ESC 11 Master Technology Teacher Certification Program

Jonathan M. Moehring

	What tasks, strategies, instruments	How the processes, how often?	Why how do the selected tools support your learning goals and the learning principles guiding your design?
a) to enable continuous/frequent feedback between you and the students	Observe learner's computer screen. Ask questions.	Continually through lesson.	Provide constant feedback which will pinpoint trouble spots and encourage success.
b) to encourage the students to reflect on their learning progress and achievement	Reflective questions.	At end of each session.	Self-monitoring will build confidence, encourage collaboration and technology integration.
c) to determine your students' learning progress and achievement	Monitor progress during session. Use rubric to evaluate PowerPoint.	Continually through lesson. At completion of lesson.	The rubric will serve as an example of multimedia assessment.

Assessment Strategies


Goals	Sub-Goals (Objectives)	Type of Learning	Assessment Strategy	Feedback Strategy
Student Goals Identify and tell about an Indian tribe in Texas. Use research techniques for researching about their tribe.	1. Identify keywords for Internet research. 2. Use prior knowledge to determine validity of information.	1. Synthesis 2. Application	Observation	Verbal
Work in groups to discuss and brainstorm the storyboard.	1. Use Inspiration for creating the storyboard.	1. Application	Discussion / Observation	Verbal
Use PowerPoint to create a multimedia project to be presented to the class, using presentation techniques for the final project.	1. Plan and create a multimedia project based on research findings. 2. Use font, color and layout to create unity within a multimedia project. 3. Demonstrate knowledge of copyright law.	1. Synthesis 2. Analysis 3. Application	Discussion Observation	Verbal praise Rubric
Teacher Goal Facilitate the use of technology to meet the needs of diverse learners	1. Plan the instructional unit. 2. Develop guidelines for student collaboration. 3. Develop an assessment instrument. 4. Differentiate the needs of learners at various cognitive levels.	1. Synthesis 2. Analysis 3. Evaluation 4. Analysis	Discussion Completion of Rubric	Verbal
Professional Goals Evaluate the needs of diverse learners. Gain comfort with the mentoring/coaching process.	1. Analyze the need for assistive technologies including equity and access. 2. Develop a trusting relationship. 3. Participate in pre-production, post-production and distribution of products.	1. Analysis 2. Analysis 3. Synthesis	Successful implementation during lesson. Self-evaluation

Rubric

The rubric below will be used to assess a PowerPoint presentation created by 4th grade students after researching an Indian tribe from Texas.

Learning Goals:

Use the Internet to research an assigned Indian tribe from Texas. Use research techniques for researching about their tribe.
Work in groups to discuss and brainstorm the storyboard.
Use PowerPoint to create a multimedia project to be presented to the class, using presentation techniques for the final project.

Learning Objectives:

1a. Identify keywords for Internet research.
1b. Use prior knowledge to determine validity of information.

2a. Use Inspiration for creating the storyboard.

3a. Plan and create a multimedia project based on research findings.
3b. Use font, color and layout to create unity within a multimedia project.
3c. Demonstrate knowledge of copyright law.

CRITERIA	Excellent (10 points)	Good (8 points)	Satisfactory (6 points)	Needs Improvement (4 points)	Score Received
Storyboard	Completed on time. Includes notations for content, colors, graphics and transitions.	Completed on time. Includes notations for content and graphics.	Completed on time. Includes notations for content.	Not completed.
Attractiveness	Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.	Makes good use of font, color, graphics, effects, etc. to enhance the presentation.	Makes use of font, color, graphics, effects, etc. but occasionally these distract from the presentation.	Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Mechanics	No misspellings or grammatical errors.	Two to Three misspellings and/or grammatical errors.	Four misspellings and/or grammatical errors.	More than 4 errors in spelling or grammar.
Content	Covers topic in-depth with details and examples. Subject knowledge is excellent.	Includes essential knowledge about the topic. Subject knowledge appears to be good.	Includes essential information about the topic but there are 1-2 factual errors.	Content is minimal OR there are several factual errors.
Organization	Content is well organized.	Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.	Content is logically organized for the most part.	There was no clear or logical organizational structure, just lots of facts.
Originality	Product shows a large amount of original thought. Ideas are creative and inventive.	Product shows some original thought. Work shows new ideas and insights.	Uses other people's ideas (giving them credit), but there is little evidence of original thinking.	Uses other people's ideas, but does not give them credit.
Sources	Source information collected for all graphics, facts and quotes. All documented in desired format.	Source information collected for all graphics, facts and quotes. Most documented in desired format.	Source information collected for graphics, facts and quotes, but not documented in desired format.	Very little or no source information was collected.

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