| Instructional and Learning Strategies |
| The Syntax |
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Learning Goals
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Instructional Strategies
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Instructional Actions
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Student Actions
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Student Goals
1. Use the Internet to research businesses of the colonial era and businesses of modern times
2. Work in small groups to create a PowerPoint presentation comparing and contrasting the old businesses to the modern businesses
3. Using Inspiration create a graphic organizer showing how entrepreneurs bring together the factors of production
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Direct Instruction
Demonstration/Modeling
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- Introduce the lesson and explain what the students will be learning about and what they will be doing.
- Teacher explains why scarcity and choice are the basic problems of economics
- Teacher identifies land, labor, and capital as the three factors of production.
- Teacher identifies the two types of capital
- teacher explains the role of entrepreneurs
- Teacher explains why economists say all resources are scarce.
- Teacher will assign student groups of 4
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- Watching the teacher, listening, and taking notes.
- Students will work in groups of 4 to gather information
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| Cooperative Groups |
- In groups, students will discuss their understanding of scarcity and compile a list of scarce items
- Students will share the information they gathered in research
- Students will determine their roles in the group and begin putting together their presentation
- Teacher facilitates as needed, walks around room
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- Students move to the assigned groups and take their wireless laptops.
- Students will teach each other what they have learned through research and determine what will be included in their presentation
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| Assessment |
- Each group will create a graphic organized to record details about how entrepreneurs bring together the factors of production
- Teacher reviews what students have done in this lesson
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- Students will discuss what they have learned and will put together a graphic organizer that demonstrates mastery of the material
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Learning Goals
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Instructional Strategies
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Instructional Actions
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Student Actions
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Teacher Goals (Instructor)
1. Determine lesson objectives, integrating technology for student achievement and enrichment
2. Create a lesson promoting higher level thinking skills for diverse learners
3. Implement proper technology tools to meet lesson objectives, considering special needs of students
4. Develop and use classroom management strategies
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Guided Practice |
- Mentor demonstrates use of wireless laptop lab, stressing computer safety.
- Mentor shares upper level search strategies for students.
- Mentor covers PowerPoint tips and graphics library.
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- Teacher practices setting up and using the wireless lab.
- Teacher poses any questions she has about the technology to be used.
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| Discussion/Questioning
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- Mentor gives examples of possible learner-centered, technology enhanced instruction, and classroom-management strategies. Through discussion/questioning, teacher chooses what she feels will work best in the class
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- Teacher becomes comfortable with steps/process of creating technology-enhanced instruction
- Teacher identifies management strategies for use with technology
- Teacher & Mentor ask questions to clarify during discussions
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| Independent work |
- Teacher prepares her notes and instructional foundation materials
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- Teacher creates PowerPoint for use in her foundation lecture
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Learning Goals
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Instructional Strategies
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Instructional Actions
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Student Actions
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| Professional Goals (Mentor)
1. Use cognitive coaching skills to facilitate my mentee in creating a technology enhanced lesson plan
2. Mentor other teachers to create a student-centered environment
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Questioning
Discussion
Collaboration
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- Practice active listening
- Ask open-ended questions
- Create a trust-based mentor/mentee relationship
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| Collaboration
Research
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- Consider the needs of the other students and teachers on campus
- Gather ideas for teachers to use that promote student-centered environment
- Determine available assistive technology
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| The Social System |
| Describe the interpersonal structure of the instructional experience. It describes the degree of cooperation required among students and the nature of that cooperation. |
Students will work together cooperatively in different roles to create a presentation that clearly communicates the group's understanding of the information they have gathered by research. Through their group sharing, the students will teach each other. In addition, they will share technology skills as they put together their presentation. They will also work together to demonstrate mastery of the factors of production as they create their graphic organizer.
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| The Role of the Instructor |
| Describe the general instructor role. Will the instructor present material, guide the students as they research their own issues, etc? |
The instructor will present foundation information and model use of PowerPoint as she presents her lecture notes for students. She will facilitate as needed while students do group work and will guide the students in discussion before they create their graphic organizers.
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| The Support System |
| Describe the types and amount of instructional, technical, and other resource support required for instruction. (e.g., instructional materials, communication capabilities, assitive technologies) |
- Mentor/mentee planning meetings
- Wireless laptop lab
- DataProjector
- Assitive Technology
- External speakers or headphones for hearing-impaired student
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Standard Matrix