| Instructional and Learning Strategies |
| The Syntax |
| Learning Goals |
Instructional Strategies |
Instructional Actions |
Student Actions |
Student Goals
1.1. Search the Internet
to determine the history/origins and meanings of their
surname to create an original family crest.
|
Discussion
Active
Learning
Research
on Internet
|
1.
Check out computers
to students.
2.
Discuss the goal
for the project
3.
Discuss how to search
for information on the Internet
Assistive Technology:
Use Alphasmart keyboard
with word prediction software to take notes on findings
|
- Students use the
mobile computer cart and sit in assigned seats.
- Listening.
- Research the Internet
for desired information.
- Take notes on
information.
Assistive Technology:
Use Alphasmart keyboard with word prediction
software to take notes on findings
|
| 2. 2. Create
one of the following:
1.
A drawing of student-created
family crest
2.
Create a banner
using a student-created family crest
3.
Create a shield
using a student-created family crest
|
Independent work |
- Monitor Progress
and provide guidance
- Facilitate project
- Check for understanding
of expectations
- Provide assessment
tool
|
- Using assessment
tool, create a product of original design
- Manage time in
order to meet deadline
|
| Learning Goals |
Instructional Strategies |
Instructional Actions |
Student Actions |
| Teacher
Goals (Instructor)
4.
Develop a student-centered lesson which will integrate
technology, spark student’s interest and encourage creativity.
|
Discussion/Questioning |
Questions to consider:
- What are your
objectives for this lesson?
- What technology
will you need for this lesson?
- How comfortable
are you with this technology?
- How will you assess
the mastery of the objectives?
- How far in advance
do you need to reserve the wireless cart?
|
- Learner has a
well planned lesson that will engage the learner
- Learner reflects
on objectives for lesson
- Learner develops
an assessment rubric
- Learner reflects
on benefits of technology integration.
- Learner reserved
the wireless cart one week in advance of lesson
|
| Discussion/Questioning |
- Mentor gives examples of learner-centered, technology
enhanced instruction, and classroom-management strategies.
By discussion/questioning, the teacher chooses what she feels will work best for the lesson.
- Questioning
- What instructional objectives do you have for this
unit?
- What technology applications are you comfortable
with that will reach your objectives?
- Will each student have the opportunity to participate
in using the technology?
- How will you manage student behavior during the activity?
- What student body language will you look for to determine
whether the student has mastered the objectives?
|
- Teacher becomes familiar with steps of creating technology-enhanced instruction
- Teacher identifies management strategies for use with
technology
- Mentee & Mentor ask questions to clarify during
discussions
|
| 6. Address the needs of diverse learners. |
Discussion |
In what way can
the lesson be adapted to ensure the success of students
who have special needs? |
|
| Learning Goals |
Instructional Strategies |
Instructional Actions |
Student Actions |
| Professional Goals (Mentor) 7.Ask
clarifying questions to ensure that the lesson will
be a success and build trust with the mentee.
8.
Reflect
on mentoring process and evaluate outcomes.
|
Questioning
Reflection
|
-
Practice good
listening skills
-
Allow adequate
time for thoughtful responses
-
Be available and
supportive throughout the process
- Were
clarifying questions used effectively?
-
Was the teacher
comfortable with the mentoring process, i.e.,
discussions, questioning, planning of the lesson?
-
Did the mentee feel
comfortable with the integration of technology in
the lesson?
- What
goals has the mentor acheived?
- What
goals need attention?
|
|
| 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. |
Due to the nature
of the lesson, there will be limited interpersonal experiences
initially. Students
will work independently to gather information in order
to create a product. Once the product is
completed, they will have an opportunity to discuss their
research findings and explain their product to the class. |
| 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
present the assignment following the Project-based instruction
model. Students
will be asked to independently research the history/origin/meaning
of their surname using the wireless laptops and the Internet. This is an AP class
and students should be comfortable with the use of technology
and the assignment.
The instructor guide the students conduct their
own independent research.
The instructor will serve as a facilitator and
offer support as needed.
Students will be given a rubric to follow so that
they will know what the expectations are. |
| 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) |
-
The support needed
for this lesson will include:
·
Laptop computers
with wireless Internet access
·
Ongoing communication
face-to-face and email.
|
