|
Aspect 1: The Syntax |
|
Learning Goals |
Instructional Strategies |
Instructor Actions |
Student Activities |
| Participants:
1. Access and use Schoolnet to pull and analyze student
TAKS scores.
2. Analyze curriculum for opportunities to do quality
writing.
3. Understand and be able to apply the principles of
the six +1 Analytical Model for Writing Assessment.
4. Embed, into the curriculum, opportunities for students
to practice the six +1 writing traits.
|
Demonstration
Practice
|
Provide handout and demonstrate the
tasks of accessing and pulling data from Schoolnet
|
Access Schoolnet
Pull and arrange student data
Analyze data for trends in poor achievement in writing |
| Collaborative Groups
Brainstorm
|
Guide teachers, in departmental groups, to analyze the
curriculum for writing opportunities |
Use Inspiration to document the
brainstorm session |
| Collaborative research, knowledge
collection and production |
Guide participants to NWREL 6+1 Writng Traits webpage.
Provide questions about 6 +1 Traits to be answered in
participant created PowerPoint
|
Review NWREL 6 +1 Traits
webpage.
Create a Powerpoint that describes the 6 +1 Traits, how
this is used in writing and how the scoring rubric is used.
|
| Collaborative Groups
|
Guide teachers, in departmental groups, to develop writing
opportunities |
Create lessons and other opportunities
for students to write |
| Teacher: Develop
participant-centered, technology
rich staff development sessions designed to help teachers
develop 6+1 writing skills and to develop quality writing
opportunities for their students. |
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 staff development sessions. Develop handouts.
Develop assessments. Conduct sessions.
|
| Evaluate the needs of diverse learners
and adult learners and develop plans to meet those needs |
Questioning
|
Ask what types of participant needs should
we address in the design of this lesson? Ask teacher to
consider the needs of adult learners.
Ask what are some possible solutions to meeting these needs?
Ask what are some possible technology integration
strategies that can be used?
|
Identify diverse needs
Identify needs of adult learners
Identify strategies to meet needs
Identify technology tools to be used
|
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|
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| Aspect
2: The social system
Describe the interpersonal structure of the instructional
experience. |
A great deal of cooperation
between participants in each department is required over a
period of about four weeks. The teacher will guide this
process by not only being present during the formal sessions,
but also during the department time when the participants are
asked to analyze their curriculum and to develop writing
opportunities. |
| 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 teacher will
be a facilitator and guide to the participants. She will
demonstrate how to access and pull data from Schoolnet and be
a guide as the teachers work. The teacher will act as a guide
and provide feedback during the research and production
portion on the 6 +1 traits. She will also guide the
collaborative groups as they develop lessons and writing
opportunities. |
| 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 computer lab with
18
computers equipped with Internet access, MS Office and
Inspiration. The teacher is the Reading/Writing Specialist. The Educational
technology specialist is available on campus. |
