| Instructional and Learning Strategies |
| The Syntax |
| Learning Goals |
Instructional Strategies |
Instructional Actions |
Student Actions |
Student
Goals
1) Have a clear understanding of the rules and regulations
outlined in the Student Handbook.
.
|
Demonstration/
Modeling
Collaborative Group
Discussion
|
- Introduce Student Council Members to class, stating
the goal of the meeting.
- Facilitate presentation of PP/video
- Lead discussion about the Student Handbook and Q &
A session
|
- Student Council Members assist
with PP presentation that they have prepared.
- Observe PP presentation
- Demonstrate appropriate body language
- Ask appropriate questions to clarify rules in the handbook.
|
| 2)
Take ownership in the rules and regulations in the Handbook. |
Collaborative Group Discussion
Assessment |
- Explain activity
- Provide handouts for students
- Facilitate Student
Council Members as they present the PP.
|
- Watch the PP/video clips with group
- Using Student Handbook, identify rules/regulations
to complete the handout to remove one tardy.
- Return signed document in a timely
manner.
|
| Learning Goals |
Instructional Strategies |
Instructional Actions |
Student Actions |
| Ast Principal
Goals (Instructor) 3) Instill within the HS students the importance of rules/regulations. |
PP
presentation
Student Council Assistance |
- Practice steps the Student Council Members will use
to present the PP/video.
- Provide assistance to SC Members in creation of PP/video
for lesson.
- Anticipate questions from students
and prepare pertinent answers.
|
- Watch
PP presentation
- Ask
questions concerning regulations
- Ask
questions about dress code
- Ask
for clarification on points in Handbook that are
not clear.
|
| 4)
Present the Handbook information in an interesting presentation. |
PP presentation
Student
Council Assistance |
-
With
Student Council assistance, create Power Point
presentation which features the major points of
student rules and regulations.
- Incorporate
a video which depicts an amusing scenario relating
dress code rules.
- Add
music that is appealing to students.
|
- Watch the PP in a respectful manner.
- Refrain from talking or asking
questions until after PP is ended and Q & Q
session begins.
|
| 5)
Encourage bonding with students in respect to Student
Handbook rules/regulations. |
Reflect on PP presentation and Student Handbook. |
- Student Council members are visible
and assisting with presentationan in order to
encourage positive modeling.
- Genuine appeal to students to
join together to make GHS exempliary through following
rules.
- Conduct Q & Q session
- Answer student questions with
respect and without signs of condesension.
- Keep a sense of humor
|
- Ask pertinent questions about handbook
rules.
- Assiciate with Student Council
Members who adopt GHS rules.
- Create rapport with Lou Ann
Cole who is primary in GHS rules/regulations.
|
| 6)
Set objectives and procedures for module, incorporating
technology for enhancement. |
Collaborate with mentor
Reflection
on past Handbook experiences. |
- Create a PP presentation in collaboration with Student
Council Members.
- Incorporate
video into PP which illustrates dress code application
- Insert
music to enhance PP
- Check
Infocus/screen/sound equipment before presentation.
|
n/a |
| 7)
Address the needs of diverse learners. |
Group
discussion Class sharing / summary |
- Arrange for special ed personnel
to address students who need additional explanation
concerning Student Handbook.
|
- Arrange smaller groups
- Participate in group discussions concerning
rules
|
| Learning Goals |
Instructional Strategies |
Instructional Actions |
Student Actions |
| Professional
Goals (Mentor) 8) Ask pertinent and leading questions to help clarify
teacher goals and procedures. |
Coaching / Mentoring Facilitator |
- Utilize questioning strategies that clarify meaning,
stimulate thinking and formulate new understanding
- Create/manage trusting coaching/mentoring relationship
|
|
| 9)
Use coaching/mentoring skills and strategies to facilitate
educator use of technology in the teaching and learning
environment. |
Demonstration/Modeling |
- Introduce lesson goals & objectives
- Provide assistance for photo editing using Photoshop
- Provide template for PP.
- Provide assistance with video
|
Student
Council members create PP/video with Lou Ann Cole's
guidance. |
| The Social System |
| Describe the interpersonal structure of the instructional
experience. It describes the degree of cooperation required
among students and the nature of that cooperation. |
Students will be viewing a PP presentation shown by the
Assistant Principal, Lou Ann Cole, and a few members
of the Student Council. The Student Council created
the PP with the superevision of Mrs. Cole. The purpose
of the viewing is to introduce the Student Handbook
to each of the 4 high school classes in an interesting
and intriguing way. After the PP, there will be a Q
& A session to clarify points in the Handbook. The
Student Handbook was previously presented to each student
on the first day of school. Students are given an exercise
to complete which addresses rules/regulations in the
Handbook; if it is returned and completed satisfactorily,
one tardy will be removed from the student record. A
signed acknowledgement form is required to be returned
in a timely manner. |
| The Role of the Instructor |
| Describe the
general instructor role. Will the instructor present material,
guide the students as they research their own issues,
etc? |
The instructor will act as a mentor/coach and facilitator
while the Student Council Members present the PP presentation.The
instructor will introduce goals, objective and activities,
and lead the Q & A session. |
| The Support System |
| Describe the types and amount of instructional, technical,
and other resource support required for instruction. (e.g.,
instructional materials, communication capabilities, assitive
technologies) |
- Auditorium/infocus/screen/laptop
- Handouts: for tardy removal
- Handouts:acknowledgement forms
- Sectioning
off auditorium for centralized audience at front
|
Standard Matrix
