Instructional & Learning Strategies
| Syntax Student |
Learning Goals
(Student)
Understand the need for rules or laws.
Research the Code of Hammurabi using Internet and Library Resources
Collaborate in groups to compile the information gathered to answer the question "Why do we need rules?"
Understand and Apply the Writing Process
| Syntax Teacher |
|
Teacher Goals |
Instructional Strategies
|
Instructional Actions
|
Teacher Activities
|
| Improve modification of Lesson Plan to include all populations |
Materials Needed: 19" Monitor with Zoom Text loaded Talking Word Processor (Kurzwell) Scanner Time with the AT Coordinator utilizing the Braille machine and printer. |
Guiding Questions:
How will you ensure that the VI student in your classroom experiences success in this lesson? How will you determine if this student has experienced success in the lesson? |
Collaborate with the Assistive Technology Coordinator to insure that the VI student has equity and success in this lesson.
Collaborate with the Special Education Chair, Dyslexia Teacher, ESL Teacher, GT Teacher, Librarian and the Instructional Technologist to insure that all populations needs are being met and the appropriate materials and equipment will be available to students. |
| Improve Classroom Management when working with Groups | Arrange room for group work
Provide flexible grouping and pairing Develop a specific and complete Rubric for behavior as well as content |
Guiding Questions:
What are the learning styles, reading levels and special needs withing your class? How will the students best be grouped? What would you do if there is someone disrupting a group? |
Participate in the Fred Jones Video Tape and Study Groups when offered at the school
Research student records. Create Rubric |
| Increase Technology Integration Skills | Take advantage of Technology Integration Classes and schedule meetings with the Instructional Technology Coordinator.
Utilize the Online Staff Development Portal for personal technology skills improvement. Complete the Online Staff Development Survey and meet with the Instructional Technologist to map our a Staff Development plan fro Technology Integration |
| Syntax Professional |
|
Learning Goals |
Instructional Strategies
|
Instructional Actions | Professional Activities |
| Use Coaching and Question Techniques to facilitate teacher thought processes to focus on student objectives, student learning and student outcomes | Ask more questions and allow teacher time to process | Guiding Questions:
What do you want your student to learn? How are you going to get them to that point? How will you know when they have arrived? |
Review the Coaching and Mentoring Strategies
Review http://www.questioning.org |
| Collaborate with Assistive Technology Coordinator, Special Education Chair, ESL, Dyslexia and GT Teachers to ensure student equity and success | Schedule time with the support personnel and attend more grade level meetings | Attend seminars related to the special populations to gain a better understanding of their needs |
| Aspect 2: The Social System |
Students will participate in a brainstroming session with the teacher, research the topic in the Computer Lab, collaborate in groups to compile and synthesize information and answer the probing question. Students will need to work closely with each other, respect each other so everyone will fee safe in sharing their thoughts without fear from peers. A student selected by their peers will act as the spokesperson to share the groups findings. Students will practice writing and again participate in a small group for sharing and revision purposes. Teachers will be available at all times to assist, guide and communicate with students during the project.
| Aspect 3: The Role of the Instructor |
The Instructor's role is critical to the success of this project. The teacher, technologist and VI Coordinator will work closely together to organize the project, develop scaffolding materials of sufficient quality and completeness to keep students focused and on task. Instructors will model, demonstrate, and provide direct instruction on all aspects of the project. The technologist/instructor provides the needed training on Microsoft Word prior to the group Final Project creation. The teacher creates the scaffolding materials, organizes the groups and works with the students throughout the process. The teacher and technologist review students in basic computer skills and Internet Research skills. The teacher and the technologist make the webpage portal for student research. The VI Coordinator insures that the Visually Impaired students has equity and access throughout the project.
| Aspect 4: The Support System |
The technologist will make sure the computer lab is scheduled for multiple meetings throughout the project, set up the data projector, have all programs and computer-based scaffolding materials loaded, interface with the district technicians to make sure the network will remain up and not be taken down for repair. The computer lab has twenty-five (25) Internet computers and the classroom has two (2) Internet computers. The campus technologist is available on-demand for any problems that may arise with equipment or instructional assistance. Headsets are available at every workstation. Two special work centers will be set up within the lab. One will be for computer-program review and the other for multimedia content via video and voice. The lab has tables separate form the computers for students to work individually and in groups.