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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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Then, for each goal list the instructional strategy(ies) (not teaching model). For example, lecture, discussion, group project, case work, team presentations etc. Take into account the diverse needs and abilities of one of the disabilities/impairments that you researched in the above discussion even though you may not address that type of learner in reality. |
Then, discuss the particular instructional actions you will engage in to support and guide your students' learning including assistive technologies and accessible design concepts for electronic media development using this strategy. |
Next, discuss the student activities you will ask (and probably guide) your students to engage in to bring about their own learning within this strategy. |
| Reason about Coaching/Mentoring skills |
Collaborative Learning
Direct Instruction
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Group setup
Topic is: collaboration
Review relevant concepts and skills
review activity is :
State lesson objectives:
Presentation outline/notes:
Structure practice:
Guided practice:
Independant:
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Student Role
Research and learn using
Computer
Books and periodicals
Experts
Peer teach using:
Student role-participate by :
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| Evaluate effective instructional design and strategies to facilitate the use of integrated technologies in foundation and enrichment curricular |
Inquiry
Discussion
Demonstration
Project-based
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Project definition:
Time frame:
Student activities include:
Student Role
Implementation includes:
Presentation format is:
Student reflection format is:
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| Reason about accessible design concepts, equity and access of assistive technology in order to problem-solve assistive technology issues |
Questioning
Inquiry
Demonstration
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Set the stage using:
Observation:
Demonstration steps include:
Materials include:
Anticipated student response could be:
Follow-up activity will be:
Student role
a) Observe:
b) Respond appropriately:
c) Complete follow-up activities:
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| Appreciate the value of collaborating with colleagues when designing instruction |
Questioning
Inquiry
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Question of wonder is:
Plausible answer
Teacher Role
a) Proposed response time to allow for answer is:
b) New probing questions will be:
Cross-examination questions
Teacher Role
a) Proposed additional guiding questions are:
b) Anticipated misconceptions include:
Desired conclusion is:
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| Feel comfortable with the idea of collaborating in a coaching/mentoring when designing instruction |
Questioning
Inquiry
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Teacher role-presentation of puzzling situation
a) Yes/No question:
b) Discrepant event is:
c) Procedures for inquiry:
Student role-data gathering
a) Verify observation by:
b) New test variables and procedures include:
Student role-reporting conclusions and analysis
a) Data analysis:
b) Complete report format is:
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| Aspect 2: The social system
Describe the interpersonal structure of the instructional experience.
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It describes the degree of cooperation required among students and the nature of that cooperation. |
| 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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For example, will you present material, guide students as they research their own issues, etc? |
| 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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Describe the types and amount of instructional, technical, and other resource support required for the instruction (e.g., instructional materials, communication capabilities, assistive technologies). |
