line,
shape, form, texture, value, & color.
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Demonstration
Guided Practice
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Demonstrate opening saved graphic. |
Students will open graphic/premade shape. |
| Demonstration
Guided Practice
Questioning
Discussion |
Explore software with students to locate enhancements that
match criteria. |
Students will identify software enhancements that illustrate a
specific design element. |
| Demonstration
Guided Practice
Discussion
Questioning |
Illustrate applying enhancements to graphic and observe
change. |
Students will apply element and observe metamorphosis of
picture. Students will learn to change enhancements (1) width,
(2) color, and (3) location. |
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3. Use PhotoDraw software to create and save the
following: (1) 1 design w/premade shape; (2) 1 original design
w/freehand selection; (3) 1 original design in bl/white &
(4) original design of choice.
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Individual Project
Questioning
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Watch, instruct and explain as
students create designs. |
Create specific designs. |
| Questioning
Guided Instruction |
Check designs/saving process. |
Save designs in network folder. |
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4. Using PhotoDraw software, apply basic design
elements to 4 created shapes.
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Discussion
Questioning
Observation
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Watch and observe students as they create. |
Open 1 of created designs. Enhance per criteria. |
| Discussion
Questioning
Observation
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Check to insure saving correctly. |
Save design. |
| Discussion
Questioning
Observation
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Check documents as turned in. |
Print design. |
| Discussion
Questioning
Observation
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Spot check designs and enhancements |
Continue working. |
| Discussion
Questioning
Observation
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Questions students on progress. |
Open another design and perform above operations for other
criteria until all 4 are completed. |
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Learning Goals |
Instructional Strategies |
Mentor's Actions |
Teacher's Action/Activities |
Teacher/Mentor Goals:
5. Create a working relationship between mentor and
teacher to assist in technology integration and all phases of
lesson.
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Discussion
Collaboration
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Meet and discuss ideas to create a
relationship trust and interdependence.
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Generate ideas on subject area
objectives.
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| Discussion
Collaboration
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Offer technological ideas to organize
a cross-curricular lesson.
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Write objectives and lesson plans for
subject-area and intermingle objectives for technology area.
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| Discussion
Collaboration
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Clarify and discuss points that will
hamper/assist learning disabled students.
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Identify learning disabled students
and problems/advantages to lesson arrangments.
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| Discussion
Collaboration
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Clarify and discuss extension
exercises for G/T students.
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Identify G/T students and extension
exercises for them.
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| Discussion
Collaboration
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Discuss and devise a plan for
classroom management problems.
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Identify prospective classroom
management problems that might arise.
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6. Create a lesson that integrates technology
& art—utilizing PhotoDraw software (technology) to
illustrate basic design elements of Art (subject area).
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Discussion
Collaboration
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Generate and discuss technological
ideas that will encompass Art. |
Identify Art lesson objectives.
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| Demonstration
Guided Instruction
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Demonstrate the use of PhotoDraw
software to (1) identify shapes to be used, (2) put designs on
page, (3) identify enhancement requirements, (4) apply
enhancements, (5) save picture, and (6) print picture. |
Follow through using software to
complete each project (1) identify shapes, (2) created design,
(3) identify Art elements, (4) enhance design, (5) save
design, and (6) print design.
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| Discussion
Questioning
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Answer questions over technology end. |
Discuss conveying objectives that tie
together Art and technology.
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| 7. While planning, create modifications to
accommodate the Learning Disabled and Gifted students and to
create classroom management ideas/practices. |
Discussion
Collaboration
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Assist with ideas that will help
learning disabled students...visual aspects, hands on (ADD). |
Identify learning disabled students
and type of instruction required. |
| Discussion
Collaboration |
Assist with devising additional
exercise. |
Prescribe additional lessons for G/T
students or classroom management instructions. |
| Discussion
Collaboration |
Write plan for additional
activities--scanned photo with enhancements. |
Discuss ideas for additional
assignments. |
| Discussion
Collaboration |
Point out trouble-shooting techniques. |
Discuss problems/ideas that could
develop. |
| Mentor's Goals
8. To be able to discuss specific ideas & formulate
plans for a lesson with a coworker.
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Discussion
Collaboration
Questioning
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Input ideas and combine teacher's
objectives with technological ideas. Understand teacher's Art
objectives, concepts and ideas. Collaborate on a
cross-curricular lesson that follows Art and TA TEKS. |
Project overall objectives for lesson
with tie-in to Art. |
| 9. To thoroughly explain PhotoDraw software uses
& ideas on lesson modifications, lesson enhancements &
classroom management. |
Collaboration
Discussion
Demonstration
Guided Practice
Questioning |
Thoroughly understand project's
objectives. Understand teacher's concerns about (1) software,
(2) lesson and (3) hardware. |
Explain concepts and overall plan
objectives.
Voice classroom management concerns and ideas on (1)
software, (2) lesson, and (3) software. |
| Aspect
2: The social system
The basic set-up for this lesson is for each student to
create, design and print 4 individual projects. This means
that each student will be responsible for the knowledge
(concepts) needed to create and design their 4 print-outs.
However, the lab setting for this lesson needs to be
cooperative, also. In order for students to benefit fully from
this lesson, they must depend on each other for direction and
ideas. Many students will have extensive experience with this
software (MultiMedia students who have studied under myself.)
These students will be a great tutoring tool. Students will
also draw creative ideas from each other. As the lesson
progresses, students can gather knowledge and ideas from each
other; however, they will still keep their creations somewhat
original. |
| Aspect
3: The role of the instructor
In this student-centered exercise, the instructor will
first explain and guide the learners. She will guide the
students in understanding the tie between the Art elements
they have learned and the technology they will be using. She
will guide them in through the software identifying the
elements of Art in the software and designing their shapes.
The instructor will continue in the guidance role throughout
the lesson in relation to the software. The instructor will
also become the tutor. She will spot-check students for their
completion of requirements; however, she will let the students
create and design on their own. |
| Aspect
4: The support system
I, as mentor, will be the primary support system. First, I
will act as collaborator as we discuss and design lesson
objectives, plans and solutions. Then, I will act as guide as
the teacher and I peruse the software to identify the basic
elements of Art and the required shapes. I will continue as
guide as the teacher and I complete the 4 projects (and the 1
extension) exercise. My goal will be equal to that of the
teacher's when she presents this lesson to the class....I will
not be creator, but I will be facilitator. I will be there to
advise on software issues and to spot check progress. Lastly,
I will assist the teacher in troubleshooting possible problem
areas and classroom management issues related to computer use.
After our planning and project experimentation sessions, I
will be available to the teacher through email. If she should
need one-on-one assistance, I will be available to go to her
room or the library to assist.
Other parts of the support system: lab environment with 25
computers and 3 printers (if the computers should have
problems, then the lap tops have been reserved...there are 10
of those); InFocus machine with screen for viewing; PhotoDraw
software (installed on network and all machine's hard drives);
instruction sheet. There will be 2 instructional/explanation
days (teacher explaining/experimenting with students) and 5
creation days (days devoted to creating, designing, saving and
printing creations).
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