Instructional and Learning Strategies

MTTC
Spring 2006
Lisa M. Stultz

Aspect 1: The Syntax

Student Learning Goals

(At the completion of session, students will be able to)
Instructional Strategies
Instructor Actions
Student Activities
define art vocabulary relating to Primary Colors. The students will write the new vocabulary words in their Art journal and illustrate when applicable.

1. Discussion

2. Questioning

3. Inquiry

3. Active Learning

The teacher will supply the students with a list of words to be defined. She will facilitate the students in their discussion and search

1. The students will discuss the words given to determine what they know and what they need to find out.
2. The students will search for definitions of vocabulary words that they don't already know (using books and internet) and write them in their journals.
3. The students will illustrate the words if possible.

create a Primary Color Wheel to understand the use of pure colors, meaning colors that are not mixed.

1. Direct Instruction

2. Active Learning

 

1.The teacher will provide a model of the Primary Color Wheel.

2. The teacher will provide the paper, crayons, markers and paint as needed.

3. The teacher will facilitate the students as they are working.

1. The students will create a Primary Color Wheel on paper using crayons, markers or paint.
2. The students will scan their Color Wheel to be used in a flier.
3. The students will create a flier with multi-columns that includes their scanned picture.
The flier will be used to invite parents to attend the showing of their Group PowerPoint presentations.

discuss master artists that used the 3 Primary Colors in their works including emotions that such works evoke.

1. Discussion

2. Questioning

2. Inquiry

3. Cooperative Learning

1. The teacher will assign each student an artist to research.

2. The teacher will have a help sheet for conducting an Internet Search.

3. The teacher will give the students a copy of the rubric they will be assessed by so the students know exactly what is expected of them.

4. The teacher will give the students some information to search for and let them determine what else is important to include.

5. The teacher will monitor the students and be a resource and a "cheerleader".

6. The teacher will supply a CDR for each group.

1. The students will assign jobs for the members of their group (table)
2. The students will research their artist. Including information that the teacher has asked for with at least 2 other interesting facts.
3. The students will use the information gathered to create a 1-2 page slide presentation about their artist.
4. The students will save their work in a group folder (in the lab folder).
5. The students will combine their pages into one slide show.
6. As a group the students will decide on and create a title page and transitions for their presentation.
7. The students will burn their final presentation on a CDR.

Aspect 2: The Social System

This lesson, "Primary Colors" requires students to be able to work on their own as well as in a small group to achieve their goals. Students must be self motivated, and have the ability to work well with others. The students will need to have a sense of trust established with their goup. This has been developing throughout the year.

Aspect 3: The Role of the Instructor

The instructor's role is to be a demonstrator, monitor and facilitator. I will be a guide to my students while I observe their progress and give them feedback.

Aspect 4: The Support System

1. I will work with my mentor to create a user friendly, collaborative lesson for my students. We will meet weekly until the lesson is complete.

2. I will need paper, crayons, markers, paint, a poster of the Primary Color Wheel, computers with internet access and Microsoft Word, a scanner and a projector, an Internet Search "Help" sheet, CDR's, folders in the lab folder, and a Rubric to assess the final project.