| Instructional
Technologies |
| Learning
Goals |
Target
Technologies |
Constraints |
Decisions |
Student
Goals
Analyze and describe adaptive characteristics that result
in an organism's unique niche in an ecosystem.
Information
Processing
Effective Communication
Brainstorming
|
Whiteboard
and markers |
Markers
go dry. Not having backup markers. |
Match |
| Research
and describe
characteristics of 6 biomes.
Information Processing
Habits of Mind
Complex Thinking
Collaboration/Cooperation |
Internet
|
Network
access failure.
Needed sites blocked by Lightspeed, district filtering system.
(Sometimes it blocks good sites) |
Match |
| Projector |
Bulb
burns out.
Scheduled by another teacher, not available. |
Match |
| Star
Office Writer |
Program
locking up losing student's work. |
Match |
| Star
Office Impress |
Hyperlinks
and needed features not working. |
Match |
| Star
Office Calc |
Inexperience
with Star Office Spreadsheets. |
Mismatch,
not good vehicle for presenting this type of information. |
| Database
Software |
Could
possibly not be installed on computers. Some technicians install
it but differs from campus to campus. |
Match |
| Dreamweaver |
Not
enough licenses for large groups to use simoultaneously |
Match |
| Rubistar
Rubric Generator |
Web
site could be down.
Printer not working |
Match |
| Printer |
Network
down or out of toner |
Match |
| Instructional
Technologies |
| Learning
Goals |
Target
Technologies |
Constraints |
Decisions |
| Teacher
Goals
Gain confidence in creating technology integrated lessons
and differientiate instruction for diverse learners.
Habits
of Mind
Collaboration/Cooperation
Information Processing
Coaching |
Computer
Lab
|
Scheduling
Conflicts |
Match |
| Library |
Scheduling
Conflicts |
Match |
| Internet |
Network
connections not working |
Match |
Star Office Software |
Updates
on Star Office not installed on all machines. |
Match |
| Projector |
Bulb
burns out without replacement available. |
Match |
| Printer |
Toner
cartridge runs out. |
Match |
| Classroom
Computers |
Coordinate
groups to rotate on classroom computers for equal work time. |
Match |
| Intellikeys |
Overlays
not available |
Match |
| Improve and practice
classroom management strategies including creating a cooperative
atmosphere.
Complex
Thinking
Habits of Mind
Effective Communication
Coaching |
Internet
|
Network
Connections not working |
Match |
| Classroom
Computers |
Microsoft
Office installed instead of Star Office |
Match |
| Computer
Lab |
Scheduling
Conflict |
Match |
| Instructional
Technologies |
| Learning
Goals |
Target
Technologies |
Constraints |
Decisions |
| Professional
Goals
Improve
cognitive coaching skills and achieve more complex questioning
skills to address the needs of diverse learners.
Complex
Thinking
Habit of Mind
Effective Communication
Collaboration/Cooperation |
Internet |
Network
connections not working |
Match |
Increase
the amount of technology integrated lessons in classrooms
by learning to coach teachers effectively
Effective
Communication
Collaboration/Cooperation
Habits of Mind |
N/A |
N/A |
N/A |
| Aspects
2, 3, 4 |
| Aspect
2 |
|
|
|
Describe
the interpersonal structure of the instructional experience.
This unit requires students to work in conjunction with one
partner and research one biome. Once research on their biome
is complete, one person from each group will combine forming
two groups. Each student will become an expert in their researched
area and collaborate with peers to teach and share the information
they found. Students will be responsible for obtaining adequate
information for all six biomes. Groups will rejoin with their
original partner and compile information on six biomes into
a technology project of their choice. Students will be accountable
for individual contributions, sharing of information, and final
project.
|
N/A |
N/A |
| Aspect
3 |
|
|
|
Describe
your general instructional role. For example, will you present
material, guide students
as they research, etc.?
The
instructor will facilitate learning while students research
their assigned biome and direct teach technology application
skills as needed. The instructor will assess learning by observation
and rubrics as students create their final presentation.
|
N/A |
N/A |
| Aspect
4
|
|
|
|
| Human
Resources, hardware and software, and other instructional materials. |
Each
component addressed above |