|
Learning Goals (Target and Professional)
At the completion of session, mentor will
be able to
|
Type of Learning
(Life-long Learning Processes)
|
Nested Learning Objectives
(What Must My Students Be Able To Do To Achieve Each
Learning Goal?)
At the completion of session, mentor will
be able to
|
Type of Learning
(Cognitive, Psychomotor, Affective)
|
|
1. improve
my ability to help teachers make the paradigm
shift from teacher centered classrooms
to student centered classrooms
|
Effective
communication
Collaboration
Habits
of mind
|
ask
questions that focus goal-setting
|
Cognitive
(analysis, evaluation, synthesis) Affective
|
|
Effective
communication
Collaboration
Habits
of mind
|
Give mentees wait
time to come up with their own answers
|
Affective,
cognitive (evaluation)
|
|
2. collaborate
to create technology integration lessons
that are student-centered and appeal to
different learning styles
|
Collaboration
Habits
of mind
Complex
thinking
|
collaborate
to help teachers infuse higher level thinking
skills into their lessons
-
problem-solving skills
-critical
thinking skills
-creative
thinking skills
|
Cognitive
(analysis, evaluation, synthesis)
|
|
Collaboration
Habits
of mind
|
Brainstorm
questions that make us think about the learning
environment
|
Affective,
cognitive (analysis, evaluation)
|
|
Collaboration
Complex
thinking
|
Collaborate
to decide strategies for the differentiated
learner
|
Cognitive
(evaluation)
|
|
3.
aid teachers in the process of independently implementing
technology in their classrooms
|
Effective
communication
Collaboration
Habits
of mind
|
ask
questions that allow teachers to be independent
users of technology
|
Cognitive
(analysis, evaluation)
|
|
Information
processing
|
“Tell” information
when appropriate (tech competencies)
|
Cognitive
(knowledge, comprehension, application),
psychomotor
|
|
Effective
communication
Collaboration
Habits
of mind
|
Brainstorm
checklists that boost self-confidence
|
Cognitive
(evaluation, analysis, synthesis), affective
|
|
Collaboration
|
Share
my own learning experiences
|
Affective
|
|
Learning Goals (Target and Professional)
At the completion of session, classroom
teacher will be able to
|
Type of Learning
(Life-long Learning Processes)
|
Nested Learning Objectives
(What Must My Students Be Able To Do To Achieve Each
Learning Goal?)
At the completion of session, classroom
teacher will be able to
|
Type of Learning
(Cognitive, Psychomotor, Affective)
|
|
1.
to create a lesson that infuses higher level
thinking skills
|
Information
processing
|
Identify
all levels of Bloom’s Taxonomy
|
Cognitive
(knowledge, comprehension, application)
|
|
Complex
thinking
Collaboration
|
Discuss
the learning implications of each level with
mentor
|
Cognitive
(application, analysis, evaluation)
|
|
Complex
thinking
Collaboration
Habits
of mind
|
Be
able to create strategies for infusing higher
level thinking skills into lessons
|
Cognitive
(synthesis, evaluation)
|
|
2.
to choose the most effective technology tool
to engage students of all styles and abilities
in the lesson objectives
|
Complex
thinking
Collaboration
|
Define
lesson goals, objectives
|
Cognitive
(synthesis, evaluation)
|
|
Collaboration
|
Discuss
tool options with mentor and decide on the
one that best fits objectives
|
Cognitive (evaluation)
|
|
Collaboration
|
Discuss
the tool that most effectively reaches all
learning styles
|
Cognitive
(evaluation)
|
|
Collaboration
|
Choose
appropriate assistive technology tools that
best fit special learners’ needs as lined
out in each IEP
|
Cognitive
(evaluation)
|
|
3.
implement a technology integration lesson
independently and successfully
|
Habits
of mind
Information
processing
|
Complete
technology competencies
|
Cognitive
(knowledge, comprehension, application),
psychomotor (automization)
|
|
Habits
of mind
|
Utilize
a check list method for preparing to use
technology
|
Cognitive
(Comprehension, application)
|
|
Habits
of mind
|
Infuse
technology into the daily/weekly routine—daily
concepts in Inspiration instead of list
|
Cognitive
(application)
|
|
Habits
of mind
|
Use
technology to streamline classroom management
(gradebook, email
with parents) and brainstorm effective classroom
management techniques that improve technology
use in the clasroom
|
Cognitive
(application)
|
|
4.
feel more comfortable using technology
|
Habits
of mind
Complex
thinking
|
Tackle
feeling of fear of “messing things up” on
the computer
|
Affective,
psychomotor
|
|
Habits
of mind
Collaboration
|
Discuss
levels of apprehension with mentor
|
Affective
|
|
Effective
communication
|
Establish
and use a comfort index (1-10)
|
Affective
|
|
Habits
of mind
|
Reflect
with mentor at the end of each session
|
Affective,
cognitive (evaluation)
|
|
Learning Goals (Target and Professional)
At the completion of lesson, students will
be able to
|
Type of Learning
(Life-long Learning Processes)
|
Nested Learning Objectives
(What Must My Students Be Able To Do To Achieve Each
Learning Goal?)
At the completion of session, students
will be able to
|
Type of Learning
(Cognitive, Psychomotor, Affective)
|
|
1.
Identify and organize elements of short story
|
Information
processing
|
Define
and discuss elements of short story
|
Cognitive
(knowledge, comprehension)
|
|
Information
processing
|
Complete
a literary web in Inspiration of a story
they have read
|
Cognitive
(application, analysis)
|
|
2.
Use the elements of short story in a creative
way
|
Information
processing
Effective
communication
|
Write
a short story that contains all the required
elements
|
Cognitive
(synthesis, application), affective
|
|
Complex
thinking
Information
processing
|
Analyze
the elements in Inspiration of their own
short story
|
Cognitive
(analysis)
|
|
Collaboration
|
Share
stories in groups
|
|
|
3.
View the literary elements as a visual construct
for every genre they read
|
Information
processing
|
Define
and discuss elements of literature
|
Cognitive
(knowledge, comprehension, application)
|
|
Habits
of mind
Information
processing
|
Continue
similar activities as genre focus changes--Practice
identifying, using and discussing literary
elements until it becomes intrinsic to their
thinking about literature, or reading triggers
an automatic response
|
Cognitive
(application, analysis)
|
|
Habits
of mind
|
Reflect
upon their learning
|
Cognitive
(evaluation), affective
|
|
4.
See benefits of technology
|
Habits
of mind
|
Debrief/reflect
about technology tools used in lesson
|
Cognitive
(evaluation), affective
|
|
Habits
of mind
|
See
teacher as a role model using technology—graphic
organizer
|
Affective
|
|
5.
Perceive ways a technology tool can be used
for other learning
|
Complex
thinking
|
Place
ideas in a suggestion box
|
Cognitive
(synthesis)
|
|
Habits
of mind
|
Discuss
contributions to the suggestion box
|
Cognitive
(application, evaluation)
|
|
Habits
of mind
|
Reflect
about other ways Inspiration can be used
|
Cognitive
(application)
|
