|
|
| |
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
|
Record answers
to brainstorming, discuss answers to listening guide after
each segment of the video on Earth's materials
|
Prior knowledge is established, note taking
and discussion reinforces new knowledge from video |
teacher observation during small group/independent work
|
observe reading partners,
classification activity in computer lab
|
check for understanding
of types of resources and monitor for on task behavior
|
| facilitate small group;
use of rubric |
observe Internet research of resource
ask probing questions
refer students to rubric for expectations
|
check for understanding of researched material and the
concept of the "life cycle"
rubric helps students to make decisions based on expectations
of project
|
direct instruction; facilitate
small group instruction; use of rubric |
ask probing questions in
small groups
refer students to rubric for expectations |
check for understanding of
recycling questions
expectations lined out in rubric will help students make decisions |
organization
of classroom; collaboration
(teacher assessment) |
observe small groups
work with Instructional Technologist, technician, and SPED
as needed |
redirect learners as necessary
(especially for ADHD student);
to plan for technology integration and diverse learners |
cognitive coaching
(professional assessment) |
peer coach to gather data
during during teacher interview/s |
give information on coaching
techniques especially listening for ways to redirect to student
centered learning |
To encourage the students to reflect
on their learning progress and achievement
|
list of brainstorm resources |
list kept on whiteboard throughout
the lesson |
combines prior knowledge
with new knowledge |
| listening guide |
students complete information
during video content |
keeps student focused |
| rubric for life cycle/recycled
product projects |
acts as guide to requirements
of project |
students make decisions
based on elements of rubric |
|
technology enhanced
lesson
(teacher assessment) |
learn United Streaming and
Kidspiration skills before lessons
|
provide new tools for planning
student centered activities |
cognitive coaching
(professional assessment) |
use paraphrasing and clarifying
statements when meeting with mentee |
confirms student centered
learning with mentee |
| To determine
your students' learning progress and achievement |
observation
of small group work and projects |
monitor groups daily facilitating
as needed |
enforces on task behavior
and progress |
| listening guide |
whole group discussion on
video content |
check for understanding of
video content |
| questioning |
as probing questions daily
|
checks for understanding
of content and materials |
| rubrics |
informally as
guide to project criteria
|
|
| rubric to be
done by teacher for project evaluation |
evaluate
students' final projects at end of unit |
assesses mastery learning
goals and objectives |
creation of student
centered learning lesson
(teacher assessment) |
elements of lesson are discussed
several times during the planning of the lesson |
ensures student centered
learning activities |
United Streaming Staff Development
(professional assessment)
|
questioning throughout workshop;
use reflection questioning at end of workshop |
check for understanding of
material and ensure learning is relevant to the student |
| |
| Learning
Goals |
Nested Objectives |
Types of Learning |
Assessment Strategies |
Feedback Strategy |
| Student
The student will know that the
natural world includes earth
materials |
Identify earth materials
including rocks, soil, water,
and gases of the atmosphere
|
Cognitive- knowledge, understanding
|
brainstorming list; listening guide;
whole group discussion; teacher observation |
verbal, written |
| Classify earth materials
as
renewable, nonrenewable, or
inexhaustible resources |
Cognitive-
application |
observe independent work on computer;
printed Kidspiration diagram |
verbal,
written |
| Describe the “life
cycle” of a
resource |
Cognitive-
understanding, synthesis |
facilitate small group, probing questions;
informal and formal use of rubric; life cycle product |
verbal, Rubric |
Student
Recognize that recycling saves
resources |
Describe recycling and
identify the way recycling
saves resources |
Cognitive-
knowledge, understanding |
group discussion |
verbal |
Create and advertise a new
product made from recycled
materials |
Cognitive-
synthesis |
facilitate small group, probing questions;
informal and formal use of rubric-recycled product and advertisement |
verbal, written, Rubric |
Teacher
Use instructional strategies
that are technology enhanced
and provide for classroom
management |
Use United Streaming
resources to enhance lesson |
Cognitive-
knowledge, understanding, application |
attend district provided training; successful
download of video |
verbal, written
electronic |
| Plan for management of
cooperative student groups |
Psychomotor |
prepare group assignments; small group
observation |
verbal, written |
| Gather/Create materials
to
support student-centered
learning |
Congnitive-
synthesis |
appropriate assistive technology devices;
computers and appropriate software; rubrics |
verbal, written |
Teacher
Develop appropriate learning
experiences for diverse
learners |
Collaborate with appropriate
specialists to meet the needs of
diverse learners |
Psychomotor |
collaboration with appropriate school
staff |
verbal
electronic |
| Use appropriate technology
to
ensure success in learning |
Cognitive-
application |
consult IEP and appropriate school staff |
verbal
electronic |
Professional
Develop staff training for
teachers that integrates United
Streaming into instruction |
Organize resources that are
appropriate for adult learners |
Cognitive- application |
direct instruction, group
discussion, reflection questions |
|
| Use strategies to engage
adults
learners |
Cognitive-
application |
Professional
Use effective coaching
strategies that encourage
teachers to develop goals for
student-centered learning |
Listen for key words in
mentoring conversations and
ask questions that shift focus
to student-centered learning |
Cognitive- Understanding, Evaluation,
synthesis |
cognitive coaching,
activities in lesson plan |
verbal,
written,
electronic |
| Paraphrase and clarify to
confirm student centered
learning
|
Affective
|
