Instructional & Learning Strategies
| Syntax |
Learning Goals
(Student)
Integrate mentoring skills by formulating effective instructional design and strategies for facilitating adult learning that uses integrated technology-enhanced instructional and classroom-management strategies to address development developmentally appropriate learning experiences in foundation and enrichment curricular content.
Guided Instruction
Demonstration
Discussion
Active Learning
Scaffolding
Ask questions to lead mentee to brainstorm lesson objections
Demonstrate Storyboard planning and PowerPoint steps utilizing a step-by-step handout for each of the skills: Basic knowledge review, imaging, videos, sound, narration, recorded music, transitions and timing.
Evaluate needed follow-up through observation
Create Step-by-Step training modules for PowerPoint
Guide in production of materials for classroom management - storyboard and powerpoint template
Participate in hands-on activities applying demonstrated skills
Prepare Storyboard for presentation utilizing selected Vocabulary, Definitions, selected pictures, narration, pronunciation, scenes
Spend time on specific tutoring sections of need utilizing the Online Staff Development Technology Training Portal
Reflection
| Syntax Teacher |
|
Teacher Goals |
Instructional Strategies
|
Instructional Actions
|
Teacher Activities
|
| Feel comfortable in the collaborative/training model while developing and delivering instructional technology staff development. |
Reflection Discussion |
Research and practice framing questions
Meet regularly both professionally and during the day casually to form relationships |
Visit and study http://www.questioning.org
Document formal and informal conferences and meetings |
| Syntax Professional |
|
Learning Goals |
Instructional Strategies
|
Instructional Actions | Professional Activities |
| Increase personal knowledge of digital multimedia and video product development. | Active Learning | Make wireless laptops available for training on portal |
Spend time in the Online Training Portal and document hours |
| Aspect 2: The Social System
The teachers in this group are the grade level technology mentors who have chosen to be on the Technology Council knowing that they would be receiving more training and putting in more time in training to enable them to assist their peers. The instructional experience should be a positive one. Most of these teachers are at the intermediate level and those what are not will be assisted by the others. This training will be more intense and faster than the delivery to the rest of the staff. It is hoped that when the other teachers see these teachers using the PowerPoint in the classroom with their students to teach the Vocabulary lesson that there would be an automatic interest in having that for themselves. |
| Aspect 3: The Role of the Instructor
The instructor will demonstrate, discuss, and guide the teachers as they develop this reading/LA vocabulary unit. Although, we will be using vocabulary for the first six weeks, teachers can choose in succeeding six weeks time periods what subject area vocabulary they would like us. The instructor will also be modeling coaching and mentoring techniques throughout the training. The VI Coordinator will provide necessary information as it relats to their special needs students. Scaffolding materials will be provided to assist in the Storyboard and PowerPoint application steps. |
| Aspect 4: The Support System
There is a lot of support. The District has three District-level personnel who take care of technical problems. A work order will need to be written so they know to be on call if needed. The Instructional Technologist K-6 will also be on hand and is a constant resource. There is a scheduled lab of 25 high speed Internet computers, scanners, cameras, microphones and video cameras, memory card readers and firewire cables. |