| Instructional
and Learning Strategies |
| Aspect
1: The Syntax
Describe the interpersonal
structure of the instructional experience. It describes the
degree of cooperation required among students and the nature
of that cooperation.
|
| Learning
Goals |
Instructional
Strategies |
Instructional
Actions |
Student Activities |
Student Goals
Know and Comprehend geometric shapes and spatial reasoning in
order to build foundation for the learning of geometry. |
Direct Instruction
Questioning |
Instructor will introduce
the activity and discuss with students the attributes of the
geometric shapes. |
Students will observe and
manipulate pattern blocks to recognize and identify geometric
shapes. Students will count number of sides of shapes and
label shapes with correct vocabulary word. |
| Dialogue
Questioning |
Instructor will begin student
discussion of differences, ask probing questions of students
and provide feedback. |
Students will compare flat
geometric pattern blocks and 3 dimensional shapes/blocks. |
Student Goals
Identify and recognize attributes of any shape or solid in everyday
activities and experiences in order for student to understand
that geometry is part of everyday experiences. |
Brainstorming
Questioning |
Instructor will ask questions
of the students to activate prior knowledge and brainstorming. |
Students will draw upon prior
knowledge to identify, compare and contrast geometric shapes
and solids in their environment. |
| Direct Instruction
Questioning |
Direct students by assigning
groups and discussing accountability of each member in group. |
Group Formation: Students
will be grouped together in groups of 3 by their assigned
geometric shapes. |
| Collaboration
Dialogue
Discussion
Questioning |
Instructor will be observing, asking questions
and providing feedback. |
Collaborative teams of students will work together
to identify objects in their environment that match their geometric
shape. Students will collect data and document what they discover. |
| Questioning
Dialogue
Presentation |
Instructor will provide guidance and act as facilitator
(asking questions, providing help if needed with software) |
Students will use the computer to create a product
to summarize their documentation. |
Teacher Goals
To create an atmosphere where diverse learners will gain confidence
in identifying and recognizing basic geometric shapes. |
Dialogue
Questioning
Brainstorming
Demonstration |
*Make sure shape and pattern blocks are available for each
student.
*Have paper and pencils for recording their observations.
*Provide diverse student population various activities
that will involve all types of learners: visual learners
will need pattern blocks and labels, auditory learners will
need to hear the names of the shapes and listen to shape
discussions, kinesthetic learners will need hands on activities
in which students touch and feel the shapes.
|
Collect shapes
Create Lesson Plan
Reflect |
Teacher Goals
Develop confidence in managing and integrating technology into
the foundation and enrichment curriculum. |
Questioning
Collaboration
Inquiry
Reflection |
Discussions with Mentor about plan for lesson.
Preview software in the lab.
Make sure computer lab is checked out, meet with campus
technology aide to be sure software is loaded on all computers.
|
Examine lesson to see what technology could be incorporated
to enhance the lesson.
Explore the software in the computer lab and see what is
available for the students to use. |
Professional Goals
Improve coaching/mentoring skills and strategies. |
Questioning
Collaboration
Independent Study |
Use coaching/questioning skills
and techniques to guide teacher (mentee). |
Practice use of coaching/questioning skills and techniques
with teacher mentee.
Collaborate and discuss with teacher mentee and coaching
partner areas that need to be improved. |
| |
Aspect 2:
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 use prior knowledge along with new information
to identify geometric shapes in their environment. Students
will use this knowledge to work together in collaborative
groups to find these shapes in the environment and create
the final product. Students will need to cooperate within
their group, communicate information to the members of their
group and use their problem solving skills to help each other
find the information that they need. Students will join in
a discussion about the experience and present the discoveries
each group documented. The documentation will be used by the
group to create and present their final products on the computers.
|
Aspect 3: The Role of The
Instructor
Describe the general
instructional role. For example, will you or the instructor
present material, guide students as they research their
own issues, etc?
|
Instructor will use direct instruction to help
students activate prior knowledge and gain knowledge about
3 dimensional geometric shapes. Instructor will use dialogue
and questioning to help students compare and contrast the
geometric shapes. Instructor will then work as a facilitator
to monitor and guide students as they use their skills to
identify these shapes in the environment.
|
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, assistive technologies).
|
Instructional Materials:
- Pattern Blocks
- 3 Dimensional Shapes
- Paper Shape cut-outs
- Drawing Paper
- Rubric for Project
Technical Resources:
- Computers in Lab
- Paint Application
- Presentation Station in the Lab
- Printer
Other Resources:
- Discussions with Mentor
- Math Resource Teacher for speech impaired student.
Speech Impaired Student will need:
- Simple written instructions as well as directions broken
down into simple one or two step instructions
- More time to label and manipulate shapes.
- Math Resource Teacher to help during Math time.
|
