Learning Goals

Instructional Strategies

Instructional Actions

Student Actions

Student Goals

1. Assimilate information from Infocus illustrating objects that have beginning sounds: A-E

 

 

 

 

 

 

 

 

 

 

 

 

Direct Instruction

 

 

Cooperative Learning

 

 

 

 

 

• Introduce the lesson and explain what the
  students will be learning about and what they
  will be doing.
• Show Power Point presentation illustrating letters and objects the students are familiar with that start with the sounds "A-E".
• Ask questions about sounds and objects.
• Encourage student- inquiry.

• Students move to the computer lab and sit at assigned computers.
• Watching the teacher and listening.
• Answer questions about sounds and objects on screen.
• Ask questions about the sounds and give examples.

 

 

 

• Log onto the computer.
• Start HyperStudio.
• Open the matching game
• Click on objects that correspond with correct beginning sounds.
• Raise hand for help with computer, software or matching game.
• Print completed game.
• Turn in printed game to teacher.

• distribute jigsaw puzzle handout.
• Explain instructions for completing the jigsaw puzzle handout.
• Teacher facilitates as needed, walks around room
• Closure
  • Review what students have done in this lesson
  • Teacher asks students to name one thing they've learned from the lesson.

• Fill in the jigsaw puzzle using words that start with the sounds (A-E).
• Raise hand for assistance with puzzle.

 

Learning Goals

Instructional Strategies

Instructional Actions

Student Actions

• Teacher reserves computer lab, 2 weeks out.
• Teacher creates Power Point presentation illustrating objects that begin with "A-E".
• Teacher checks synchronization of her laptop and Infocus.
• Teacher creates matching game in HyperStudio.
• Teacher practices setting up, turning on, computers with the goal of developing comfort in using the lab.

• Mentor gives examples of learner-centered, technology enhanced instruction, and classroom-management strategies. By discussion/questioning, the teacher chooses what she feels will work best for the lesson.
• Questioning
  • What instructional objectives do you have for this unit?
  • What technology applications are you comfortable with that will reach your objectives?
  • Will each student have the opportunity to participate in using the technology?
  • How will you manage student behavior during the activity?
  • What student body language will you look for to determine whether the student has mastered the objectives?

• Teacher becomes familiar with steps of creating technology-enhanced instruction
• Teacher identifies management strategies for use with technology
• Mentee & Mentor ask questions to clarify during discussions

Questioning

 

Learning Goals

Instructional Strategies

Instructional Actions

Student Actions

• Practice active listening
• Ask open-ended questions
• Practice allowing adequate response time for mentee
• Ask for suggestions to improve my mentoring.
• How can I help you with technology issues in future modules/lessons?
• Is there anything I can do to help you become more comfortable with incorporating technology into future lessons?

The instructional experience will have a positive and healthy interpersonal structure as the teacher makes her students feel important in the classroom and lab. The students are expected to interact with the group, with no negative responses; positive reinforcement is the situation as they contribute in the discussions. First grade students want to please, and as they share their questions and responses, the teacher and fellow students will respond in a supportive manner.

The instructor will present information and guide the students using direct instruction and later incorporate cooperative learning. She will facilitate as needed while students are working on the computers and filling in the jigsaw puzzle handout. She will close the lesson with a students-discussion to help students summarize learning.

• Face-to-face meetings, email, phone calls between teacher/mentor
• Computer lab (10 computers/HyperStudio)
• Infocul Projection device (teacher's personal laptop)
• Assitive Technology
  • Computer monitor at eye level
  • Allow student to sit close to presenter
  • Velcro under desk (Stimulus Disorder)
  • Student helper (ADHD)