Instructional and Learning Strategies Design

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
 

Learning Goal

(TEKS 110.44.b.2.A-E)

1.  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
    

Aspect 1: Syntax
 

Instructional Strategies

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• 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

• Networked drives with student and shared accounts
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• Limited availability of audio/video equipment especially video.
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught

• Floppy disks will be used with emphasis on using standardized file names. Checklist will be placed on teacher's laptop and its use will be monitored
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.

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)

Aspect 2: Social System
 

Instructional Strategies

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• Whole class instruction
• Small group instruction
• Individual instruction

• Networked drives with student and shared accounts would facilitate cooperation and insure greater privacy when required
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• Limited availability of audio/video equipment especially video.
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught

• Floppy disks will be used with emphasis on using standardized file names.  Checklist will be placed on teacher's laptop and its use will be monitored
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.

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

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• 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

• Networked drives with student and shared accounts
• Integrated software package (word processing, spreadsheet, presentation, database)

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught

• Floppy disks will be used with emphasis on using standardized file names. Checklist will be placed on teacher's laptop and its use will be monitored
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.

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

Aspect 4: Support System
 

Instructional Strategies

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• 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)

• Networked drives with student and shared accounts
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• Limited availability of audio/video equipment especially video.
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught

• Floppy disks will be used with emphasis on using standardized file names.  Checklist will be placed on teacher's laptop and its use will be monitored
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.

• 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.

Aspect 1: Syntax
 

Instructional Strategies

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• 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)

• Networked drives with student and shared accounts
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)
• Internet access

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• Limited availability of audio/video equipment especially video.
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught
• Though available, Internet access requires equipment that is not available in sufficient quantity for all students to have access at the same time if class is large (over 12-15 students). Maintenance is problematic

• Floppy disks will be used with emphasis on using standardized file names.
• Templates will be placed on floppies, copied, and distributed as needed
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.
• Resource conflicts will be resolved through the use of scheduling and groups

Instructional Actions

• Develop and present lesson regarding research model

• Develop and explain relevance and use of templates to required organization and analysis

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

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• Whole class instruction
• Small group instruction
• Individual instruction

• Networked drives with student and shared accounts
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)
• Internet access

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• Limited availability of audio/video equipment especially video.
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught
• Though available, Internet access requires equipment that is not available in sufficient quantity for all students to have access at the same time if class is large (over 12-15 students). Maintenance is problematic

• Floppy disks will be used with emphasis on using standardized file names.
• Templates will be placed on floppies, copied, and distributed as needed
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.
• Resource conflicts will be resolved through the use of scheduling and groups

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

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• 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)

• Networked drives with student and shared accounts
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)
• Internet access

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• Limited availability of audio/video equipment especially video.
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught
• Though available, Internet access requires equipment that is not available in sufficient quantity for all students to have access at the same time if class is large (over 12-15 students). Maintenance is problematic

• Floppy disks will be used with emphasis on using standardized file names.
• Templates will be placed on floppies, copied, and distributed as needed
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.
• Resource conflicts will be resolved through the use of scheduling and groups

Instructional Actions

• Develop and present lesson regarding research model and required activities

• Develop and explain relevance and use of templates/ devices to required organization and analysis

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

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• 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)

• Networked drives with student and shared accounts
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)
• Internet access

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• Limited availability of audio/video equipment especially video.
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught
• Though available, Internet access requires equipment that is not available in sufficient quantity for all students to have access at the same time if class is large (over 12-15 students). Maintenance is problematic

• Floppy disks will be used with emphasis on using standardized file names.
• Templates will be placed on floppies, copied, and distributed as needed
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.
• Resource conflicts will be resolved through the use of scheduling and groups

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.
 

Aspect 1: Syntax
 

Instructional Strategies

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• 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)

• Networked drives with student and shared accounts
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)
• Internet access

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• Limited availability of audio/video equipment especially video.
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught
• Though available, Internet access requires equipment that is not available in sufficient quantity for all students to have access at the same time if class is large (over 12-15 students). Maintenance is problematic

• Floppy disks will be used with emphasis on using standardized file names.
• Templates will be placed on floppies, copied, and distributed as needed
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.
• Resource conflicts will be resolved through the use of scheduling and groups

Instructional Actions

• Develop and present lesson regarding research model

• Develop and explain relevance and use of templates to required organization and analysis

• Provide background information, direction, and structure to meet the needs of students (e.g. ADD/ADHD)

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

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• Whole class instruction
• Small group instruction
• Individual instruction

• Networked drives with student and shared accounts
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)
• Internet access

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• Limited availability of audio/video equipment especially video.
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught
• Though available, Internet access requires equipment that is not available in sufficient quantity for all students to have access at the same time if class is large (over 12-15 students). Maintenance is problematic

• Floppy disks will be used with emphasis on using standardized file names.
• Templates will be placed on floppies, copied, and distributed as needed
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.
• Resource conflicts will be resolved through the use of scheduling and groups

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

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• 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)

• Networked drives with student and shared accounts
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)
• Internet access

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• Limited availability of audio/video equipment especially video.
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught
• Though available, Internet access requires equipment that is not available in sufficient quantity for all students to have access at the same time if class is large (over 12-15 students). Maintenance is problematic

• Floppy disks will be used with emphasis on using standardized file names.
• Templates will be placed on floppies, copied, and distributed as needed
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.
• Resource conflicts will be resolved through the use of scheduling and groups

Instructional Actions

• Develop and present lesson regarding research model

• Develop and explain relevance and use of templates to required organization and analysis

• Provide background information, direction, and structure to meet the needs of students (e.g. ADD/ADHD)

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

Target Technologies
(Desired Tool Functions)

Constraints