| Selecting
Instructional Technologies |
| Instructional
and Learning Strategies |
Target
Technologies or Desired Tool Functions |
Constraints |
Decisions |
| Student Goals
To identify nouns and verbs in written communication.
Strategies
Questioning
Direct Instruction
|
Whiteboard and markers |
Markers going dry |
Match - Have extra dry erase markes available. |
| ELMO |
Bulb could go out on ELMO. |
Match - Check to be sure extra bulbs are available. |
| Daily Oral Language Handout |
Unable to make copies due to copier being out
of toner. |
Match- Make sure copies are made ahead of time
or write information on the board for students. |
| Student Goals
To distinguish between nouns, proper nouns, and verbs in written
communication.
Strategies
Brainstorming
Questioning
Presentation
Collaboration
Dialogue
Discussion
|
Computer Lab |
Scheduling conflicts |
Match - Schedule computer lab
well in advance. |
Printer |
No ink in cartridges |
Match - Have extra cartridges
available. |
InFocus |
Bulb out |
Match - Have extra bulbs available. |
Presentation Station |
Scheduling conflicts |
Match - Schedule well in advance. |
| MS Office |
Software unavailable on a computer |
Match - Check with computer
lab aide to be sure all software is loaded and working. |
| Teacher Goals
To create an atmosphere where diverse learners will gain confidence
in identifying and using a more complex form of grammar usage.
Strategies
Dialogue
Questioning
Brainstorming
Demonstration
|
Classroom computer |
Computer Failure |
Match - Computer available in the Library. |
| Internet |
Failure to connect |
Match - Acess in Library |
| Graphic organizer template |
Template not loaded on computers. |
Match - Talk to computer lab aide and schedule
time to load the template on all the computers that the students
will be using. |
Teacher Goals
Develop confidence in managing and integrating technology
into the foundation and enrichment curriculum.
Strategies
Questioning
Collaborate
Inquiry
Reflextion
|
Classroom Computer |
Computer not working |
Match - Have acess to computer in Library or
Computer Lab |
| Email |
Email down |
Match - Have alternative means to contact Mentor/Mentee |
| Online rubric creator |
Internet access down |
Match - Make a rubric in advance or make by hand. |
Professional Goals
Develop coaching/mentoring techniques to facilitate the integration
of technology into the curriculum to enhance student learning.
Strategies
Questioning
Collaborate
Independent Study |
Video Camera |
No Tape |
Match - Have extra tapes available. |
| Meet with Mentee |
Teacher could be out sick or busy. |
Match - Make time to meet with teacher or make
contact by phone or email. |
| Email |
Email Down |
Match - Have alternative means to contact Mentor/Mentee |
| Internet |
Internet Access Down |
Match - Have another computer available on campus
or at home. |
| Professional Goals
Comfortably use questioning strategies used in mentoring/coaching
with teachers.
Strategies
Questioning
Collaborate
Independent Study |
Video Camera |
No Tape |
Match - Have extra tapes available. |
| Email |
Email Down |
Match - Have alternative means to contact Mentor/Mentee |
| Internet |
Internet Access Down |
Match - Have another computer available on campus
or at home. |
| |
| The Social System |
| 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. |
N/A |
| The Role of The Instructor |
| 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. |
White Board |
Dry erase markers dry out. |
Match - Have extra dry erase markers available. |
| ELMO |
Bulb burns out. |
Match - Make sure extra bulbs are available or
write information on the board for students. |
| Computers |
Computer lab unavailable. |
Match - Reserve computer lab well in advance. |
| Printer |
Out of ink. |
Match - Have extra print cartridges available. |
| The Support System |
Instructional Materials:
- Note Cards
- Writing Paper
- Reading Story
- Template for Graphic Organizer
- Rubric
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.
|
Needed materials unavailable for lesson.
No rubric
Computer Lab unavailable.
Software unavailable.
ELMO unavailable. |
Prepare and gather needed materials in advance
of the lesson.
Create rubric before beginning lesson.
Schedule time in computer lab in advance.
Check with computer lab to be sure all necessary software
is loaded on the computers.
Schedule the ELMO to be checked out from the library well
in advance. |
