Instructional
Learning Strategies
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| Aspect
1: The Syntax |
| Learning
Goals |
Instructional
Strategies |
Instructor
Actions |
Student
Actions |
Student
The student will be able to compare ethnic and/or cultural celebrations
in Texas, US, and other Nations |
Brainstorming |
Make a list of celebrations that students
observe |
Contribute ideas from prior
experience/knowledge |
Direct Instruction
Collaboration
|
-Introduce the project details and guidelines
-Explain checklist that students will use to gage progress
-Allow students to choose partner
-Instruct students to choose a celebration to observe. Each
group must choose a different celebration.(allow autistic
child to participate using picture clues to help make choice)
-Give directions for completing KWL chart with partner on
chosen celebration
( For ESL students- check to make sure new vocabulary is
defined )
|
Choose partner to work with
Choose celebration to study
With partner, complete first two parts of KWL chart (autistic
learner will use Co-Writer to help express ideas.)
|
Discussion
Collaboration
|
-With the class, compile the questions from
KWL chart into one list.
-Lead the class to discuss which questions are important for
research (make sure origin and country are included in questions) |
Contribute questions in collaboration
activity
Participate in class discussion
|
Direct Instruction
Demonstration
Guided Practice
Discussion
Group Work |
-In computer lab, determine search engine
to be used
-Demonstrate key word search
-Discuss how to find pertinent information to answer questions
-Show how to cite source of information
-Lead students to conduct search for practice
-Prepare handout with questions from class collaboration
-Facilitate student research (Bookmark sites for students
needing modifications) |
Practice keyword search
Conduct research of chosen holiday. (ESL, autistic student can
use text to speech software.)
With partner,answer questions decided on with class.
With partner site sources on question handout. |
Direct Instruction
Guided Practice
Independent Work |
After presentations-
-Instruct students to finish KWL chart
-Prepare questions for reflection journal: Choose 2 celebrations-
How are those celebrations alike?
How are they different. Complete an example together.
|
Complete last section of KWL chart independently
Participate in guided practice of reflections activity.
Independently, compare celebrations by writing in reflection's
journal.
|
|
Student
The student will be able to understand ethnic/cultural celebrations
of their own culture and others in TX, US and other nations |
Group Work
Collaboration
Questioning |
-Prepare checklist for students to use for self-monitoring
in groups
-Facilitate small group discussion
-Ask probing questions:
Why is the holiday celebrated? How is it celebrated? What
are some important symbols associated with this holiday?
|
Check off items completed
on checklist
Analyze the significance of the holiday and select symbols
that are important to that celebration
|
Group Project
Direct Instruction
Questioning |
In computer lab
-Coordinate with Inst. Tech. Specialist to teach needed computer
skills
-Facilitate groups as they create computer product to include
in presentation
-Question small groups to check for understanding and progress
Direct students to checklist to make sure all items to include
in presentation are addressed
|
Using technology applications, students will
choose a way to describe their holiday to the class. Examples
include multimedia presentation, newsletter, brochure, poster,
invitation, scrapbook, etc. Before going to computer students
should create plan of product on paper
Gather artifacts from home as needed. (cards, food, pictures,
decorations, etc.)
Other artifacts to include are flag and map of country that
celebration originates in
Design a "booth" in the classroom to present information |
Group Presentation |
-Review guidelines for audience and presenter
-Allow time for presentation
-Complete rubrics |
Active listening
Present "booth" to class (autistic student use boardmaker,
picture cards, etc. to participate in presentation)
Explore booths |
Teacher
The teacher will be able to use available technology to create
electronic portfolio of student work |
Collaboration
Demonstration
Direct Instruction
Independent Study |
Review examples
of electronic portfolio using web resources
Use online tutorial to learn StarOffice Impress
Collaborate with instructional technologist concerning storage
options for portfolio.
Check out appropriate materials (digital camera, video camera,
scanner, etc.) Make sure they are ready for use.
|
Teacher
The teacher will be able to plan for the needs of diverse learners
|
Collaboration
Independent Work |
Collaborate with
campus ESL coordinator to modify lesson as needed
Study IEP
Assist with group assignment
Use appropriate assistive technology
Give opportunity to answer questions using nonverbal action
or visual clues.
|
Teacher
The teacher will be able to effectively implement technology
related classroom management and collaboration strategies. |
Independent Work
Direct Instruction
Demonstration |
Create rubric that will students to self monitor
progress
Sign-up for lap top lab for duration of unit. Use as needed
in centers when lab is not available.
Consult technologist for demonstration in laptop setup.
Appoint and train "student experts" to assist with
minor technical applications (saving work, printing, etc.) |
Professional
Improve questioning techniques that guide teachers to reflect
upon instructional practices and the needs of diverse learners |
Questioning
Collaboration
Independent Work
|
Identify diverse learning styles with assistance
from mentee
Before meeting with mentee, formulate a list of questions
that might be asked during discussions.
After unit completing, reflect upon the success of each learner
and identify which instructional strategies played role in
that success and which strategies were ineffective. |
Professional
Implement strategies that encourage teachers to develop lessons
that integrate technology |
Direct Instruction
Collaboration
Guided Practice |
Attend trainings, conferences, etc. to stay current with
available technologies.
Provide training rich in technology integration
When meeting with individual teachers, use cognitive coaching
strategies to develop lessons that are enhanced with technology
applications
|
| Aspect
2: The Social System
Describe the interpersonal structure of the
instructional experience |
| This unit will be studied
as the holiday season approaches. The timing of the unit will
add relevance to the lesson as students reflect on their prior
knowledge of celebrations that they themselves observe. Students
will choose their own partner and the celebration they want
to study. The class will brainstorm research questions to answer
from searching the Internet. After research, each group will
show their understanding by creating a booth to display the
different aspects of their celebration. Each “booth”
must include visuals and a computer generated product. Students
in the class will be able to explore each booth and be able
to make comparisons based on their explorations. |
| Aspect
3: The Role of the Instructor
Describe your general instructional role. For
example, will you present material, guide students as the
research their own issues, etc. |
| The instructor will present
the project details to the students. She will guide the students,
through brainstorming activities, to research their chosen topics.
As the students gather materials and create projects, the teacher
will act as facilitator. She will monitor progress and redirect
if necessary. She will use a rubrics to access student learning. |
| Aspect
4: The Support System
Describe the types and amount of instructional,
technical, and other resource support required for the instruction
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- Computer Lab
- Laptop Lab
- Digital Camera
- Scanner
- Video Camera
- Printer
- Productivity Software (StarOffice, KidPix, etc.)
- Internet Explorer
- Projector
- Smart Board
- Smart TV
For Autistic Student:
- Boardmaker
- Co-Writer software
- Text to Speech software (can be used with ESL also)
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- Whiteboard/markers for brainstorming activities
- KWL charts for each student
- Handout with questions and source citation information
- Checklist for self-monitoring
- Rubric for presentation
assessment
- Reflection Journal
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- Instructional Technologist- hardware and application
assistance
- ESL coordinator-modification ideas
- SPED teacher-IEP information
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