| 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
To identify nouns and verbs in written communication. |
Direct Instruction
Questioning |
Instructor will introduce
the activity and discuss with students the parts of sentences. |
Students will discuss differences
between nouns and verbs. Students will create a list of nouns
and a list of verbs. |
| Dialogue
Questioning |
Instructor ask probing questions
of students and provide feedback. |
Students will identify nouns
and verbs as part of their daily oral language activity. |
Student Goals
To distinguish between nouns, proper nouns, and verbs in written
communication. |
Brainstorming
Questioning |
Instructor will ask questions
of the students to activate prior knowledge and brainstorming. |
Students will identify the
difference between a noun and a proper noun. Students will
brainstorm proper nouns. |
| Collaboration
Dialogue |
Instructor will direct students
to write a noun on a card and exchange the card with another
student. |
Students will write a proper
noun on a card and exchange the card with a friend. Students
will then write a sentence using the proper noun that they
were given. |
| Dialogue
Discussion
Questioning |
Instructor will ask students to identify nouns,
verbs and proper nouns in their story. |
Students will draw upon prior knowledge to identify
nouns, verbs and proper nouns contained in their Reading story. |
| 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 record the
nouns, verbs and proper nouns found in their story on a graphic
organizer. |
Teacher Goals
To create an atmosphere where diverse learners will gain confidence
in identifying and using a more complex form of grammar usage. |
Dialogue
Questioning
Brainstorming
Demonstration |
Make sure reading story, note cards and paper are available
for each student.
Have paper and pencils for writing words and sentences.
Provide diverse student population various activities that
will involve all types of learners: visual learners will
need examples of nouns and verbs written on the board, auditory
learners will need to hear nouns and verbs spoken aloud
and join in the discussions, kinesthetic learners will need
hands on activities such as writing the words on paper.
|
Create graphic organizer template.
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
Develop coaching/mentoring techniques to facilitate the integration
of technology into the curriculum to enhance student learning. |
Questioning
Collaboration
Independent Study |
Use coaching/questioning skills
and techniques to guide teacher (mentee) in the development
of lessons that will use technology to enhance learning. |
Collaborate and discuss with teacher mentee
and coaching partner areas that need to be improved. |
Professional Goals
Comfortably use questioning strategies used in mentoring/coaching
with teachers. |
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. |
| |
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 nouns, verbs and proper nouns. Students
will join in a discussion about the differences between nouns,
verbs and proper nouns and help to brainstorm a list of words.
Students will use this knowledge to write proper nouns on a
card to exchange with a partner. The partner will use the proper
noun to write a sentence. Students will need to cooperate with
their partner to help each other to write a sentence using the
proper noun they were given. Students will then work independently
to identify nouns, verbs and proper nouns in a story and record
the information in a graphic organizer on their computer. |
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 nouns,
verbs and proper nouns. Instructor will use dialogue and questioning
to help students compare and contrast nouns and proper nouns.
Instructor will then work as a facilitator to monitor and guide
students as they use their skills to identify nouns, verbs and
proper nouns in a story and record that information in a graphic
organizer on their computer. |
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:
- Note Cards
- Writing Paper
- Reading Story
- Template for Graphic Organizer
Technical Resources:
- ELMO
- Computers in Lab
- Word Processor
- Presentation Station in the Lab
- Printer
Other Resources:
- Discussions with Mentor
- 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 identify nouns, verbs and proper nouns.
|
