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What?
Tasks, Strategies, Instruments
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How?
Processes, How often?
|
Why?
How do the selected tools support
your learning goals and the learning principles guiding your design?
|
|
To enable continuous/frequent feedback between you and the
students
|
Informal
Facilitator
will monitor participation in discussions, use questioning strategies to check for
understanding, confer with teachers individually using mentoring strategies,
and check for understanding often during group activities
Formal
A suggested product descriptor from LoTi will be
given to teaches so they may self-assess the technology lessons they
create.
They may
use this product descriptor as a guide throughout the lesson-planning
process.
|
Discussions, questioning strategies at key points during discussions,
Ask
questions during concept presentations (after every slide)
Ask for feedback at debriefing session which concludes
every study group meeting--What helped? What should we change next
time? What did you have difficulty with? How can I help
you with that?
|
This will be a constant exchange of ideas and questioning to
ensure that teachers understand the workings of student-centered, constructivist
classrooms.
|
|
To encourage the students to reflect on their learning
progress and achievement
|
Discussions, debriefings, and reflections
Self-assessment in the form of email journals to themselves
|
Discussions after every activity
Journal entries at every
study group.
Sharing lessons with each other
|
Self-assessments will lead to change in thought and behavior,
empower teachers to think for themselves, and lead to creative
problem-solving.
|
|
To determine your students' learning progress and achievement
|
LoTi
Questionnaire will be given midway through the semester.
|
Once
a year, online, during teacher conference period.
|
Questionnaire
will give results in 3 areas--Personal Computer Use, Classroom Instructional
Practices, and Levels of Technology Implementation--all areas we are
striving to improve!
|
|
|
|
Goals
|
Sub-Goals (Objectives)
|
Type of Learning
|
Assessment Strategy/Feedback Strategy
|
|
1.
Understand their role in supporting a successful study group, and therefore
be supportive of other adult learners on their campuses.
|
Discuss
the concept of adult learning and the ways it is different from K12
learning.
|
Affective
Cognitive
(knowledge, comprehension, application, analysis)
|
Questioning Strategies |
|
Discuss
appropriate group norms, expectations, and accountability.
|
Affective
Cognitive
(knowledge, comprehension, application,)
|
Questioning Strategies |
|
Brainstorm
group norms, expectations, and accountability procedures
|
Affective
Cognitive
(synthesis, evaluation)
|
Questioning Strategies |
|
2.
Reflect on their learning as a guide for themselves as teachers and
learners.
|
Write
to themselves during every session, email it to themselves, store
each message in a study group folder, and review them periodically
for growth
|
Affective
Cognitive
(knowledge, comprehension, application, analysis, synthesis, evaluation)
|
Have teachers
submit summaries every 3rd study group and respond with personal statements
and encouragement. |
|
Pick
a student that they have difficulty with and think about how that
student has been impacted by or not impacted by technology
|
Affective
Cognitive
(evaluation)
|
Listening, questioning |
|
3.
Integrate technology as a tool for learning, not as an end to itself.
|
Spotlight
a lesson and analyze it for Constructivist principles
|
Cognitive
(knowledge, comprehension, application, analysis)
|
Questioning strategies
with whole group, peer questioning in small groups |
|
Evaluate
their current LoTi level by taking the LoTi Questionnaire
|
Affective
Cognitive
(knowledge, comprehension, application, analysis)
|
Questionnaire
will give results in 3 areas--Personal Computer Use, Classroom Instructional
Practices, and Levels of Technology Implementation--individual responses
are anonymous--campus administrator only sees aggregated results. |
|
4.
Create opportunities for Constructivist experiences in their own classrooms.
|
Investigate
classroom management tools and lesson ideas utilizing constructivist
practices
|
Cognitive
(application, analysis, evaluation)
|
Questioning strategies |
|
Design
and share student-centered, problem-based lessons that they use
in classrooms.
|
Cognitive
(application, analysis, synthesis, evaluation)
|
From mentoring
relationships, classroom observation |
|
Assessment #1--LoTi Questionnaire
|
|
|
|
Assessment
#2--Performance Task Product Descriptor
|
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