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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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| Reason about Coaching/Mentoring skills |
Collaborative Learning
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Group setup
To form the group, asked for interested members of the ESC 11, TPP department if they would be interested in collaborating on the development of their online module and to continue the mentoring relationship developed from the online teaching and learning course earlier.
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Research and learn using
- Computer
- Books and periodicals
- Experts
Peer teach
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Discussion
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Review relevant concepts and skills
Review activity is to role play as coach /mentor/facilitator as a guide on the side as well as the sage on the stage educator to the learner. Observing, negotiating, providing feedback, and problem solving throughout the session.
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Student participate by discussing the ways in which online, technology-enhanced, student-centered learning affects the role of the teacher (e.g., as mentor, facilitator, collaborator). |
| Evaluate effective instructional design and strategies to facilitate the use of integrated technologies in foundation and enrichment curricular |
Inquiry
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a) Yes/No question: Do you have usage of technology in your curriculum or integration?
b) Discrepant event is:
Have the learners review their module curriculum one activity at a time to analyze for usage or integration.
c) Procedures for inquiry:
questioning each activity for usage or integration.
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Data gathering
a) Verify observation by reading along with the learner their curriculum and taking instructor notes.
b) New test variables and procedures include:
marking the technology in activity
noting whether usage or integration
Reporting conclusions and analysis
a) Data analysis was to ascertain that integration of technology was in the curriculum and if not how to modify the curriculum to address this.
b) Complete report format is to modify the curriculum to alter usage to integration in at least 50% of curriculum
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| Questioning |
a) Proposed response time to allow for answer is 1 min.
b) New probing questions will be leading questions for technology integration ideas.
c) Proposed additional guiding questions are how will could you modify your curriculum to integrate technology.
d) Anticipated misconceptions include misunderstanding that using technology to deliver the curriculum or using technology to teach the curriculum is not integration.
Desired conclusion is the realization of when and how to apply the integration of technology into each of their online modules.
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| Reason about accessible design concepts, equity and access of assistive technology in order to problem-solve assistive technology issues |
Questioning
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a) New probing questions will be
What senses do your learners need to use to access and learn your curriculum?
What allowances have you planned for in your curriculum development that allows all learners to access and learn your curriculum?
b) Proposed additional guiding questions are:
What are some ways in which you can assist all learners in your course?
What availability of access do your learners need?
What would the curriculum look like that can help you in assisting your diverse learners?
c) Anticipated misconceptions include:
Diverse learners must be extreme cases.
Too much trouble to consider assistive technology in the development of the course.
Prospective teachers will not have diverse learner needs.
Desired conclusion is that the needs of diverse learners is imperative to the development of any online curriculum.
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| Inquiry |
a) Yes/No question: Do you have allowances for equity and accessibility for all learners?
b) Discrepant event is:
Have the learners review their module curriculum one activity at a time to analyze for accessibility and assistive needs of a diverse learner.
c) Procedures for inquiry:
questioning each activity for access and assistive needs.
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Data gathering
a) Verify observation by reading along with the learner their curriculum and taking instructor notes.
b) New test variables and procedures include:
marking the access needed for the technology in activity
noting whether assistive intervention is needed to learn
Reporting conclusions and analysis
a) Data analysis was to ascertain that accessibility and assistive intervention addressed in the curriculum and if not how to modify the curriculum to address this.
b) Complete report format is to modify the curriculum for accessibility, equity and teaching to diverse learners online.
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| Demonstration |
Observation will be to preview what elements of the curriculum are present that do not provide alternative means for learning for the diverse learner.
Demonstration steps include:
Materials include:
video capture device
video caption encorder
Anticipated student response could be to digitize videoclips and close caption them
Follow-up activity will be to convert PowerPoint presentations and develop text scripts.
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a) Observe the capturing of a videoclip
b) Respond appropriately by taking over the capturing of selected clips and adding the closed captioning to them.
c) Complete follow-up activities by converting own files and transcribing audio scripts.
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| Appreciate the value of collaborating with colleagues when designing instruction |
Inquiry |
a) Yes/No question: Do you see a benefit to collaborating on the development of your curriculum?
b) Discrepant event is:
Have the learners review their thoughts on how the process have benefited them or not.
c) Procedures for inquiry:
questioning colleagues for pros and cons of collaboration.
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Data gathering
a) Verify observation by discussing with mentor and colleagues
b) New test variables and procedures include reflecting about the thought processes invoke by the mentoring session.
Reporting conclusions and analysis
a) Data analysis would be to revisit the modified curriculum
b) Complete report format is a refined online module that was developed from different perspectives
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| Feel comfortable with the idea of collaborating in a coaching/mentoring when designing instruction |
Questioning
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a) Proposed response time to allow for answer is about a minute.
b) New probing question will be "how can I help you in feeling comfortable in this collaboration?"
c) Proposed additional guiding question would be "what does a successful collaboration look like to you?"
d) Anticipated misconceptions include:
Tell me the answers
Is this right
Desired conclusion is that collaborating in a coaching/mentoring relationship is rewarding learning experience.
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| Aspect 2: The social system
Describe the interpersonal structure of the instructional experience.
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Cooperation needs to be high for colleagues to feel successful. |
| 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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As the instructor I will be a facilitator and mentor to my learners. They will research their own issues. I will help the learner to focus on what they need to make their online module successful for all learners. |
| 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 video capturing capabilities. I will need Internet access and video encoding software. Because my learners are just across the hall, communication will be direct and constant. |
