|
|
| |
What
tasks, strategies, instruments |
How
the processes, how often |
Why
how the selected tools support learning goals
and learning principles guiding your design |
| To enable
continuous/frequent feedback between you and the students |
lead structured
discussion during whole group times
|
KWL chart-done
at beginning of unit; also done in computer lab to teach search
strategies
|
establishes research questions,tasks, and
assignments |
observation
during computer time and students work in small groups
|
monitor small group discussions
and watch computer screens continually throughout unit
|
insures students
are on task and able to complete research questions and products
as well as plan for celebration presentation |
| facilitate small group |
ask probing questions- daily
refer students to checklist- daily
|
checks for understanding of significance and highlights
of celebration
provides timeline and order of project process
|
collaboration
(teacher assessment) |
as needed- from Instructional
Technologist, SPED and ESL teachers |
to plan for technology integration
and diverse learners |
cognitive coaching
(professional assessment) |
peer coach to gather data
during during teacher interview/s |
provides critique on questioning
techniques |
To encourage the students to reflect
on their learning progress and achievement
|
checklist of project tasks |
check off items completed
daily |
tracks progress of presentation |
| question students
about content and progress |
ask questions daily |
provides clarification of
process |
| KWL chart |
during presentation students
should finish the chart by adding to the "learn"
column |
record of student learning |
| reflection journal |
at the end of the unit- students
choose at least two celebrations to compare |
shows understanding of celebrations
and the ability to compare them |
online tutorials
(teacher assessment) |
teacher to access as needed
-from Sun site on Internet |
to learn skills in Star Office |
cognitive coaching
(professional assessment) |
take notes of mentoring sessions |
provides input to teacher
training needs and lesson planning |
| To determine
your students' learning progress and achievement |
observation
of groups during project development |
monitor groups daily facilitating
as needed |
enforces on task behavior
and progress |
| research question
handout (from KWL discussion) |
done in research phase, check
answers for handout |
confirms accurate facts for
presentation project |
| questioning |
as probing questions daily
to ascertain understanding |
checks for clear understanding
of content |
| checklist |
informally as
checklist to daily track progress
|
determines
and tracks student progress
|
| rubric to be
done by teacher for project evaluation |
evaluate
students' final projects at end of unit |
assesses mastery learning
goals and objectives
|
electronic portfolio
(teacher assessment) |
throughout the year- teacher
chooses items for portfolio |
completed portfolio proves
technology management and planning for diverse learners |
integrated lesson plan database
(professional assessment)
|
throughout the year- lesson
plans added to database |
provides teachers with technology
integrated lesson plans |
|
|
| Learning
Goals |
Nested Objectives |
Types of Learning |
Assessment Strategies |
Feedback Strategy |
| Student
The student will be able to understand ethnic/cultural celebrations
of their own culture and others in TX, US, and other nations. |
Identify the significance
of selected ethnic and/or cultural celebrations in TX, US
and other nations
|
Affective
Cognitive- comprehension, analysis
|
observation, small group discussion,
questioning,
KWL chart |
verbal, written |
| Select highlights of cultural
study and create artifacts to represent the celebration |
Cognitive-
application, synthesis |
facilitate small group discussions, questioning,
computer generated product,
checklist |
verbal,
written- checklist |
Student
The student will be able to compare ethnic and/or cultural celebrations
in TX, US, and other nations |
List questions for investigating |
Cognitive-
knowledge |
KWL chart, discussion |
verbal, written,
Rubric |
| Research and record answers to questions |
Cognitive-
knowledge |
question handout,
teacher observation |
| Compare a celebration in their own culture to
that of another culture |
Cognitive-
evaluation |
Reflection journal,
Rubric for final presentation |
Teacher
Use available technology to create electronic portfolio
of student work
|
Select criteria for items
to be placed in portfolio |
Cognitive-
evaluation |
collaboration with instructional technologist,
online tutorials |
verbal,
electronic |
| Learn to use Star Office
Impress |
Psychomotor-
Acquiring knowledge |
| Gather appropriate equipment
(digital and video camera, scanner, etc. |
Psychomotor |
Teacher
The teacher will be able to plan for the needs of diverse learners |
Incorporate instructional
strategies to meet needs of ESL students |
Congnitive-
synthesis |
collaboration with appropriate school staff |
verbal
electronic |
| Use appropriate technology
to insure access and equity |
Cognitive-
application |
Teacher
The teacher will be able to effectively implement technology
related classroom management and collaboration strategies. |
Use laptops to create classroom
center for group work |
Cognitive- application |
Rubric of final presentation |
written |
| Appoint "student experts"
to assist with technology applications |
Psychomotor |
| Create rubric to self monitor
and evaluate group participation |
Cognitive- evaluation |
Professional
Improve questioning techniques that guide teachers to reflect
upon instructional practices and the needs of diverse learners |
Research instructional practices
for diverse learners |
Cognitive- knowledge |
cognitive coaching |
written,
verbal, electronic
|
| Plan list of appropriate
questions |
Cognitive-
synthesis |
Professional
Implement strategies that encourage teachers to develop lessons
that integrate technology |
Stay current with and use
available technology |
Cognitive- application |
cognitive coaching,
lesson plan database |
verbal,
written,
electronic |
| Design technology training
that encourages the use of technology in lessons |
Cognitive-
synthesis |
| Conduct cognitive coaching
sessions to guide teachers to generate lesson plans that integrate
technology |
Cognitive- application |
| |
| The rubric below will be used to assess the final
presentation each group of 3rd grade students will create to
show their understanding of an ethnic or cultural celebration. |
| Learning Goals:
- The student will be able to understand ethnic/cultural
celebrations of their own culture and others in TX, US and
other nations.
- The student will be able to compare ethnic/cultural celebrations
in Texas, US and other nations.
|
Learning Objectives:
- Identify the significance of selected ethnic/cultural
celebration in TX, US, and other nations
- Select highlights of cultural study and create artifacts
to represent the celebration
- List questions for investigating
- Research and record answers to questions
- Compare a celebration in student's culture to that of
another culture
|
| |
|
|
|
|
Celebration Presentation
Student Name____________________________
|
| Category |
4 |
3 |
2 |
1 |
Points
|
| Organization |
Information is very organized. Written
materials are well constructed and free from grammatical
errors. |
Information is organized. Written materials
are well constructed and contain few grammatical errors.
|
Information is organized. Written materials
are poorly constructed and/or contain many grammatical
errors. |
The information appears to be disorganized.
|
|
| Research |
All research questions are addressed
and are accurate. |
All research questions are addressed
but contain one factual error. |
All research questions are addressed
and contain more than one factual error. |
All research questions are not addressed.
|
|
| Computer Product |
Chosen product is neat and well designed
to clearly describe celebration. |
Chosen product is neat and well designed
and explains the celebration. |
Chosen product is included but design
distracts from the explanation of the celebration. |
Chosen product is messy and poorly designed.
It does not clearly explain the celebration. |
|
| Visuals |
Four or more visuals (two of which are
a flag and map) are included and show clear significance
to the celebration. |
Three (two of which are a flag and map)
visuals are included and show clear significance to
the celebration. |
Only the flag and map are included in
visuals and/or visuals do not show significance to the
celebration. |
Require map and flag are missing |
|
| Checklist Items |
All other checklist items such as KWL
chart, question handout, computer product planning sheet,
and reflection journal have been completed and turned
in to teacher. |
All but one checklist items such as KWL
chart, question handout, computer product planning sheet,
and reflection journal have been completed and turned
in to teacher. |
Only three checklist items such as KWL
chart, question handout, computer product planning sheet
and reflection journal have not been completed and turned
in to teacher. |
Two or less of the checklist items such
as KWL chart, question handout, computer product planning
sheet and reflection journal have not been completed
and turned in to |
|
| Oral Presentation |
Oral presentation is thorough. All visuals
are addressed. |
Oral presentation is adequate. Most visuals
are addressed. |
Oral presentation is poor. Most visuals
are not addressed. |
|
|
| Group Work |
All members of the group work cooperatively
to achieve understanding of the celebration. |
Most members of the group work cooperatively
to achieve understanding of the celebration. |
Members of the group do not work together
cooperatively. |
|
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| Rubric created with Rubistar
<http://rubistar4teachers.org> |
|
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