|
Factors |
Description |
Advantage or Constraint |
Initial Ideas for Maximizing Positive
Factors or Minimizing Negative Factors |
| Age |
8-9
age |
+ |
|
Appeal to student's natural interests. Engage them, draw on prior knowledge. Ask essential questions. Ask what if questions. |
| Sex Distribution |
Do
not know school is out for
the summer. |
+ |
|
Discuss ways to draw in both genders into the topic and use their common interests. |
| Teaching
Experience |
22
years experience |
+ |
|
Many
years of working with
different skill levels of
students |
| Skill
Level |
Various
levels for the students |
+ |
|
Depending
on the students abilities
with computers, the
teacher might have to make
some modifications. |
| Racial, Ethnic Diversity |
Caucasian
Hispanic, African
American |
|
- |
Discuss issues affecting other cultures. |
| Educational Level |
Elementary |
+ |
|
Capitalize on the natural curiosity of children |
| Disability or Impairment |
Vision
Impaired |
|
- |
Provide
software that will magnify
the screen or read the
screen to them. |
| Developmentally Appropriate |
Consistent with age |
+ |
|
Plan for and allow collaboration and discussion to use their natural desire to talk. Channel their social tendencies into appropriate group behavior |
| Prerequisite Knowledge |
Computer skills
Skills to work in groups
|
+ |
|
Make
sure that the students
have some knowledge of
Inspiration and Microsoft
PowerPoint. Be able to
work in small groups |
| Related Experience |
limited experience - using energy and a unit on electricity in a prior grade |
+ |
|
Have students brainstorm types of energy and how we use energy and the source of energy. |
| Perception of Role as Student |
Diverse learning styles, auditory, visual, etc. and perception as a good learner. |
+ |
|
Encourage them and present them with
the rubric for the
presentation. Encourage them to take responsibility for their own learning and the learning of those in their group. |
| Motivation for Learning |
High |
+ |
|
Clearly state the purpose and relevance of the instructional unit. |
| Attitude Toward Subject |
Explore
on the Internet the
Planets in our Solar
System |
+
|
|
Draw on their natural curiosity about the world. Do a KWL to stimulate interest in the topic. |
| Expectations from Session |
To be able to explore and have hands-on activities |
+ |
|
Clearly state the goals of the unit and an overview of
what is expected and have
the students all be
involved with the design
of the project. |
| Competitiveness |
Some competitiveness and
collaborative attitudes |
+ |
|
Encourage
collaboration within
groups, having them to take responsibility for their own learning and the
project. |
| Stage
of Integration |
Use
the Internet for Research
and PowerPoint for the
presentation. Inspiration
can be used for
brainstorming and to
create a 1 page fact sheet
about their planet. |
+ |
|
Encourage
the students to work with
each other to exchange
ideas and to help each
other. |
Environment factors that may impact learner-centered
instruction.
Analyzing the environment is a means to identify the issues
that will impact the (a) process of the design and production,
(b) implementation, and (c) outcomes of the learning
experience |
| Factors |
Description |
Advantage or Constraint |
Initial Ideas
for Maximizing Positive Factors or Minimizing Negative Factors
|
Design and Production
Factors:
|
| |
|
|
|
|
Materials Required
|
Microsoft
Office and Inspiration |
+ |
|
All
district Computer have
Microsoft Office, and make
sure the classroom or Lab
computers have
Inspiration. |
Production Equipment Available
|
Projector,
PowerPoint, computers |
+ |
|
Available at school. Will schedule the lab and the projector |
Time for Design and
Production
|
(
6-8 ) 40 minute lessons |
+ |
|
Allow them time to research, work on presentations, and collaborate with each other. |
Department Technology Requirements
|
Internet access, lab usage |
+ |
|
Insure network is working properly, schedule lab, schedule
projector |
| Implementation
Factors: |
Class Size
|
20-25 |
|
- |
work in small groups and collaborate to accomplish activities, encourage them to assist each other |
Class Period Length
|
40
minutes each |
+ |
|
Time allows for introduction, activity, and reflection |
Location
|
Classroom
and computer lab |
+ |
|
Utilize
room to facilitate group work and utilize the
25 computer lab for individual and group work. |
Seating Arrangement
|
grouped desks for collaboration, teams using a computer, individual computer usage |
+ |
|
Manipulate desks for a variety of activities during the unit. Allow individual students to do research and have one group computer to compile material |
Lighting
|
artificial lighting |
|
- |
The
lab is in an interior
classroom and has no
windows to the outside. |
Temperature
|
comfortable |
+ |
|
Pre
set by the district cannot
raise or lower the
temperature. |
Noise
|
average school noise |
+ |
|
Provide learning conducive, instrumental music to cover outside noise. |
Equipment
|
Projector,
PowerPoint, Computers |
+ |
|
Use projector to facilitate large group viewing of student presentations and teacher lead introductions |
| Technology Support |
Internet access, lab working
properly |
+ |
|
There
is no lab person at the
school this is an open
access lab |
| Outcome
Factors: |
| State Requirements |
Science
TEKS |
+
|
|
Follow the state curriculum |
Employer Needs
|
Increased TAKS scores |
+
|
|
Follow the state curriculum |
Co-worker Needs
|
Grade level team member: integrating LA skills across the curriculum |
+
|
|
Integrate
Social Studies content subject matter |
Student Needs
|
Learning
content |
+
|
|
Assure mastery of content. Assess understanding. |