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Aspect 1: The Syntax
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Learning Goals
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Instructional Strategies
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Instructor Actions
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Student Activities
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| Student
Goals |
| 1. Apply
higher order thinking skills while creating tessellations
using the Paint program. |
Lecture,
Demonstration,
Modeling
Discussion
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Provide hands-on lessons teaching students to
identify and apply transformations to polygons.
Model step-by-step process of creating
Escher type tessellations with construction paper squares,
reviewing each of the transformations.
Modify instructions for creating
tessellations using Paint so that they are understandable by
4th graders. Demonstrate how to create
tessellations using Paint.
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Listen
Use manipulatives.
Apply knowledge of transformations as they create paper
tessellations.
Listen
Observe
Follow directions
Apply knowledge of transformations to produce a tessellation
in Paint and use higher order thinking skills and creativity
to name it.
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| 2. Create a
PowerPoint slide for presenting his/her tessellation. |
Demonstration
Facilitation
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Create a class presentation that students will
add slides to.
Provide classroom computer management
strategies
Create a check-list of required elements on
the slide.
Provide instruction on inserting individual
slides into an existent presentation.
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Follow directions.
Produce slide and insert into class
presentation.
Compare/contrast tessellations created with
polygons to those created in Paint.
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| Instructor
Goals |
| 3. Choose
effective technology tools to support engaged student
learning. |
Investigate
Discuss
Clarify
Ask questions
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Help teacher investigate and analyze technology available at
her campus
Share examples of
technology enhanced lessons and projects.
Help the teacher to clarify her own goals, determine
objectives based on core subject TEKs.
Assist teacher in choosing appropriate
software.
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Go to the computer lab and determine available
software.
Share ideas for lessons with mentor.
Gather ideas from mentor, other teachers
and
Ask for help if needed.
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| 4.
Reflect
and design a technology enhanced lesson that supports higher
order thinking skills.
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Questioning, Reflection,
Independent Study
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Review Bloom's Taxonomy
Assist teacher in creating Essential Questions and
incorporating higher-order thinking skills.
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Develop essential questions for the unit.
Determine the objectives according to the
standards.
Deliver instruction in manner that will encourage
higher-order thinking (compare/contrast).
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| 5.
Evaluate and adjust to the needs of diverse learners. |
Collaboration
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Share research on good practices.
Ask teacher for information on diverse students.
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Go over student IEPs, looking for modifications that can be
addressed through technology.
Provide pre-test at the beginning of each unit.
Modify instruction for learners with diverse learning
needs.
Identify classroom management system that
will foster successful implementation.
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| Mentor
Goals |
| 6. Facilitate
the mentee's lesson plan development by using guiding and
clarifying questions rather than suggestions.
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Independent Study of effective
mentoring.
Guided practice
Self-assessment
Reflection
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Refrain from making suggestions for objectives, methodology,
etc.
Ask clarifying questions.
Avoid making judgments.
Become better listener.
Provide wait time.
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| 7. Develop relationship with
teachers at additional campuses based on trust, availability,
and knowledge of their needs |
Collaboration
Research
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Become familiar with the K-4 curriculum and TA TEKS.
Understand the needs of younger students in regards to
technology.
Understand the needs of K-4 teachers in developing technology
rich lessons.
Determine staff development needs of all campuses.
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| Aspect
2: The social system
Describe the interpersonal structure of the instructional
experience.
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Instruction will cover
several of learning experiences prior to the culminating
activity in which students will demonstrate their learning by
creating a tessellation using Paint. During the first
few days, instruction will
be provided through teacher lecture and use of manipulatives
to teach the concepts of geometric shapes and transformations. Much discussion among the
students will be encouraged. Students will be encouraged
to think creatively as they produce Escher type
tessellations. Students will share their tessellations
and work cooperatively (think-pair-share) to compare and
contrast different types of tessellations. |
| 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?
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During the initial instruction, the teacher will present material, model, provide feedback, and guide students
as they demonstrate their knowledge of transformations and
tessellations.. During the culminating activity, the teacher
will demonstrate the use of Paint and PowerPoint for this
activity and how to used to insert an individual
slide into a class presentation. |
| 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).
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The teacher has the
necessary manipulatives, handouts, transparencies and other materials needed to provide
instruction of transformations and tessellations created from
paper squares and polygon.. Her teacher computer, though
older is adequate for demonstration purposes using her
presentation station. The 2 student computers are
adequate for student use to complete work not finished in the
lab. Students who have
difficulty manipulating the "nibbled" sections in
Paint will be encouraged to create tessellations with simpler
lines. The
teacher will sign up for at least 1 session in the
computer lab during
which students will use Microsoft Paint to complete their
individual tessellations and save to the network server. They
will then use pre-determined classroom computer management
strategy for using the 2 classroom computers to create the
PowerPoint slides.
Instructional technology support will be provided by the
mentor or other K-6 Instructional Technology Specialist
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