|
Learning
Goals (Target and Professional)
At
the completion of session, student/s will be
able to
|
Type
of Learning
(Life-long
Learning Processes)
|
Nested
Learning Objectives
(What
Must My Students Be Able To Do To Achieve
Each Learning Goal?)
At
the completion of session, student/s will be
able to
|
Type
of Learning
(Cognitive,
Psychomotor, Affective)
|
|
Student Goals:
1.
Identify
the Six-Traits of good writing,
|
Information
processing
Complex
thinking
Effective
communication
Collaboration/cooperation
|
1.
List the 6 traits and match each to a
descriptor and example.
2.
Identify organizational traits of
good writing.
3.
Identify sample passages from
literature that exhibit each of the six
traits.
|
1.
Cognitive - Knowledge, comprehension,
evaluation
Psychomotor
– acquire knowledge
2.
Cognitive - Knowledge, comprehension,
analysis
Psychomotor
– acquire knowledge
3.
Cognitive – Evaluation, analysis
Affective
|
|
2.
Produce original works that
demonstrate the six traits of good writing.
|
Complex
thinking
Effective
communication
Information
processing.
|
1.
Use correct grammar, spelling, usage
rules.
2.
Write with clarity
3.
Use the six traits of writing.
|
1.
Cognitive – knowledge
Psychomotor
– execute actions.
2.
Cognitive – knowledge, evaluation,
analysis, synthesis.
Affective
3.
Cognitive – knowledge
Psychomotor
– execute actions.
Affective
|
|
3.
Work cooperatively to publish a
brochure that demonstrates student’s
learning.
|
Complex
thinking
Information
processing
Effective
communication
Collaboration/cooperation
|
1.
Use “My Brochure Maker.com”
website.
2.
Demonstrate basic elements of design.
3.
Collaborate with others to produce a
product.
4.
Evaluate information to be included
in the brochure.
|
1.
Cognitive – Knowledge,
Comprehension,
Application, Analysis,
Synthesis, Evaluation,
Psychomotor – execute actions, transfer of control, generation.
2. Cognitive –
knowledge, application, evaluation
Psychomotor – execute actions, generation
Affective
3. Psychomotor –
transfer of control
4. Affective
|
|
Teacher (Mentee)
Goals:
4. Incorporate
technology into a lesson or unit on writing
|
Complex
Thinking
Information
Processing
Effective
Communication
|
1.
Choose a technology based product for
students to demonstrate learning.
2.
Use technology to deliver instruction
3.
Use classroom management techniques
that promote effective integration of
technology
|
Cognitive
– synthesis
Psychomotor
– generation
Affective
- awareness
|
|
5. Evaluate
and adjust to the needs of diverse learners.
|
Complex
Thinking
Information
Processing
Effective
Communication
|
Modify
instruction to provide differentiated
learning for identified students.
|
Cognitive
– Analysis
Affective
|
|
6. Encourage
use of higher-level thinking skills
|
Complex
Thinking
Information
Processing
Effective
Communication
|
Develop
essential questions and open-ended unit
questions
|
Cognitive
– Analysis, Synthesis
Psychomotor
- generation
|
|
Coach/Mentor Goals:
7. Improve questioning
skills
|
Complex
Thinking
Effective
Communication
|
1.
Listen to mentee carefully,2.
provide wait time, 3. ask
for clarification when necessary instead of
assuming what might be obvious to me, but
hasn’t been thought out by the mentee.
|
Cognitive
– comprehension, application
Psychomotor
- generation
Affective
|
|
8.
Improve mentoring skills
|
Effective
communication
|
1.
Refrain from picking up the mouse
instead of guiding her while she does an
action herself.
2.
Slow down while telling how to do
something.
|
Cognitive
– application
Psychomotor
– transfer of control
|
