Farmer: Instructional and Learning Strategies
| Aspect 1: The Syntax | |||
|---|---|---|---|
| Learning Goals | Instructional Strategies | Instructor Actions | Student Activities |
| Research to find major religion of countries. | Direct Instruction | Review prior learning | Use keyword search Access websites from links Find relevant information in print sources |
| Locate countries on world map and use paint bucket tool in Fireworks to color code map to correlate major religions of countries. |
Direct Instruction/Demonstration | Demonstrate how to locate country and fill with color based on color code setup in legend | Use map skills Use mouse and paint bucket tool |
Add heading and legend on map using Text tool in Fireworks. |
Direct Instruction/Demonstration |
Demonstrate how to use text tool to create heading and legend | Use mouse, keyboard and text tool Create useful map legend |
| Observe and identify color patterns on map; relate to legend in order to make inferences about cultural borrowing and diffusion. | Independent Work Connections to Prior Learning |
Remind students for prior learning |
Recognize patterns Use map legend Make inferences |
| Integrate technology into student-centered activity. | Direct instruction Guided Exploration |
Demonstrate skills as needed Allow students to explore use of tools |
Select appropriate tools Identify lesson outcomes Engage in activity |
| Effectively manage appropriate use of technology in classroom to ensure all students are engaged and productive. | Independent Work Collaborative Learning Focused questioning as appropriate |
Ensure seating facilitates peer mentoring and appropriate behavior Make sure all equipment is functioning Monitor student behavior and progress Ask questions to redirect or encourage thoughtful reflection |
Students assist each other as appropriate Students engage in appropriate behavior in lab setting Students actively engaged in lesson |
| Differentiate instruction for diverse student groups. | Independent Work with teacher support |
Provide and support use of assistive technology as appropriate for student(s) and lesson Modify lesson as needed for levels at or below grade level Add enrichment component to activity |
Students utilize assistive technology as appropriate Students work at their ability level |
| Develop questioning strategies to clarify teacher goals, identify desired outcomes, and anticipate problems. | Discussion and Questioning | Teacher will identify critical components of activity and identify desired outcomes Teacher will explore possible problems which may occur during lesson. |
Students will be able to complete activity by completing all identified components. |
| Utilize effective coaching/mentoring skills. | Communication Skills | Value insight provided by others Use communication skills in a non-judgmental manner |
Students will respect thoughts and opinions of others as modeled by teacher. |
| Aspect 2: The social system
Describe the interpersonal structure of the instructional experience. |
Students must feel comfortable in lab setting in order to interact appropriately with peers and with teacher. Teacher must develop an atmosphere of trust to facilitate questioning and peer mentoring opportunities. | ||
| Aspect 3: The role of the instructor
Describe your general instructional role. For example, will you present material, guide students as they research their own issues, etc? |
As the teacher, I will give initial instructions and then facilitate as students apply knowledge about maps and technology tools. The instructor also monitors student progress as they apply prior knowledge and develop new insight into cultural borrowing and diffusion. | ||
| Aspect 4: The support system
Describe the types and amount of instructional, technical, and other resource support required for the instruction (e.g., instructional materials, communication capabilities). |
Initial demonstration of new tools in Fireworks will require a teacher computer connected to TV. Fireworks must be installed as part of the Macromedia Suite. No special communication capabilities are required. | ||
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