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Aspect 1: The Syntax
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Learning Goals
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Instructional Strategies
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Instructor Actions
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Student Activities
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| Use the Internet to
research an assigned topic from Texas History. |
Demonstration |
Demonstration steps include:
- Open Word
- Minimize Word
- Open Internet Explorer
- Go to www.thealamo.org
- Copy Image
- Restore Word
- Paste Image
- Return to IE
- Copy URL
- Return to Word
- Paste URL
- Return to IE
- Copy Text
- Return to Word
- Paste Text
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Learner will practice the demonstration
steps with the instructor. |
| Active Learning |
Explain expectations of research project.
Materials include:
AT: large print keyboard, adjustable light source, screen
enlarger, 19" monitor
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Use keyword searches to obtain information relevant to assigned
research topic. Students will copy and paste relevant information
into a Word document.
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| Use PowerPoint to create
a multimedia project to be presented to the class. |
Discussion |
Explain purpose of storyboard.
Materials include:
Blank storyboards and sample completed storyboards in regular
and enlarged print.
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Create storyboard for individual
PowerPoint presentations. |
| Discussion |
Explain copyright law and procedure
for obeying copyright law as it pertains to this lesson. |
Students participate by reflecting
on occasions their work has been copied. |
| Demonstration |
Display samples of projects that
exhibit unity and those that do not. |
Students participate by analyzing
examples for unity. |
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Demonstration
Active Learning
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Demonstration steps include:
- Open PowerPoint
- Select Design Template
- Select Slide Layoutv
- Enter Autotext
- Insert New Slide
- Insert Clip-art
- Insert Image from file
- Apply transitions
- Apply custom animations
- Preview Slideshow
- Save file
Materials include:
Multimedia computer with projection device, PowerPoint, hard-copy
instructions in regular and enlarged print.
AT: large print keyboard, adjustable light source, screen
enlarger, 19" monitor
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Students will practice the demonstration steps with the instructor.
Create individual PowerPoint based on storyboard.
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| Reason about the development
of a technology rich lesson. |
Discussion |
Guiding Questions:
What are your instructional objectives for the unit?
How will you determine if students have mastered your objectives?
What will you look for in the student PowerPoint?
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Learner participates by reflecting on the objective of instructional
unit.
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Questioning
Inquiry
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Yes/No Question:
Will students be allowed to work together for completion of
individual projects?
Probing Questions:
What behaviors will you expect to see if the students are
learning collaboratively?
How will you manage student behavior in a collaborative situation?
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Learner participates by brainstorming
about student collaboration and lab-management strategies. |
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Demonstration
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Demonstration steps include:
- Open rubistar.4teachers.org
- Choose multimedia template
- Enter Name and Project Title
- Select a rating scale
- Select categories
- Make a printable rubric
Materials include:
Computer with Internet access, projection device, hard-copy
instructions in regular and enlarged print.
AT: large print keyboard, adjustable light source, screen
enlarger, screen reader, 19" monitor
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Learner will practice demonstration steps with the instructor
while creating a rubric to be used for evaluation of student
projects within the instructional unit.
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| Evaluate the needs of diverse learners. |
Discussion
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Guiding questions are:
What are the learning styles within the student population?
What are the cognitive abilities of learners within the student
population?
Is there a need for assistive technology within the student
population?
Is there a need for accessible design within the student
population?
Research questions are:
How can technology be used to address the learning styles
within the student population?
How can technology be used to address the diverse cognitive
abilities within the student population?
How can assistive technology be used to ensure equity and
access within the student population?
How can accessible design be incorporated to meet the needs
of the student population?
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| Gain comfort with the
mentoring/coaching process. |
Reflection |
Questions are:
Was teacher comfortable asking questions during session?
Was teacher comfortable asking followup questions?
Were probing questions used to promote clarification?
Was confidentiallity breached?
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| Independent production |
Product requirements:
- PowerPoint instructions
- RubiStar instructions
- Evaluation rubric
Materials include:
Computer with Internet access, PowerPoint, printer, SnagIt,
Word Processor
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| Aspect
2: The social system
Describe the interpersonal structure of the instructional
experience.
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Instruction will be
in two formats.The teacher sessions will be one-on-one sessions
in a relaxed atmosphere will be necessary to promote collaboration
between learner and instructor. The student sessions will be
held in the lab with a seating arrangement that encourages collaboration. |
| Aspect
3: The role of the instructor
Describe your general instructional role. For example, will
you present material, guide students as they research their
own issues, etc?
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During the initial portion
of the lesson, my role will be to present material. As the lesson
progresses, I will guide the teacher in the creation of a rubric
and the students in the creation of a PowerPoint presentation. |
| Aspect
4: The support system
Describe the types and amount of instructional, technical,
and other resource support required for the instruction (e.g.,
instructional materials, communication capabilities).
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For support, I will
need a working computer with PowerPoint, Internet access and
a projection device. Ongoing communication and support will
be via email. |
