Sandra Phillips
| Aspect 1: The Syntax | |||
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Student Learning Goals |
Instructional Strategies |
Instructor Actions | Student Activities |
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Students | |||
| 1. Students will be able to effectively research using the school web site and school based server to sort and choose past video clips, still pictures and information on service learning projects and their development and completion. | Direct
instruction
Discussion
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Teacher will present project to students in form of a rubric to be discussed. Discussion will include requirements, timeline, grading, and importance of service learning projects. Explain storyboard and show example. | Follow rubric, ask questions, brainstorm ideas. |
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Direct
Instruction Demonstration Observation |
Teacher will model steps to accessing school
server using a view sonic projector. Re-teach if necessary. Provide feedback.
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Students will practice accessing school based server using the computer. Students memorize the school web site address and practice accessing school home page. Students will research information, video clips and pictures on server taking notes on information found. | |
| 2. Students will be able to provide information for a storyboard and plan their own storyboard to produce the video project. | Direct
Instruction
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Monitor and guide students as they summarize researched information and plan storyboard. Ask questions and provide feedback. Give verbal examples when students ask for help with storyboard. | Supply students with a pre-designed form produced in word to use for creating the storyboard. |
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3. Students will be able to work collaboratively to desegregate into needed and not needed information, clips and still pictures based on their research findings. |
Group Discussion Evaluation Collaboration |
Divide students into groups for collaboration and discussion of what information is important and useful and what is not. Teacher will question students to guide them in the collection of relevant facts and information to use for storyboard. | Students will critique notes, determine pertinent information through discussion and summarize important information. Create storyboard. Submit storyboard for evaluation. Give constructive criticism and help students re-design storyboard if necessary. |
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4. Students will be able to create an effective video presentation including music, clips, and still pictures. |
Model instruction
Evaluation (rubric)
Collaboration |
Teacher will show students examples of
completed videos projects. Using a view sonic instructor will show students how to:
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Students will use their created storyboard to produce a video presentation, including clips chosen from server, still pictures chosen, and clips taken over on-going present service learning projects. Students will fill out rubric for evaluation. |
| Teacher | |||
| Instructional Strategies: Guide students during research and collection of information. Give students instruction in learning to access server and school website. Guide students in the creation of the storyboards. Instruct students in creation of video project using Pinnacle Studios. |
Instructional Collaborative
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Discuss project with students by leading a discussion pertaining to importance of service learning projects. Stress goals of the project and learning outcomes by reviewing the rubric. Obtain video examples from previous projects. | |
| Classroom Management: Monitor students as they do research and work in groups. Keep students on task through questioning and one on one instruction. Use strategies that support classroom management. |
Directional |
Teacher will allow students to work together, discuss together and tutor each other. Working in teacher monitored groups and using hands-on computer activities will keep students on task. Peer tutoring will also create an atmosphere conducive for learning and success for diverse learners. | |
| Technology: Use mentor as a resource for learning technology. Gain confidence in using technology in the classroom. |
Collaboration Demonstration |
One on one instruction with mentor will assure teacher of technology skills. Monitor student progress and give positive feedback. | |
| Mentor | |||
| Technological support: See that teacher possesses skills needed to plan, teach, and implement lesson. |
Questioning Collaboration |
Guide teacher is making decisions concerning the use of technology in the classroom. Facilitate technology-enhanced experiences that address content standards and student technology standards. | |
| Planning/Implementing: Reviewing and discussing lessons and technology use. |
Questioning Brainstorming |
Be available for discussions in lesson planning and using technology in curriculum. | |
| Mentoring
strategies:
Encourage teacher and practice using software to raise confidence level. Provide technical support if needed.
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Collaboration Dialogue |
Apply current research on teaching and learning with technology when planning learning environments and experiences. Demonstrate continual growth in technology knowledge and skills. Listen, guide, suggest, and support. | |
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Aspect 2 The Social System | |||
| Describe the interpersonal structure of the instructional experience. | |||
| Students will be given opportunities to successfully research, plan, create and evaluate. Working in groups the tasks will be accomplished using group collaboration and hands-on use of technology. Students will exhibit cooperation, communication and understanding as they work toward accomplishing the objectives and goals of the lesson. Group work and peer tutoring will contribute to the success of each student. Use of video technology will raise level of excitement and enthusiasm. Students will produce a video covering past and current service learning projects. Each group will present their video to the class. | |||
| Aspect 3 The Role of the Instructor | |||
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Describe the general instructional role. For example, will you or the instructor present material, guide students as they research their own issues, etc? | |||
| The teacher will implement her own lesson. As the instructor she will guide students throughout the learning process as they research, plan, and create. She will also explain the evaluation process and teach students to use the rubric. The teacher will provide demonstrations of skills needed to complete the project. As the mentor, I will support the teacher in all areas and will be available for support when problems or issues arise. | |||
| Aspect 4: The Support System | |||
| Describe the type and amounts of instructional, technical, and other resource support required for instruction. | |||
| Instructional Support | Technical Support | Other Support | |
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Discuss what is needed for the lesson. Gather materials. Make check list of items needed. Rehearse strategies and implementation of lesson. Discuss outcomes of lesson and evaluation of project. Learn and practice using Pinnacle studios software. Learn to and practice importing music into the project.
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Test computers, printers, software, and view
sonic as to usability and functioning capabilities. Test server and make connection to server specialists if needed. Offer suggestions if server is down the day the lesson is taught. Make sure lab computers are working and all software is installed and working properly. Test server and internet connections for accessibility. Contact tech specialists if need arises.
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Reassure teacher of learned skills dealing
with technology. Give individual instruction per teacher request. Set-up micro-lessons for individual teacher instruction. Schedule time for discussion and collaboration concerning lesson. | |