|
|
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 |
- Monitor students' work as they are creating each project.
- Question students during instruction.
|
Ongoing through all projects. |
The assessment will be performance-based
assessment. It will have a connection to curriculum and instruction
as it is ongoing. |
| b) to encourage the students to
reflect on their learning progress and achievement |
- share finished projects; online, post on board, etc.
|
At end of each project.
|
All projects being shared in some
form will give a purpose to the student work and help them to
reflect on their learning. |
| c) to determine your students' learning
progress and achievement |
- Monitor students' work during each project.
- Class created rubric to evaluate final movie project.
|
Ongoing through all projects.
At completion of unit. |
The rubric will be created as a
whole class to help support student choice. |
| |
| Goals |
Sub-Goals
(Objectives) |
Type
of Learning |
Assessment
Strategy |
Feedback
Strategy |
Student Goals
1. Compare and contrast various information
by creating Venn-diagrams. |
- Compare and contrast frogs and toads
using Internet site and record data on a Kidspiration Venn-Diagram.
- After whole class discussion of authors
Arnold Lobel and Jonathan London using Internet sites, orally
compare and contrast these 2 famous authors to themselves
and how they display author characteristics using Kidspiration.
|
- Cognitive (Analysis)
Affective (Receiving phenomena)
- Cognitive (Analysis)
Affective (Receiving phenomena)
|
Observation
Lab Venn-Diagram completed
Participation in Discussion |
Verbal
Product printed and posted |
| 2.Summarize a Frog and Toad book or
Froggy book creating a book review. |
- Read an online book review over
one Froggy or Frog and Toad story.
- Create a web in Kidspiration summarizing
one Froggy or Frog and Toad story.
- Post a review online about one Froggy
or Frog and Toad story using web created in Kidspiration
as a guide.
- Read
posted reviews
|
-
Cognitive (Knowledge)
-
Cognitive (Comprehension)
Psychomotor (Guided Response)
-
Cognitive (Application)
Psychomotor (Guided Response)
-
Cognitive (Synthesis)
|
Participation
in Discussion
Lab Web completed
Verbal
|
Verbal
Product printed
Peer comments about reviews |
| 3. Sequence the life cycle of a frog
creating a multimedia presentation. |
- Use United Streaming video and Science
textbook to introduce life cycle of frog.
- After study of life cycles in the
classroom, label and sequence frog life cycle pictures using
Movie Maker. Save the project.
|
- Cognitive (Application)
Psychomotor (Perception)
- Cognitive (Application)
Psychomotor (Perception)
|
Participation in Discussion
Finished project |
Verbal |
| 4. Identify the characteristics
of friendship creating a multimedia presentation. |
- In a whole class group, brainstorm using
kidspiration the characteristics of friendship. (Use
Frog and Toad are Friends as a guide to good friendship.)
- Take 5 pictures of yourself with a friend. Add pictures
to Frog Movie Maker project and label each picture as a
characteristic of friendship. Save the project.
|
- Cognitive (Knowledge, Application)
- Affective (Receiving phenomena)
Psychomotor (imitation, practice)
|
Participation in Discussion
Finished project |
Verbal |
| 5. Present a movie portfolio of all
projects created during the frog unit as an enrichment activity.
|
- In a whole class group, create a rubric
for the movie maker project taking into account all data
that was created during the frog unit.
- Add all other frog information (Kidspiration
maps and diagrams, book reviews, etc.) into the started
Movie Maker project. Organize the story board with
titles. Add background music. Save the project as a movie.
- Evaluate 2 other student created movies
using the whole class created rubric as an tool.
|
- Cognitive (application)
- Cognitive (application)
Psychomotor (Origination)
- Cognitive (Application)
Affective (Valuing)
|
Participation in Discussion
Finished project
Participation in peer evaluation |
Verbal
Rubric |
Teacher Goal
1. Peer coach with technology
instructor to best integrate technology utilizing time on task
for students as either in the classroom or in the lab setting
to help maximize classroom management. |
- Use whole group instruction with a one
computer in the classroom as support utilizing Kidspiration.
- Use whole group instruction with a one
computer in the classroom as support utilizing Internet.
- Break down projects so that nested learning
objectives are done is the best classroom setting for the
students to be successful.
|
-
Cognitive (Knowledge, understanding,
application)
-
Cognitive (Knowledge, understanding,
application)
-
Cognitive (Synthesis, Evaluation)
|
Lessons done in both settings
|
Record of lesson plans for classroom
and lab |
| 2. Learn new technology. |
- Learn Windows Movie Maker
- Learn how to save Kidspiration files
as jpeg to integrate into Movie Maker.
|
- Cognitive (Knowledge)
Psychomotor (imitation, practice, habit)
- Cognitive (Knowledge)
Psychomotor (imitation, practice, habit)
|
Finished unit |
Able to support students while they
are doing projects. |
Professional Goals
1. Mentor a 2nd grade teacher to develop a
technology rich unit by utilizing peer coaching. |
- Ask questions that allow
teachers to be independent users of technology by helping mentee take
responsibility for activities in the classroom.
- Give mentees
wait time to come up with their own answers.
|
-
Cognitive (Comprehension, application)
-
Affective (awareness, distinction,
and integration)
|
|
Unit finished with both lab and
classroom utilized |
| 2. Collaborate with peer coach to design learning
experiences that are student-centered and appropriate for diverse
student learners. |
- Brainstorm areas that lead to student
choice and incorporate those areas into the unit of study.
- Brainstorm modifications for each activity which
are appropriate for diverse student learners
|
-
Cognitive (Knowledge, Comprehension,
application)
-
Cognitive (Knowledge, Comprehension,
application)
|
Unit done |
Student choice and modifications
incorporated into student lesson. |
| 3. Mentor 2nd grade peer the help
her realize value of technology rich lessons. |
- Share article: Building
Better Instruction stressing the research based findings.
- Stress TEKS correlation and GRISD curriculum
correlations.
|
- Cognitive (Knowledge, understanding)
- Affective (integration)
|
Unit done |
TEKS correlation given to peer teacher. |
(1) Foundations: The student demonstrates knowledge and appropriate
use of hardware
components, software programs, and their connections. The student
is expected
to:
(A) Uses technology terminology appropriate to task
(B) Start and exit programs as well as create, name, and save
files
(C) Use networking terminology such as on-line, network, or password
and access
remote equipment on a network such a printer
(2) Foundations: The student uses data input skills appropriate
to the task. The
student is expected to:
(A) Use a variety of input devices such as mouse, keyboard, disk
drive, modem,
voice/sound recorder, scanner, digital video, CD-ROM, digital
camera or touch
screen
(B) Use proper keyboarding techniques such as correct hand and
body positions
and smooth and rhythmic keystroke patterns as grade-level appropriate
(C) Demonstrate touch keyboarding techniques for operating the
alphabetic,
numeric, punctuation, and symbol keys as grade-level appropriate
(D) Produce documents at the keyboard, proofread, and correct
errors
(E) Use language skills including capitalization, punctuation,
spelling, word
division, and use of numbers and symbols as grade-level appropriate
(3) Foundations. The student complies with the laws and examines
the issues regarding
the use of technology in society. The student is expected to:
(A) follow acceptable use policies when using computers.
(B) model respect of intellectual property by not illegally copying
software or
another individual's electronic work.
(8) Solving problems. The student uses research skills and electronic
communication,
with appropriate supervision, to create new knowledge. The student
is expected
to:
(A) use communication tools to participate in group projects
(B) use electronic tools and research skills to build a knowledge
base regarding a
topic, task, or assignment.
(9) Solving problems. The student uses technology applications
to facilitate evaluation
of work, both process and product. The student is expected to:
(A) use software features, such as on-line help, to evaluate work
progress;
(B) use software features, such as slide show previews, to evaluate
final product.
(10) Communication. The student formats digital information for
appropriate and
effective communication. The student is expected to:
(A) use font attributes, color, white space, and graphics to ensure
that products are
appropriate for the defined audience;
(B) use font attributes, color, white space, and graphics to ensure
that products are
appropriate for the communication media including multimedia screen
displays
and printed materials.
(11) Communication. The student delivers the product electronically
in a variety
of media, with appropriate supervision. The student is expected
to:
(A) publish information in a variety of media including, but not
limited to,
printed copy or monitor display;
(B) publish information in a variety of media including, but not
limited to,
stored files or video.
(12) Communication. The student uses technology applications
to facilitate
evaluation of communication, both process and product. The student
is expected to:
(A) select representative products to be collected and stored
in an electronic
evaluation tool;
(B) evaluate the product for relevance to the assignment or task.
