|
|
What
tasks, strategies, instruments |
How
the processes, how often? |
Why
how do the selected tools support your learning goals
and the learning principles guiding your
design? |
|
| a) to enable continuous/frequent
feedback between you and the students |
move about the room
during the writing process
praise and encourage the students as they need it |
daily during language art
class and other times that the students may work on the project |
computer lab, scanner,
printer, Internet, Microsoft Word and PowerPoint, reference
materials |
|
| b) to encourage the students to
reflect on their learning progress and achievement |
peer evaluation of each
other's paper during the editing/revising stage |
student's will work with
each other toward the end of their papers for a couple of days |
printed copy of the
student's paper in order to revise/edit each other's paper |
|
| c) to determine your students'
learning progress and achievement |
rubric for paper and
display board
rubric for multimedia project |
end of project
presentation
open house |
computer will display
multimedia project during open house paper and display board
will be on student's desk during open house |
|
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|
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|
Assessment Strategies for Lesson Plan #1 |
|
|
|
| Learning Goals (Target and
Professional) At the completion of the session, students
will be able to |
Nested
Learning Objectives (What must students be able to do to
achieve the learning goal) |
Type of
Learning |
Assessment Strategy |
Feedback Strategy |
| Target
Goals |
|
1. Use writing as a tool for learning and research |
1. will frame questions to
direct research 2. organize prior knowledge about a topic in a
variety of ways
3. take notes from relevant and authoritative sources such as
on-line searches
4. summarize and organize ideas gained from multiple sources |
Cognitive
- knowledge
- comprehension
- application
- analysis
- synthesis
- evaluation
Psychomotor |
Discussion
Observation
Self-assessment |
feedback will occur on a
daily basis during the research |
| 2. Select and use writing
processes for self-initiated and assigned writing |
1. develop drafts by
categorizing ideas, organizing them into paragraphs, and
blending paragraphs within larger units of text 2. revise
selected drafts by adding, elaborating, deleting, combining, and
rearranging text
3. revise drafts for coherence, progression, and logical
support
4. use available technology to create, revise, edit, and
publish texts |
Cognitive
- knowledge
- comprehension
- application
- analysis
- synthesis
- evaluation
Affective |
Discussion
Observation
Self-assessment |
feedback will occur in
oral form during the writing process of the paper |
| 3. Format digital
information for appropriate and effective communication |
1. use font attributes,
color, white space, and graphics 2. use presentation software
to communicate with specific audiences |
Cognitive
- knowledge
- comprehension
- application
Psychomotor |
Discussion Observation
Self-assessment |
feedback will occur on a
daily basis in the computer lab as I walk around the room and
monitor progress |
|
Professional Goals |
| 1.Mentor/instructor will
facilitate guided practice through group project supervision |
1. monitor progress on a
daily basis 2. guide students in finding answers by asking
higher level thinking questions |
Cognitive Psychomotor
Affective |
Discussion Observation |
daily basis during all
phases of the lesson |
| 2. Mentor/instructor will
encourage student learning through problem solving |
1. students with diverse
learning needs will receive peer and teacher support 2.
students will be encourage to solve problems on their own as
well as in groups |
Cognitive Psychomotor
Affective |
Observation |
daily basis during all
phases of the lesson |
