|
Aspect
1: The Syntax |
|
Learning
Goals |
Instructional
Strategies |
Instructor
Actions |
Student
Activities |
Student
Goal
Process information and develop a deeper understanding of:
*cultural
aspects of France that drew them to study the language.
*a region
of France and its various cultural aspects and traditions.
|
Direct
Instruction |
Instructor
will introduce problem scenario, project scope and sequence,
and accountability requirements and instruments. |
Observe
and Question:
Listen, take notes, and ask questions when necessary. |
Collaboration
Dialogue
Questioning
|
Facilitator
to the learner. Observing, asking probing questions, and providing
feedback throughout the session. |
Group
formation: Each collaborative team of 4-5 students
will research one cultural aspect of France and one region of
France. Students will form their own teams based on potential
cultural choice topics. |
Collaboration
Dialogue
Questioning
|
Facilitator
to the learner. Observing, asking probing questions, and providing
feedback throughout the session. |
Collaborate:
Negotiate and compromise to determine member roles, cultural
topic, and areas of region topic to be researched. In addition
to researching, each member will have an additional role (webmaster,
editor, specials tech). Team develops four research questions.
Formalized plans will be submitted as project proposal. |
Brainstorming
Questioning
Inquiry |
Librarian
will lead students in a brainstorming session, using Inspiration,
to access their prior knowledge of factors to consider when
determining if a source is credible. Misconceptions will be
cleared up using guiding questions and direct information.
Instructor
will be available as a resource for the students while they
find credible sources. |
Brainstorm:
Participate in creating an Inspiration diagram that
includes all prior knowledge suggested in order to determine
if a source is credible.
Analyze:
Determine the important criteria and delete the unimportant
from the diagram.
Search:
Use the diagram created to find credible sources (one online
and one print). |
Inquiry
Questioning |
Facilitator
to the learner. Observing, asking probing and guiding questions,
and providing feedback throughout the session. |
Research:
Use online, print materials, and Notestar <http://notestar.4teachers.org/>
to gather data. Notestar is teacher monitored for accountability.
Collect:
Relevant graphics, sound, and video clips to accurately represent
research to be presented.
Paraphrase
& Summarize: Information collected for web presentation. |
Student
Goal
Synthesize information into a well-designed comprehensive website
format.
|
Direct Instruction
Demonstration
Collaboration
|
Instructor
will introduce webpage design criteria, home page, and template.
Basic web editing techniques will be introduced. Web work
sessions will be facilitated by asking guiding questions based
on the web design criteria presented. |
Synthesize:
All member research will be synthesized to create cohesive
presentation of cultural element and region of France.
Design:
Information collected will be presented in a cohesive website
format based on project and web design criteria. |
| Presentation |
Observation
and scoring based on project rubric. |
Observation:
Peer and self-evalution based on project rubric. |
Teacher
Goal
Develop confidence in facilitating student created web pages. |
Lecture
Demonstration
Collaboration
Reflection |
Create:
Class web project home page and team templates.
Introduce:
Webpage design criteria, home page, template, and basic web
editing techniques.
Facilitate
and Problem-Solve: Ask probing and guiding questions
based on the web design criteria and team topics. Serve as
resource for potential technical issues regarding web editing.
Collaborate:
Meet with technologist to debrief after introduction to web
editing session. Discuss areas of concern and next steps for
continued professional development. |
Teacher
Goal
Use instructional strategies that support diverse learners and
address classroom management strategies. |
Collaboration
Dialogue |
Collaborate: Meet with the
instructional technologist and the content mastery
teacher and/or special education teacher of students who will
be participating in the project. Discuss and decide upon specific
techniques and assistive technologies which will support the
students. Implement techniques and technologies.
|
| Collaborate:
Secure equipment, lab, and library reservation and checkout
in a timely manner, as well as effectively managing team rotation
on classroom computers. |
Mentor
Goal
Ensure teacher develops needed skills to implement lesson next
time on her own. |
Collaboration
Questioning
Reflection |
Collaborate:
Meet with teacher prior to implementation to assist and support
her in creation of class web project home page and team templates,
as well as discussion on file server folder setup and security
issues.
Debrief
after introduction to web editing session. Discuss areas of
concern and next steps for continued professional development. |
Mentor
Goal
Ensure learner- centered instruction takes place to maximize
positive impact on students.
|
Collaboration
Dialogue
Reflection |
Ongoing
modifications and discussions based upon issues encountered
throughout the project and impact of the problem based model
used. Debrief after completion of project to discuss successes
and failure of entire project, but focus on the learner-centered
model and strategies used to ensure positive impact is realized. |
| Aspect
2: The social system
Describe the interpersonal structure
of the instructional experience. |
| Group
members need to collaborate well with one another in order to
use their problem-solving, negotiation, and communication skills
effectively. Students will be accountable for individual contributions
as well as the project as a whole. |
|
Aspect
3: The role of the instructor
Describe your general instructional
role. For example, will you present material, guide students
as they research, etc? |
| Instructor
will be working as a facilitator. She will stress quality work
through high expectations and accountability measures to monitor
progress and productivity. Students will research topics needed
to solve the problem that they are presented. |
|
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). |
Human
Resources
- Instructional
Technologist
- web
editing
- credible
sites
- searching
- general
unit support
- file
server setup
- Librarian
- discerning
credible sites
- search
techniques
- citing
sources
- Content
Mastery
- modifications
needed
- support
for project
- recommendations
|
Hardware
& Software
- Computer
lab
- Projection
device
- Classroom
computers
- Web
server
- Internet
Explorer
- MS
FrontPage
- Inspiration
- MS
Word
- Video
capture device
- Pinnacle
Studio DV
|
Other
Instructional Materials
- Library
print materials
- Web
publishing permission slips
- Project
rubric
- Bibliographic
notepage
- Website
design criteria
- Project
outline
- possible
topics
- sources
- product
description
- daily
and quiz grades
- presentation
dates/parent signature page
- timeline
|
