|
Aspect 1: The Syntax |
| Learning
Goals |
Instructional
Strategies |
Instructor
Actions |
Student Activities |
| Establish meaningful
goals for the learning process through thorough analysis of
the environment, students and lesson |
Collaborative Learning
Direct Instruction
|
Ask the group" what they
understand the overall goals for the conference to be. "
Observe that everyone in the meetnig either discusses ideas
about the goal or that they demonstrate body language that
suggestes understanding.
Ask: "What possible ties to core curriculum could be
incorporated in the Action Lab?"
"What specific TEKS in the core curriculum would be
appropriate?"
"Can the same core study area cover a larger spectrum
of students in an older age group to accomodate the Middle
School participants?"
"How do you perceive this activity working with the
group of 3rd and 4th graders you are planning to bring?"
"What activities are appropriate for the abilities of
this group of students?"
"What method of technology would best demonstrate the
research outcomes of these students?"
|
Student Role
Research and learn using Internet and surverys
Computer
Experts
Peer teach using: high school student mentors for the day
Learner role-participate by : brainstorming for questions
to survey,types of help the children might need, adult to
student ratio; levels of mastery
|
| Create valid and balanced assessment
tools for the desired outcome of the objective |
Collaboration/Cooperation
Cognitive, Affective
|
Project definition: Presentation
at the end of the Action Lab day at the Area 11 conference
Time frame: 8:00 am to 3:30 pm
Learner activities include: providing guidance to the children
as they gather data, evaluate the available tools to report
the data, create the presentations and reflect on their accomplishments
at the conference wrap up session.
Student Role: Develop a presentation format, Powerpoint for
the Elementary ages, to be displayed on a Website created
by the Middle School Children, with highlights of the process
recorded and provided in a video format. High School students
will demonstrate their ability to peer teach the younger students.
Implementation includes: Facilitate the lab activities with
hardware and software appropriate to the presentation format.
Presentation format is: Website that links to the Powerpoint,
resources, scrapbook and Highlights video
Student reflection format is:
Thank you notes to the participating Adult Mentors
|
Work with the other children
in a collaborative effort to achieve a common goal
communicate both verbally and in writing to research and
report findings
Create, edit and produce :
- powerpoint
- website
- video on DVD and Real Media
|
| Learner Analyzes the effective integration
of technology in the desired objective |
Psychomotor/cognitive
Questioning
Inquiry
Demonstration |
Set the stage using: open forum
questions for brainstorming.
Allow for group decision making to insure 100% understanding
and participation
Observation: Adult Comfort level with each presentation format.
"What areas of the technology development can I offer
help with?"
"What is your expectation of my involvement during the
Action Lab day?"
Demonstration steps include: Communication of possible sources
of research material, precollected pictures, web resources,
page designs, sound files, and presentation methods.
Materials include:
- Computer Lab/software applications
- Firewire Cards installed
- Video Cameras
- Clipboards
- Name tags
- T-shirts
- Breakfast and Lunch Accomodations
- Permission Slips with Release for Video
Anticipated student response could be: Excitement, fear of
mistakes, Group communication problems
Follow-up activity will be: Providing a document to allow
parents to access the TCEA Area 11 Website to see the students
work and acknowledge their participation
Learner role
a) Observe: steps and methods
b) Respond appropriately: to incorporate the students needs
into the project or acquire additional guidance from the high
School mentors
c) Complete follow-up activities:
|
Survey Adult Conference Attendees
Evaluate Data
Present Data in a meaningful presentation according to the
goals established
Communicate appropriately
Model Respect for Intelletual Property |
Professional Goals
Mentor/instructor will facilitate trust and respect to build
rapport and a viable learning experience
|
Collaborate/communicate
|
Question of wonder is:
"How can I assist you in the Action Lab?"
Plausible answer
Private tutorials, Side by side modeling,
Teacher Role
a) Proposed additional guiding questions are:
Have you Considered what questions your students might include
on the survey?
Could the students brainstorm about the subject prior to
the Action Lab day?
Would your students like to plan the look of the website?
Would it benefit you to have a list of resources?
Would you like to schedule another meeting to go a technical
run through?
b) Anticipated misconceptions include:
The adult learner has to have the skills mastered and will
be solely responsible for teaching the action lab.
The adult will be responsible for classroom discipline without
the aid of others in the lab.
The final product is too overwhelming to be accomplished
in the desired time frame.
Desired conclusion is:
The product will be kept at a level of mastery that is reasonable
for the time and activities planned.
There will be abundant expert technical help available at
all times.
|
Openess to the learning opportunity
Willingness to participate in any learning or data gathering
activities in advance
Cooperative sharing of ideas |
| Mentor/instructor will model empathy
and trust with the observation, coaching and reporting of Learners'
progress |
Complex thinking
Affective |
Teacher role-presentation of puzzling
situation with a time sensitive outcome
Learner role-data gathering, peer advise
a) Verify observation by: Learner comfort with asking for
help and affectively demonstrating understanding in the action
lab
b) New test variables and procedures include:
Can the lesson be repeated in the Teachers' classroom in a
normal environment
Student role-reporting conclusions and analysis
|
Attend the conference with enthusiastic
approach and a high level of readiness to learn and participate |
| Aspect
2: The social system |
This is a group of both
experienced and new teachers and technology experts. There has
been some development of rapport amongst the participants, but
for the most part, this is a first introduction. The Conference
is a high profile assignment for the participants and requires
a firm plan with a time sensitive output. The group will most
likely have limited interaction with each other after the lab
day. |
| Aspect
3: The role of the instructor |
I will be the facilitator
for the lab experience. I will need to be proficient at providing
assistance at every level of technology integration as well
as demonstrating a high level of respect for the proficiencies
at various levels of the diverse group. The students who will
come to participate will be anxious to please and excited to
get the product done, so I will need to help them stay focused
and determine how to accomplish each level. I will need to be
alert to both verbal and non verbal questions and frustrations
that arise. I will be coaching both the adult teachers and the
high school mentors in their assigned activities. My role to
help prepare the high school students much in advance will be
critical to their product outcome. They will need to develop
a storyboard and any related graphics for the final video production
in order to be able to capture the highlights of the day on
camera and render a DVD by 3:00pm |
| Aspect
4: The support system |
The assistive technologies
for the day will be determined when the adult learners have
a confirmed participation list. I will need to communicate to
them the desire to plan for any needs in advance. The teachers
will each have prepared their students in a way that seems appropriate
to the lab activity prior to the lab day. The materials for
the powerpoint and website will need to be collected and documented
as to their source in the event that the elementary and middle
school students have difficulty with this step. The group and
technical support department will need to have a technical run
through to identify any issues prior to the lab day. Hardware
will need to be installed to allow for the production of the
video. This agreement will have to be reached within the group
collaboration meeting. Follow-up emails and conversations will
assure that everyone stays informed and has the help and encouragement
needed. |
