|
|
|
What
tasks, strategies, instruments
|
How
the processes, how often?
|
Why
how do the selected tools support your
learning goals and the learning principles guiding
your design?
|
| a) to enable
continuous/frequent feedback between you and the
students |
Teacher observation of learners'
participation.
Ask questions.
|
Monitor signaling system
(red/green cups)
Continually throughout lesson.
|
Provide constant feedback
and encouragement to promote success of learner. |
| b) to encourage the
students to evaluate their learning progress and
achievement |
Reflective questions.
Check-list handout
|
Periodically during the
lesson. |
Self-monitoring will help
ensure that each student attending to each of the key
steps in the creation of both the tessellation and the
PowerPoint Slide. |
| c) to determine your
students' learning progress and achievement |
Teacher observation during the lesson with
anecdotal notes
Use rubric to evaluate final tessellation and
PowerPoint slide.
|
Continually through lesson.
At completion of lesson.
|
The rubric will be the
basis for determining student success. |
Assessment Strategies
| Goals |
Sub-Goals
(Objectives) |
Type
of Learning |
Assessment
Strategy |
Feedback
Strategy |
|
Student Goals
1.Apply
higher order thinking skills while creating
tessellations using the Paint program.
|
1.
Identify
and demonstrate geometric transformations
(translations, rotations, reflections).
2.
Understand geometric concepts of symmetry and
asymmetry.
3.
Create tessellations from regular polygons.
4.
Use Paint to create “Escher” type
tessellations.
5.
Compare and Contrast tessellations from polygons with
Escher type.
|
1.
Cognitive - Knowledge, comprehension,
evaluation
Psychomotor – acquiring knowledge
, executing actions
2.
Cognitive - Knowledge, comprehension, analysis
Psychomotor – acquire knowledge
3 & 4.
Cognitive –Application,
Synthesis
Psychomotor - execute actions,
generation
5. Cognitive - analysis,
evaluation.
|
Teacher observation
Rubric
|
Verbal
The
rubric will server two purposes: 1. give
the students clear understanding of the requirements
for the tessellation and the PowerPoint slide.
2. Provide the means for assessing student
success in meeting the requirements.
|
| 2.
Create
a PowerPoint slide for presenting his/her tessellation. |
1.
Save tessellation as jpg on the server.
2.
Insert saved tessellation onto a PowerPoint slide in a
class presentation.
3.
Use higher- order thinking skills to determine an
appropriate title for the tessellation.
|
1.
Psychomotor – execute actions, generation.
2.
Psychomotor
– execute actions, generation.
3.
Cognitive - Analysis, evaluation
|
Teacher
observation and evaluation of final works.
Rubric
|
The
rubric will server two purposes: 1. give
the students clear understanding of the requirements
for the tessellation and the PowerPoint slide.
2. Provide the means for assessing student
success in meeting the requirements. |
| Teacher Goals
3.
Choose effective technology tools to support engaged
student learning.
|
1.
Identify campus software available to students.
2.
Identify age-appropriate productivity tools for
specific objectives.
3.
Create templates to facilitate student
use of software. |
1.
Cognitive
-Knowledge
, Comprehension
, Application
, Analysis
Psychomotor
-executing actions
2.
Cognitive - knowledge, comprehension, analysis
3.
Psychomotor
- Executing
actions
, Generation
|
Discussion of technology choice.
Completion of PP template
|
Verbal |
| 4.
Reflect
and design a technology rich lesson that supports
higher order thinking skills. |
1.
Develop essential questions for the unit.
2.
Determine the objectives according to the standards.
3.
Develop an assessment tool (rubric).
4.
Identify classroom management system that will foster
successful implementation.
|
Cognitive
– Analysis, Synthesis
Psychomotor
- generation
Affective
|
Discussion of Essential
Questions and unit questions.
Review rubric with mentor
|
Verbal |
| 5.
Use
instructional strategies that support diverse
learners. |
1.
Meet with content mastery/resource teacher to identify
students in need of differentiated instruction
according to their IEP
2.
Identify needs of other diverse learners and
strategies to meet those needs.
3.
Determine appropriate strategies
|
Cognitive
- Analysis
, Synthesis
, Evaluation
Psychomotor
-
Acquiring knowledge
, Executing
actions
Affective
|
Discuss modification in
lesson plans if needed. |
Verbal |
Professional Goals
6.
Facilitate
the mentee's lesson plan development by using guiding
and clarifying questions rather than suggestions. |
1.
Ask questions that help the teacher focus on
determining objectives.
2.
Provide wait time.
|
Psychomotor
-
Acquiring
knowledge
, Generation
|
|
Verbal, self reflection |
| 7.
Develop
relationship with teachers at additional campuses
based on trust, availability, and knowledge of their
needs. |
1.
Become familiar with the K-4 curriculum and TA TEKS.
2.
Understand the needs of younger students in regards to
technology.
3.
Understand the needs of K-4 teachers in developing
technology rich lessons.
4.
Determine staff development needs of all campuses |
Cognitive - Knowledge, comprehension, application,
analysis, synthesis, evaluation
Psychomotor - acquiring knowledge, executing
actions, generation
|
Self-evaluation
|
|
Rubric
The rubric below will be used to assess student completion
of a Paint tessellation and creation of a PowerPoint slide
to publish the tessellation in a class presentation.
Learning Goals:
1.
Apply higher order thinking skills while creating
tessellations using the Paint program.
Learning Objectives:
1.
Demonstrate understanding of transformations.
2. Use the Paint program to create an Escher type
tessellation.
3. Publish student created tessellation using
PowerPoint.
Painted
Tessellations
Student
Name: __________________________
Title of Work ____________________________
|
|
| |
1 |
2 |
3 |
4 |
|
|
Student
is able to create paper tessellations, analyze, and describe
designs using translations (slides) and rotations (turns).
|
Student
attempted to create paper tessellations but was unable to
complete them.
|
Student
was able to create paper translations or create
reflections and describe them with minimal knowledge.
|
Student
was able to create paper translations and reflections
to complete a page of tessellations and can describe what
he/she did to create them.
|
Student
created complex paper tessellations using translations and
reflections and is very knowledgeable about the final product.
|
____
|
|
Student
is able to create tessellations at the computer using
translations (slides).
|
Student
attempted to create tessellations using Paint but was unable
to follow the directions.
|
Student
was able to create tessellations using Paint that included
only one translation, horizontally or vertically.
|
Student
was able to create a simple tessellation in Paint that
included both horizontal and vertical translations.
|
Student
was able to create a complex tessellation in Paint that
included both horizontal and vertical translations.
|
____
|
|
Student
was able to create images that reflect the art style of
Escher.
|
Student
did not create a tessellation .
|
Student
created very simple tessellations without attempting to use
design and color as Escher did.
|
Student
created tessellations using some elements of design and color.
|
Student
created artwork that reflects the style of MC Escher using
tessellations and elements of design.
|
____
|
|
Student
added detail with Paint tools to enhance the appearance of the
tessellation.
|
Student
either added no detail or added random detail after copying
and pasting.
|
Student
attempted to add detail before copying and pasting, but had
some difficulty.
|
Student
was able to add some detail before copying and pasting and had
no difficulty.
|
Student
added much detail to enhance the tessellation.
|
____
|
|
Student's
final product shows creativity and originality.
|
Student
did not try many original ideas.
|
Work
demonstrates some creativity and originality.
|
Student's
work shows creativity and original thought in many areas.
|
Student's
work is entirely original and shows creative thinking.
|
____
|
|
Student
was able to insert saved tessellation image into a PowerPoint
slide in the class presentation.
|
Student
was unable to insert the tessellation because it wasn’t
saved correctly.
|
Student
inserted the tessellation, but did not add title to the slide.
|
Student
inserted the tessellation and included a title that named the
image and the creator.
|
Student
created an exceptional slide that included the tessellation, a
title, and additional detail to enhance the slide’s
appearance.
|
____
|
