|
|
What
tasks, strategies, instruments
|
How
the processes, how often?
|
Why
how do the selected tools support your learning goals and the learning principles guiding your design?
|
| a) to enable continuous/frequent feedback between you and the students
(teachers) |
Discussions,
observe computer screen, instructor feedback |
Group and individual discussions as
needed throughout lesson |
This will allow for problems to be
resolved before additional pieces are
added |
| b) to encourage the students
(teachers) to reflect on their learning progress and achievement |
Discussions, self-assessment of process and product, journals |
Group discussion at being and end
Individual discussions as needed
Journal thoughts at beginning and end
|
Reflecting on their work will allow them
to make critical decisions about what is
important to the product. |
| c) to determine your students'
(teachers') learning progress and achievement |
Monitor process throughout lesson. Use
rubric for publisher products |
Group and individual discussions as
needed By rubric at the end of lesson
|
Using the rubric will allow the student
to see the point value for each piece of
the project. |
| |
| Goals |
Sub-Goals (Objectives) |
Type of Learning |
Assessment Strategy |
Feedback Strategy |
|
Mentor Goals: Reason about
Coaching/Mentoring skills as applied to
the teachers at NLISD |
1.Use Question coaching /mentoring
strategies
2.Use a variety of clarifying
questions
3.Reflect on the session focusing
of use of coaching/mentoring skills
|
1.Application 2.Application
3.Evaluation
|
Observation of video tape
session
Discussion, Journaling
|
Written summary of observations
Verbal |
|
Evaluate effective instructional design
and strategies as applied to adult
learners like the teachers at NLISD |
1. Determine what strategies are
available
2. Determine the advantages and
disadvantages of each strategy
3. Determine how the strategy
will affect student (teacher) achievement
|
1.Synthesis
2.Analysis
3.Analysis
|
Discussion |
Verbal |
|
Use cognitive coaching to assist
teachers in designing a curricular
lesson which integrates publisher |
1.Use clarifying questions with teachers
to discover their ideas for integration
2. Determine ways to integrate Publisher
into the curricular lesson
3. Determine
developmentally appropriate learning
experiences for the diverse learners
|
1.Synthesis
2.Application
3. Synthesis
|
Written summary of
teacher ideas
Discussion
Discussion
|
Written review of summary
Verbal |
|
Develop an assessment tool which covers
the Level 2 proficiency for Desktop
Publishing |
1. Determine elements to be evaluated
2. Create rubric using rubistar
|
|
List of elements
Discussion
|
Written review |
|
Gain comfort with mentoring veteran
teachers
|
1. Create goals for session
2. Articulate feelings
3. Role play different position
of the coaching relationship
|
1. Synthesis
|
Written goal
Discussion
Review of online discussion
|
Verbal Written summary of review
of online discussion |
|
Teacher (student) Goals
Design a curricular
lesson using MS Publisher as
a tool to reach diverse
learners |
|
|
|
1. Determine lesson to integrate
Publisher into 2. Determine
developmentally appropriate learning
experiences for the diverse learners
3. Develop lesson plan |
1. Knowledge
2. Synthesis
3.Application |
Discussion
Rubric |
Verbal
Written |
|
Use MS Publisher as a classroom
management tool
|
1. Determine list of products needed in
classroom 2. Determine products that
can be created in Publisher
3. Create products |
1. Knowledge
2. Synthesis
3. Application
|
Discussion |
Verbal |
|
Items being Assessed/
Standards
|
Excellent - 8
|
Satisfactory - 5
|
Unsatisfactory - 2
|
Total |
| Includes the
basic lesson plan components |
Includes all the
components and are stated clearly |
Includes all of
the components |
Two or more
components missing |
|
| Instructional Goals |
Instructional goals and
objectives are clearly stated. Learners have
a clear understanding of what is expected of
them |
Instructional goals and
objectives are stated. |
Instructional goals and
objectives are vague. |
|
| Learning
strategies/activities |
A variety of instructional
strategies/activities support learning
outcomes/objectives. |
Instructional
strategies/activities support learning
outcomes/objectives. |
No correlation between
strategies/activities and learning
outcomes/objectives |
|
| Integration of technology |
Two activities include the
integration of Publisher. |
One activity includes the
integration of Publisher. |
No evidence of Publisher
integration. |
|
| Creativity |
Majority of the content and
ideas are fresh and original. |
the content and ideas show
evidence of originality. |
The work is an extensive use
of other people's idea. |
|
| Mechanics |
Content has no misspellings
or grammatical errors. |
Content has fewer than two
misspellings and/or grammatical errors. |
Content has several
misspellings and/or grammatical errors |
|
