MASTER TECHNOLOGY TEACHER CERTIFICATION PROGRAM
- Education Service Center
- Region XI
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Charmaine C. Bentley
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Instructional and Learning Strategies Design
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Mentor:
Charmaine Bentley
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Coach:
Patti Flanary
Jeff Marx |
Mentee:
Debra Graham |
Teacher:
Katherine
Nickell
Dewallyn Cooper |
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These are collaborative
lessons where the Media Specialist
will be guiding student in English and
science classes who have already passed the
required TAKS in lessons designed to target
objectives in science and English and
develop communication/ presentation skills.
This lesson is an expansion on earlier
developed lesson developed during MTTC 01. Assuming the lesson is
successful, the media specialist expects to
continue to expand this approach to other teachers
in additional subjects
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Learning Goal
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(TEKS 110.44.b.2.A-E)
-
Use prewriting strategies to generate
ideas, develop voice, and plan; develop
drafts both alone and collaboratively by
organizing and reorganizing content and by
refining style to suit occasion, audience,
and purpose; proofread writing for
appropriateness of organization, content,
style, and conventions; frequently refine
selected pieces to publish for general and
specific audiences; and use technology for
aspects of creating, revising, editing,
and publishing texts
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Aspect 1: Syntax
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Instructional Strategies |
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-
Whole
class brainstorming
-
Electronic checklist of timeline
(especially useful for LD students
including ADD/ADHD)
-
Small
groups project/presentation (tutorial)
selection
based on group membership ((strengths
and interests) especially useful for LD
students including ADD/ADHD)
-
Students select appropriate software to
organize, develop, and refine product
based on individual strengths and
project requirements
-
Whole
group instruction
-
"Just
In Time" Instruction as needed
Instructional Actions
-
Teacher
combines collected ideas with
requirements to develop rubric,
benchmarks, and deadlines for checklist
and evaluation
-
An
electronic checklist of timeline is used
to enforce/remind required
benchmarks/deadlines (especially useful
for LD students including ADD/ADHD) -
students self report progress using
program while teacher uses checklist for
progress reports/grades
-
Small
groups decide on project/presentation
(tutorial)
from a list of approved activities to
develop based on group membership
((strengths and interests) especially
useful for LD students including
ADD/ADHD)
-
Students select and use appropriate
software to organize, develop, and
refine product
-
Whole
group instruction when appropriate
-
"Just
In Time" Instruction as needed (e.g.
saving on disk, naming files,
copy/paste, digital cameras, downloads,
copyright/AUP)
Student
Activities
-
Brainstorming to develop project
requirements, time lines, and evaluation
rubrics
-
Students maintain record of progress and
self monitor behavior by using
electronic checklist of timeline of
benchmarks/deadlines (especially useful
for LD students including ADD/ADHD)
-
Small
groups decide on project/presentation
(tutorial) to
develop based on group membership
((strengths and interests) especially
useful for LD students including
ADD/ADHD) - project/presentation
(tutorial) could
be story, poem, rap, song, skit,
presentation, report, ... Individually,
students complete appropriate essay
-
Dependent on individual strengths and
project requirements, students use
appropriate software to organize,
develop, and refine product -
spreadsheet worksheets, flowcharts, mind
maps, outlines, rough drafts,
presentations, reports
-
Students listen, take notes, and ask
questions when appropriate during whole
group instruction (e.g. introductory
video, research model, instructions)
-
Students request assistance to receive
"Just In Time" Instruction as needed
(e.g. saving on disk, naming files,
copy/paste)
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Aspect 2: Social System
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Instructional Strategies |
|
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|
-
Whole
class instruction
-
Small
group instruction
-
Individual instruction
Instructional Actions
-
Lecture; direct discussion, question
/answer, and such activities such as
brainstorming; Maintain order and "safe"
environment
-
Provide
instruction and clarification for group;
mediate while group learns to function
as a unit
-
Individual instruction includes
self-directed student learning as
well as "just-In-Time teaching.
Instructors provide both encouragement
and direction
Student
Activities
-
Take
notes, pay attention, constructively
engage in group activities
-
Engage
in collaborative effort including
problem solving, distributing workload,
establishing timeline and accountability
-
Individuals take responsibility for
completed required tasks, getting
assistance if necessary, and attendance
|
|
Aspect 3: Instructor Role
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Instructional Strategies |
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|
-
Present
goals, establish guidelines, prepare
lesson, and maintain appropriate
environment
-
Facilitate independent student learning
-
Provide
scaffolding to help students to achieve
goals and learning at higher levels
Instructional Actions
-
Provide
outline, prepare lesson, maintain
environment
-
Develops rubric, benchmarks, and
deadlines for checklist and evaluation
which is made available to students,
parents, and administrators
-
Develops and makes available templates
and other instructional aids to
facilitate development of independent
student learning
Student
Activities
-
Brainstorming
-
Students maintain record of progress and
self monitor behavior
-
Small
group collaboration and peer tutoring
-
Use
appropriate software to organize,
develop, and refine product -
spreadsheet worksheets, flowcharts, mine
maps, outlines, rough drafts,
presentations, reports
-
Listen,
take notes, and ask questions when
appropriate during whole group
instruction
-
Request
assistance to receive "Just In Time"
Instruction as needed
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Aspect 4: Support System
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Instructional Strategies |
|
|
|
-
Present
goals, establish guidelines, prepare
lesson, and maintain appropriate
environment while acquainting students
with available resources
-
Teach
students behaviors most likely to result
in favorable allocation of available
resources
-
Have
students develop products that are more
likely to be favorably received by
both decision makers and recipients
(users of tutorial materials)
Instructional Actions
-
Encourage students and provide resources
to enable students to produce products
of required quality
-
Collaborate with colleagues as required.
Student
Activities
-
Produce
products of required quality
-
Collaborate with fellow students
colleagues as required.
|
Learning Goal
|
(TEKS 110.44.b.9.A,B)
2. Recognize distinctive
and shared characteristics of cultures
(and times) through reading; and compare text events
with his/her own and other readers'
experiences.
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Aspect 1: Syntax
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Instructional Strategies |
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-
Templates (devices) provided and
explained to facilitate
organization and analysis
of elements derived from research
of environment/ time/ origin of
play
to relate to student’s environment/
time/ origin
-
Provide
background information, direction, and
structure to meet the needs of students
(e.g. ADD/ADHD)
Instructional Actions
Student
Activities
-
Research/ read required elements
-
Use
provided templates (devices) to
organize and analyze
elements derived from research/ reading
- In small groups, collectively.
prepare a product (tutorial/ essay) to
present findings, or individually,
complete appropriate essay
|
|
Aspect 2: Social System
|
|
Instructional Strategies |
|
|
|
-
Whole
class instruction
-
Small
group instruction
-
Individual instruction
Instructional Actions
-
Lecture; direct discussion, question
/answer, and such activities such as
brainstorming; Maintain order and "safe"
environment
-
Provide
instruction and clarification for group;
mediate while group learns to function
as a unit
-
Individual instruction includes
self-directed student learning as
well as "just-In-Time teaching.
Instructors provide both encouragement
and direction
Student
Activities
-
Take
notes, pay attention, constructively
engage in group activities
-
Engage
in collaborative effort including
problem solving, distributing workload,
establishing timeline and accountability
-
Individuals take responsibility for
completed required tasks, getting
assistance if necessary, and attendance
|
|
Aspect 3: Instructor Role
|
|
Instructional Strategies |
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|
-
Present
and explain research model in context of
current project and available resources
-
Direct
and encourage students as they read/
research elements
-
Provide
and explain templates (devices) to
facilitate
organization and analysis
of elements derived from research/
readings
-
Provide
background information, direction, and
structure to meet the needs of students
(e.g. ADD/ADHD)
Instructional Actions
Student
Activities
-
Research/ read elements
-
Use
provided templates (devices) to
organize and analyze
elements derived from research/ readings
-
In
small groups, collectively. prepare a
product (tutorial/ essay) to present findings
|
|
Aspect 4: Support System
|
|
Instructional Strategies |
|
|
|
-
Present
goals, establish guidelines, prepare
lesson, and maintain appropriate
environment while acquainting students
with available resources
-
Teach
students behaviors most likely to result
in favorable allocation of available
resources
-
Have
students develop products that are more
likely to be favorably received by both
decision makers and recipients (users of
tutorial materials)
Instructional Actions
-
Encourage students and provide resources
to enable students to produce products
of required quality
-
Collaborate with colleagues as required.
Student
Activities
-
Produce
products of required quality
-
Collaborate with fellow students
colleagues as required.
|
Learning Goal
|
(TEKS 112.47.c.3.A,C,E)
3. Use
critical thinking and scientific problem
solving to make informed decisions by
analyzing, reviewing, and critiquing
scientific explanations; evaluating
research impact on scientific thought,
society, and the environment; and
researching and describing the history
and contributions of scientists.
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Aspect 1: Syntax
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Instructional Strategies |
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|
-
Research model presented and explained
in context of current project and
available resources
-
Read/ research required
elements
-
Templates (devices) provided and
explained to facilitate
organization and analysis
of elements derived from research/
reading
-
Use recognized relations
(and provided/ completed
templates) to complete poem/ short story
(rap)/ or other product to present ideas
(tutorial) using student’s experiences
for context.
-
Provide
background information, direction, and
structure to meet the needs of students
(e.g. ADD/ADHD)
Instructional Actions
Student
Activities
-
Read/ research required
elements
-
Use
provided templates (devices) to organize
and analyze elements derived from
research/ readings
-
In small groups,
collectively. prepare a product
(tutorial/ essay) to present findings,
or individually, complete appropriate
essay
|
|
Aspect 2: Social System
|
|
Instructional Strategies |
|
|
|
-
Whole
class instruction
-
Small
group instruction
-
Individual instruction
Instructional Actions
-
Lecture; direct discussion, question
/answer, and such activities such as
brainstorming; Maintain order and "safe"
environment
-
Provide
instruction and clarification for group;
mediate while group learns to function
as a unit
-
Individual instruction includes
self-directed student learning as
well as "just-In-Time teaching.
Instructors provide both encouragement
and direction
Student
Activities
-
Take
notes, pay attention, constructively
engage in group activities
-
Engage
in collaborative effort including
problem solving, distributing workload,
establishing timeline and accountability
-
Individuals take responsibility for
completed required tasks, getting
assistance if necessary, and attendance
|
|
Aspect 3: Instructor Role
|
|
Instructional Strategies |
|
|
|
-
Research model presented and explained
in context of current project and
available resources
-
Read/ research required
elements
-
Templates (devices) provided and
explained to facilitate organization
and analysis of elements derived from
research/ reading
-
In small groups,
collectively. prepare a product
(tutorial/ essay) to present findings,
or individually, complete appropriate
essay .
-
Provide
background information, direction, and
structure to meet the needs of students
(e.g. ADD/ADHD)
Instructional Actions
Student
Activities
-
Read/ research required
elements
-
Use
provided templates (devices) to organize
and analyze elements derived from
research/ readings
-
In small groups,
collectively. prepare a product
(tutorial/ essay) to present findings,
or individually, complete appropriate
essay
|
|
Aspect 4: Support System
|
|
Instructional Strategies |
|
|
|
-
Present
goals, establish guidelines, prepare
lesson, and maintain appropriate
environment while acquainting students
with available resources
-
Teach
students behaviors most likely to result
in favorable allocation of available
resources
-
Have
students develop products that are more
likely to be favorably received by both
decision makers and recipients (users of
tutorial materials)
Instructional Actions
-
Encourage students and provide resources
to enable students to produce products
of required quality
-
Collaborate with colleagues as required.
Student
Activities
-
Produce
products of required quality
-
Collaborate with fellow students
colleagues as required.
|
Learning Goal
|
(TEKS 110.44.b.12.B)
4. Evaluate the credibility
of information sources, including how the
writer's motivation may affect that
credibility;
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Aspect 1: Syntax
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Instructional Strategies |
|
|
|
-
Research model presented and explained
in context of current project and
available resources including importance
of analysis of reliability of
information
-
Templates (devices) provided and
explained to facilitate organization
and analysis of elements derived from
research/ reading
-
Provide
background information, direction, and
structure to meet the needs of students
(e.g. ADD/ADHD)
Instructional Actions
-
Develop
and present lesson regarding research
model including importance of analysis
of reliability of information and the
source
-
Develop
and explain relevance and use of
templates (devices) to required organization and
analysis, Demonstrating in how they can
be used to compare information from
different sources
-
Provide
background information, direction, and
structure to meet the needs of students
(e.g. ADD/ADHD)
Student
Activities
-
Read/
research required elements determining
the reliability of the source (including
the motives or agenda of the author(s))
-
Use
provided templates (devices) to organize
and analyze elements derived from
research/ readings (including the
motives or agenda of the author(s))
|
|
Aspect 2: Social System
|
|
Instructional Strategies |
|
|
|
-
Whole
class instruction
-
Small
group instruction
-
Individual instruction
Instructional Actions
-
Lecture; direct discussion, question
/answer, and such activities such as
brainstorming; Maintain order and "safe"
environment
-
Provide
instruction and clarification for group;
mediate while group learns to function
as a unit
-
Individual instruction includes
self-directed student learning as
well as "just-In-Time teaching.
Instructors provide both encouragement
and direction
Student
Activities
-
Take
notes, pay attention, constructively
engage in group activities
-
Engage
in collaborative effort including
problem solving, distributing workload,
establishing timeline and accountability
-
Individuals take responsibility for
completed required tasks, getting
assistance if necessary, and attendance
|
|
Aspect 3: Instructor Role
|
|
Instructional Strategies |
|
|
|
-
Research model presented and explained
in context of current project and
available resources including importance
of analysis of reliability of
information
-
Templates (devices) provided and
explained to facilitate organization
and analysis of elements derived from
research/ reading
-
Provide
background information, direction, and
structure to meet the needs of students
(e.g. ADD/ADHD)
Instructional Actions
-
Develop
and present lesson regarding research
model including importance of analysis
of reliability of information and the
source
-
Templates (devices) provided and
explained to facilitate organization and
analysis of elements derived from
research/ reading
-
Provide
background information, direction, and
structure to meet the needs of students
(e.g. ADD/ADHD)
Student
Activities
-
Read/
research required elements determining
the reliability of the source (including
the motives or agenda of the author(s))
-
Use
provided templates (devices) to organize
and analyze elements derived from
research/ readings (including the
motives or agenda of the author(s))
|
|
Aspect 4: Support System
|
|
Instructional Strategies |
|
|
|
-
Present
goals, establish guidelines, prepare
lesson, and maintain appropriate
environment while acquainting students
with available resources
-
Teach
students behaviors most likely to result
in favorable allocation of available
resources
-
Have
students develop products that are more
likely to be favorably received by both
decision makers and recipients (users of
tutorial materials)
Instructional Actions
-
Encourage students and provide resources
to enable students to produce products
of required quality
-
Collaborate with colleagues as required.
Student
Activities
-
Produce
products of required quality
-
Collaborate with fellow students
colleagues as required.
|
Learning Goal
|
(TEKS
110.44.b.13.A-E)
5. Generate relevant,
interesting, and researchable questions;
locate appropriate print and non-print
information using text and technical
resources, including databases and the
Internet; use text organizers such as
overviews, headings, and graphic features
to locate and categorize information;
produce reports and research projects in
varying forms for audiences (including
essays and tutorials); and draw
conclusions from information gathered.
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Aspect 1: Syntax
|
|
Instructional Strategies |
|
|
|
-
Development and presentation of lesson
regarding research model including the
development of
“relevant, interesting, and
researchable” questions and how question
are used to
locate
relevant and appropriate information
-
Development and explanation of relevance
and use of templates (devices) to required
organization and analysis of information
- how they can be used to draw
conclusions
-
Discussion regarding the selection of
appropriate software to organize,
develop, and refine product(s) -
spreadsheet worksheets, flowcharts, mind
maps, outlines, rough drafts,
presentations, reports
-
Facilitation and encouragement of
product development to present
information regarding elements and their
relationship using appropriate software
(word processor/ presentation/
spreadsheet/video)
-
Background information, direction, and
structure provided to meet the needs of
students (e.g. ADD/ADHD)
Instructional Actions
-
Develop
and present lesson regarding research
model including the development of
“relevant, interesting, and
researchable” questions and how question
are used to
locate
relevant and appropriate information
-
Develop
and explain relevance and use of
templates (devices) to required organization and
analysis of information - how they
can be used to draw
conclusions regarding relationship of
elements
-
Lead
discussion regarding the selection of
appropriate software to organize,
develop, and refine product(s) -
spreadsheet worksheets, flowcharts, mind
maps, outlines, rough drafts,
presentations, reports
-
Facilitate and encourage product
development to present information
regarding elements and their
relationship using appropriate software
(word processor/ presentation/
spreadsheet/ video)
-
Provide
background information, direction, and
structure to meet the needs of students
(e.g. ADD/ADHD)
Student
Activities
-
Develop “relevant,
interesting, and researchable” questions
to research play and its
environment of origin.
-
Using
developed questions to locate relevant
and appropriate information
-
Use
appropriate software to organize,
develop, and refine product -
spreadsheet worksheets, flowcharts, mind
maps, outlines, rough drafts,
presentations, reports
-
Draw conclusions
regarding relationship of elements
-
Present information
regarding elements and their
relationship using appropriate software
(word processor/ presentation/
spreadsheet/ video)
|
|
Aspect 2: Social System
|
|
Instructional Strategies |
|
|
|
-
Whole
class instruction
-
Small
group instruction
-
Individual instruction
Instructional Actions
-
Lecture; direct discussion, question
/answer, and such activities such as
brainstorming; Maintain order and "safe"
environment
-
Provide
instruction and clarification for group;
mediate while group learns to function
as a unit
-
Individual instruction includes
self-directed student learning as
well as "just-In-Time teaching.
Instructors provide both encouragement
and direction
Student
Activities
-
Take
notes, pay attention, constructively
engage in group activities
-
Engage
in collaborative effort including
problem solving, distributing workload,
establishing timeline and accountability
-
Individuals take responsibility for
completed required tasks, getting
assistance if necessary, and attendance
|
|
Aspect 3: Instructor Role
|
|
Instructional Strategies |
|
|
|
-
Development and presentation of lesson
regarding research model including the
development of
“relevant, interesting, and
researchable” questions and how question
are used to
locate
relevant and appropriate information
-
Development and explanation of relevance
and use of templates (devices) to required
organization and analysis of information
- how they can be used to draw
conclusions
-
Discussion regarding the selection of
appropriate software to organize,
develop, and refine product(s) -
spreadsheet worksheets, flowcharts, mind
maps, outlines, rough drafts,
presentations, reports
-
Facilitation and encouragement of
product development to present
information regarding elements and their
relationship using appropriate software
(word processor/ presentation/
spreadsheet/ video)
-
Background information, direction, and
structure provided to meet the needs of
students (e.g. ADD/ADHD)
Instructional Actions
-
Develop
and present lesson regarding research
model including the development of
“relevant, interesting, and
researchable” questions and how question
are used to
locate
relevant and appropriate information
-
Develop
and explain relevance and use of
templates to required organization and
analysis of information - how they
can be used to draw
conclusions regarding relationship of
elements of story/ poem to environment/
origin
-
Lead
discussion regarding the selection of
appropriate software to organize,
develop, and refine product -
spreadsheet worksheets, flowcharts, mind
maps, outlines, rough drafts,
presentations, reports
-
Facilitate and encourage product
development to present information
regarding elements and their
relationship using appropriate software
(word processor/ presentation/
spreadsheet/ video)
-
Provide
background information, direction, and
structure to meet the needs of students
(e.g. ADD/ADHD)
Student
Activities
-
Develop “relevant,
interesting, and researchable” questions
to research play and its
environment of origin.
-
Using
developed questions to locate relevant
and appropriate information
-
Use
appropriate software to organize,
develop, and refine product -
spreadsheet worksheets, flowcharts, mind
maps, outlines, rough drafts,
presentations, reports
-
Draw conclusions
regarding relationship of elements
-
Present information
regarding elements and their
relationship using appropriate software
(word processor/ presentation/
spreadsheet/ video)
|
|
Aspect 4: Support System
|
|
Instructional Strategies |
|
|
|
-
Present
goals, establish guidelines, prepare
lesson, and maintain appropriate
environment while acquainting students
with available resources
-
Teach
students behaviors most likely to result
in favorable allocation of available
resources
-
Have
students develop products that are more
likely to be favorably received by both
decision makers and recipients (users of
tutorial materials)
Instructional Actions
-
Encourage students and provide resources
to enable students to produce products
of required quality
-
Collaborate with colleagues as required.
Student
Activities
-
Produce
products of required quality
-
Collaborate with fellow students
colleagues as required.
|
Learning Goal
|
(TEKS
110.44.b.15.A-F)
6. Use the
conventions of language
effectively; use informal, standard, and
technical language effectively to meet
the needs of purpose, audience,
occasion, and task; communicate
effectively in conversations and group
discussions while problem solving, and
planning; use effective verbal and
nonverbal strategies in presenting messages; ask clear questions for a
variety of purposes and respond
appropriately to the questions of
others; and make relevant contributions
in conversations and discussions.
|
|
Aspect 1: Syntax
|
|
Instructional Strategies |
|
|
|
-
Development and presentation of lesson
regarding research model including the
development of
“relevant, interesting, and
researchable” questions and how question
are used to
locate
relevant and appropriate information
-
Facilitation and encouragement of
product development to present
information regarding elements and their
relationship using appropriate software
(word processor/ presentation/
spreadsheet/ video)
-
Provide
instruction and clarification for group;
mediate while group learns to function
as a unit
-
Provide
background information, direction, and
structure to meet the needs of students
(e.g. ADD/ADHD)
| | |
