|
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 Goal
1.
Apply higher order
thinking skills while creating tessellations using the Paint
program. |
Complex thinking
Information
processing
Habits of the
Mind
|
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.
|
Cognitive
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Psychomotor
Acquiring knowledge
Executing actions
Generation
|
|
Student Goal
2. Create a PowerPoint
slide for presenting his/her tessellation.
|
Information
processing
Collaboration/cooperation
|
1. Save tessellation as
jpg on the server.
2. Insert saved
tessellation onto a PowerPoint slide in a class
presentation. |
Psychomotor
Executing
actions
|
|
Teacher (Mentee) goal
3. Choose effective technology
tools to support engaged student learning.
|
Information
processing
Collaboration/cooperation
|
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.
|
Cognitive
Knowledge
Comprehension
Application
Analysis
Psychomotor
Acquiring knowledge
Executing actions
Generation
|
|
Teacher (Mentee) goal
4. Reflect and design a
technology rich lesson that supports higher order thinking
skills.
|
Complex thinking
Information
processing
Habits of the
Mind
|
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
Knowledge
Comprehension
Application
Analysis
Synthesis
Psychomotor
Executing actions
Generation
|
|
Teacher (Mentee) goal
5. Use instructional
strategies that support diverse learners.
|
Complex
thinking
Information
processing
Collaboration/cooperation
|
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
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Psychomotor
Acquiring knowledge
Executing actions
Affective
|
|
Coach (Mentor) goals
6. Facilitate the mentee's
lesson plan development by using guiding and clarifying
questions rather than suggestions. |
Effective
communication
Information
Processing
Complex
thinking
Habits of the
mind |
1.
Ask questions that help the teacher focus on
determining objectives.
2.
Provide wait time. |
Psychomotor
Acquiring knowledge
Generation |
|
Coach (Mentor) goals
7. Develop relationship with
teachers at additional campuses based on trust, availability,
and knowledge of their needs. |
Information processing
Effective
communication
Collaboration/cooperation
|
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
Affective
|
