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Aspect 1: The Syntax
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Learning Goals
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Instructional Strategies
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Instructor Actions
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Student Activities
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Assist the mentee in lesson development
through the use of clarify questions |
Discussion |
Provide
reading assignments over clarifying
questions Lead topic of different
clarifying questions |
Read assigned reading list.
Participate in discussion |
Role Play
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Assign groups
Provide feedback as role play
occurs
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Take turns
playing mentor and mentee in all phases
of mentoring. Pre-conference,
conference, and post conference |
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Assist the mentee with evaluating and
selecting the correct technology for
student achievement |
Discussion
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Guiding question: What AT
devices are available? |
Gather data on different AT
devices
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| Discussion
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Guiding question: What are
the advantages and disadvantages of
each device?
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Gather
data on different AT devices |
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Assist the mentee in developing a lesson
which will be accessible for all
learners in her class |
Lecture
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Topic:
What is involved in Universal
design principles;
What are the laws pertaining to
equity and accessibility
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Prior
readings and research |
| Discussion
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Guiding question:
What is needed for different
learners and disabilities?
What works and what does not work |
Participation in discussion
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Gain comfort with mentor process |
Discussion
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Guiding question: What are the
goals for this session?
How do you feel at this point,
etc. |
Participation in discussion |
| Role Play
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Assign teams to simulate
pre-conference, conference, and post
conference coaching |
Take turns as mentor and mentee |
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Develop lesson plan that is accessible
to all students |
Discussion
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Guiding question: What types of
students and possible disabilities |
Talk about individual student needs. |
| Lecture |
Provide information on available AT
devices and advantages and
disadvantages |
Listen and apply devices as needed
to students |
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Demonstration
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Any AT device that is new or unclear |
Follow steps and try device out for
self. |
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Gain comfort with using technology in my
classroom |
Discussion
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Guiding question: What are the
goals for this session?
How do you feel at this point,
etc. |
Participation in discussion |
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Collaboration
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Work with teacher to develop a
troubleshooting checklist |
Work with mentor to develop a
troubleshooting checklist |
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Read a story and order the events of the
story in sequence |
Discussion
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Review tips and techniques of
reading comprehension Review
sequencing |
Participate in discussion
Participate in discussion |
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Independent work
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Instructor supervision
Instructor may pair students to
allow for a strong reader to assist
a weaker reader. |
Student will reading story for
comprehension and event order |
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Will use cut and paste in a word
processor for sequencing |
Demonstration
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Demonstration will include
- opening word
- using mouse to highlight
- using cut command
- using paste command
- save as command
- using print command
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Students will follow the steps with
the teacher. |
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Independent work
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Provide word document on each
computer with events in random order
Instructor supervision
Students will be paired by
teacher if help is needed for
physical or cognitive reasons |
Students will highlight, cut and
paste the events until all events
are in correct order. Student
will save work with his/her name.
Student will print new document and
turn the assignment in for grading.
Each student will turn in document
even if collaborating with another
student.
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Will create a multimedia presentation
with a slide for each event in correct
sequence |
Demonstration
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Demonstration will include:
- open Power point
- choose design
- add new slides
- change slide layout
- changing slide order
- save as
- print as handouts
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Students will follow steps with the
teacher |
| Lecture
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Topic: Project requirements
Rubric grading |
Students will listen and ask
questions as needed for
clarification |
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Independent Work |
Instructor supervision
Students will be paired by
teacher if help is needed for
physical or cognitive reasons |
Students will create a power point
project which will have one slide
for each major event in the story.
Students will present their slide
show to the class.
Modification can be made to allow
a student to present to teacher only
if deemed necessary. |
| Aspect 2: The social system
Describe the interpersonal structure of the instructional experience.
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One on One friendly environment.
Teacher will understand that I will hold
their confidence and that they can speak
freely and work through the lesson
development in a non judgmental
environment. |
| Aspect 3: The role of the instructor
Describe your general instructional role. For example, will you present material, guide students as they research their own issues, etc?
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As the instructor
I strive to be a facilitator. I
will guide the teacher to design a
lesson that covers the curriculum, uses
technology, and is accessible by all
students. |
| Aspect 4: The support system
Describe the types and amount of instructional, technical, and other resource support required for the instruction (e.g., instructional materials, communication capabilities).
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I will need the Internet for research.
I will need excel to create a
spreadsheet of available AT devices.
I will need space on the server to
store teacher created projects for use
as future examples and evidence of
continued learning.
I will need email to communicate and
arrange face to face meetings. |
