|
Aspect
1: The Syntax |
|
Learning
Goals |
Instructional
Strategies |
Instructor
Actions |
Student
Activities |
Student
Goal
Understand the impact that geography played on the four
ancient river valley civilizations through investigations of
archaeological sites.
|
Direct
Instruction
Dialogue |
Open with
short movie clip from The Mummy, to spark
interest, prior knowledge, and introduce topic. |
Observe,
Brainstorm, Question:
Listen, participate in discussion, brainstorm known
archaeological digs, and ask questions when necessary. |
Direct
Instruction
Dialogue |
Use
www.careercruisin.com
to define archaeology and hear video clip from archaeologist
speaking about their job duties. |
Observe
and Question:
Listen, participate in discussion, and ask questions when necessary. |
Direct
Instruction
Demonstration
Dialogue
|
Introduce
interactive dig websites, outline tasks, provide statement
worksheet, tree chart, and Venn diagram. |
Observe
and Question:
Listen, participate in discussion, and ask questions when necessary. |
Inquiry
Questioning
Brainstorming
Collaboration |
Facilitator
to the learner. Observing, asking probing questions, and providing
feedback throughout the session. Provide direction when
needed.
|
Research:
Use provided interactive dig websites
to gather information on the four ancient civilizations.
Collect: Record information on tree chart regarding
tools and technologies, architectural features, building
materials, geographical location and features, etc.
Collaborate:
Partners will choose two civilizations and collaborate to complete the Venn diagram.
Compare and contrast features across the four civilizations.
Synthesize:
Use all information and tools created to write statements
about each civilization analyzing the interaction between
geography and aspects of the societal structure.
|
Student
Goal
Predict what an archaeological dig of Carroll High School 5000
years from now might lead future archaeologists to conclude
about our civilization. |
Direct Instruction
Collaboration
|
Facilitator
to the learner. Observing, asking probing and guiding questions,
and providing feedback throughout the session. Give examples
and provide direction when needed. |
Brainstorm:
Partners will work together to create the findings
of an archaeological dig of CHS 5000 years in the future.
Evaluate: Predict conclusions archaeologists may have
about our civilization. Students will use knowledge and
imagination to write a report from the perspective of an
archaeologist defining evidence found, geographic features
known and relating the information to earlier previously
examined digs.
|
| Presentation |
Observation
and scoring based on project rubric. |
Present:
Partners will present scenario and conclusions to the class.
Final reports will be posted on a hallway bulletin board. |
Teacher
Goal
Develop confidence in creating and implementing technology
integrated lesson plans. |
Demonstration
Collaboration
Reflection |
Create:
Design and implement technology integrated lesson.
Facilitate
and Problem-Solve: Ask probing and guiding questions
during lesson development. Serve as
resource for potential technical issues prior to and during
lesson implementation.
Collaborate:
Meet with technologist to debrief after lesson. Discuss areas of concern and next steps for
continued technology integration. |
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 lesson. Discuss and decide upon specific
techniques and assistive technologies which will support the
students. Implement techniques and technologies.
|
| Collaborate:
Secure equipment and lab reservations and checkout
in a timely manner. Manage transition to computer lab setting
in an efficient manner. |
Mentor
Goal
Help teacher to develop confidence in troubleshooting
technology issues that occur during student lessons. |
Collaboration
Questioning
Reflection |
Collaborate:
Meet with teacher prior to implementation to assist and support
her in setup and run through of hardware and software to be
used in lesson.
Debrief
after lesson and discuss areas of concern and next steps for
continued technology integration. |
Mentor
Goal
Use questioning strategies to guide teacher in creating
learner-centered lessons that maximize positive impact on
students. |
Collaboration
Dialogue
Reflection |
Ongoing
modifications and discussions based upon issues encountered
throughout the lesson and impact of the strategies used. Debrief after completion of
lesson to discuss successes
and failure of entire lesson, but focus on the learner-centered
strategies used to ensure positive impact is realized. |
| Aspect
2: The social system
Describe the interpersonal structure
of the instructional experience. |
|
Partners need
to collaborate well with one another in order to use their
problem-solving and communication skills effectively. Partners
will be chosen by using brain-based research. Identifying
analytical, practical, and creative thinkers. Analytical and
creative thinkers or practical and creative will be paired for
the project. |
|
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. |
|
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
-
interactive sites
-
technical assistance
-
developing lesson support
- Content
Mastery/Spec. Ed.
- modifications
needed
- support
for project
- recommendations
|
Hardware
& Software
- Computer
lab
- Projection
device
- Internet
Explorer
- MS
Word
- DVD
Player
|
Other
Instructional Materials
- Project
rubric
- Tree
chart
- Venn
Diagram
-
Statement Worksheet
|
