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Aspect
1: SYNTAX
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Learning
Goals
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Instructional
Strategies
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Instructor
Activities
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Student
Activities
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| STUDENTS |
| Recognize
that certain cultures have celebrations unique to them. |
Direct Instruction |
Introduce
some celebrations that are not normally observed in American
culture. |
Gather data
and images illustrating Mexican characteristics and culture. |
| Acknowledge
that holidays celebrated by one culture may be honored in other
countries. |
Collaboration
Brainstorming
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Facilitate
brainstorming session by asking probing questions and providing
feedback. Guide students in recognizing events that are honored
in other cultures. |
Research to find one
event that is unique and not commonly celebrated in America.
Discuss how that event
can be honored in other cultures.
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| Construct
a personalized alter to demonstrate one aspect of the Dia de
los Muertas celebration. |
Questioning
Brainstorming
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Facilitate brainstorming
session by asking probing questions and providing feedback.
Guide students toward identifying appropriate artifacts.
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Gather artifacts and
design a plan for their alter on paper.
Assemble and set up
the alter.
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| Participate
in a presentation via ITV equipment to exhibit, explain and
elaborate on individual alter projects. |
Direct instruction
Evaluative Feedback |
Facilitate students
taking digital photographs of their alters.
Work in computer lab
to print out the image. Observe and offer constructive criticisms
about the photograph. Obtain tech support if/when needed.
Work in computer lab
to create scripts.
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Make a digital photograph
of their alter so that all artifacts are well displayed.
Modify or enhance the
image as needed to maximize it's viewability.
Write out a script
to explain each artifact and its significance to the honored
subject.
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| Make a live
group presentation over ITV equipment |
Collaboration |
Monitor
ITV equipment to help facilitate the presentation. |
Carry out
individual assigned duties. Monitor equipment and make necessary
adjustments. |
| TEACHER |
| Increase
level of technology integration into current curriculum. |
Collaboration
Demonstration |
Work with
Tech mentor to understand how to frame a digital picture and
then download images to a network folder. Monitor students as
they take pictures. Ask questions and/or make suggestions to
help them improve the quality of their photographs. |
| Implement
Student-centered instructional strategies |
Dialogue
Collaboration
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Facilitate
student collaborations by asking probing questions to direct
student thought toward logical conclusions and guide them as
they select artifacts for their alter. |
| Facilitate
classroom management and group work to ensure diverse learners
utilize time and resources effectively. |
Direction |
Monitor
group progress and redirect activities as needed to stay on
task and moving toward goals. |
| MENTOR |
| Apply effective
centering strategies to guide teacher through planning and implementation
of lesson |
Collaboration
Questioning
Reflection |
Meet with
teacher to establish measurable goals and objectives for the
lesson. Ask clarifying questions to crystallize focus for the
lesson. Stay in contact with teacher throughout implementation.
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| Provide
technical and instructional support and encouragement for teacher |
Direct Instruction
Dialogue |
Using teacher
guidelines, provide a short tutorial on taking digital pictures
for student's use. Be readily-available to answer questions.
Help students in the computer lab with any technical issues
of downloading, saving, modifying or printing their pictures. |
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Aspect
2: THE SOCIAL SYSTEM
Describe the interpersonal structure of the
instructional experience
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| Students
will work together as a group to collaborate and identify various
cultural celebrations that are not commonly celebrated in our
country. They will then each work independently to come up with
artifacts for their own alters and construct them. Each person
will have to create a script to identify and explain the significance
of their artifacts. As a group, they will present this information
via ITV equipment to the larger audience across Texas. They
will be accountable for their individual assignments and collectively
for the group assignments. |
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Aspect
3: THE ROLE OF THE INSTRUCTOR
Describe your general instructional role. For
example, will you or the instructor present material, guide
students as they research their own issues, Esc?
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| Present
new material, monitor and direct research, provide a tutorial
or demonstration if needed and provide a rubric to assess student's
performance both individually and as a member of a group. |
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Aspect
4: THE SUPPORT SYSTEM
Describe types and amount of instructional,
technical, and other resource support required for the instruction
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Instructional
Support
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Technical
Support
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Other
Support
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1. Listen to classroom
teacher's explanation of her goals for the lesson and how
she plans to include technology into the lesson and implement
the instruction.
2. Ask clarifying
questions to help the classroom teacher narrow the focus for
the lesson and set measurable goals and objectives.
3. Facilitate construction of a rubric for evaluating individual
performance, groupwork and presentation.
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1.
Provide lab time for students to research.
2. Provide a digital photography tutorial for students' use.
3. Provide expertise in obtaining images and storing them on
the network.
4. Provide expertise in optimizing images (or other image manipulation)and
printing them out. |
1. Make suggestions
for maximizing ease and efficiency of use with ITV equipment.
2. Provide feedback for presentation construction.
3. Provide
feedback for rubric categories.
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