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Aspect 1: The Syntax |
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Learning Goals |
Instructional Strategies |
Instructor Actions |
Student Activities |
| Students: Research and report on the
American Revolution to include the effect of the Enlightenment,
the English
Revolution, and the connection to the French
Revolution |
Discussion
Brainstorm
|
Lead KWL using Inspiration
|
Identify prior 8th grade TEKS knowledge of Government,
History, Geography and Citizenship and design research topics
for the unit. |
Collaborative Groups
|
Help students understand the WebQuest task, roles and
responsibilities and help them to develop their plan.
Facilitate and guide students during project research,
creating products and creating broadcast. |
Use Rubric guidelines to do Online
research Documentation of research and sources. Prepare group
script, storyboard, graphs, charts, maps and models.
Create and deliver news broadcast |
| Independent research knowledge
collection and production |
Guide students through Journaling activity which will require
students to identify their individual responsibilities |
Identify individual responsibilities
and make a commitment to accomplish them for the group goal
Complete vocabulary, quizzes, journals, and use Rubric
guidelines to complete maps, charts, graphs, models,
storyboard, script and broadcast. |
| Handouts and Discussion |
Guide students on production of news broadcast to
include:
Storyboard
Script
Time line
|
Use rubric guidelines to produce
storyboard, script, time line and do the broadcast. |
| Teacher: Develop a student-centered technology
rich lesson to improve student achievement |
Mentoring |
Ask clarifying questions to get teacher to focus the
lesson. Ask guiding questions to get teacher to consider
aspects of instructional design
|
Develop the lesson to include: accessing prior
knowledge, designing research topics, conducting online
research, studying cause and effect relationships between the
Revolutions, creating products and reporting. Developing
assessments for the unit.
|
| Evaluate the needs of diverse learners
and develop plans to meet those needs |
Questioning
|
Ask what types of student needs should
we address in the design of this lesson?
What are some possible solutions to meeting these needs?
What are some possible assistive technologies available to
our students?
|
Identify diverse needs
Identify acceptable solutions to meet those needs. Look at
IEP requirements.
Identify assistive technology available and understand how
it is used to improve student achievement.
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| Aspect
2: The social system
Describe the interpersonal structure of the instructional
experience. |
A great deal of cooperation
between students is required. The teacher will guide this
process by requiring daily journals which address individual
and group goals, accomplishments and commitments. Checkpoint
quizzes, discussions, and rubrics will also be used. |
| 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? |
The instructor will
be a facilitator and guide to the students. She will create
rubrics and journal outlines for students to follow as they conduct
research, develop products and do their project. The
instructor will also provide feedback during the process and
serve as date keeper. |
| 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). |
We have a classroom with 12
computers equipped with Internet access, MS Office,
Inspiration and multimedia capabilities. The Educational
technology specialist is available on campus. |
