| Learning Goals (Target and Professional)
At the completion of session,
mentor will be able to |
Type of Learning
(Life-long Learning Processes) |
Nested Learning Objectives
(What Must My Students Be Able To Do
To Achieve Each Learning Goal?)
At the completion of session,
mentor will be able to |
Type of Learning
(Cognitive, Psychomotor, Affective) |
| 1. Mentor a 2nd grade teacher to develop a
technology rich unit by utilizing peer coaching. |
Effective Communication
Collaboration
Habits of Mind |
Ask questions that allow
teachers to be independent users of technology by helping mentee take
responsibility for activities in the classroom. |
Cognitive (understanding, application)
Affective (awareness, distinction,
and integration) |
| Effective Communication
Collaboration
Habits of Mind |
Give mentees
wait time to come up with their own answers. |
Cognitive (understanding, application)
Affective (awareness, distinction, and
integration) |
|
2. Collaborate with peer coach to design learning
experiences that are student-centered and appropriate
for diverse student learners.
|
Collaboration
Habits of Mind
Complex Thinking |
Brainstorm areas that lead to student
choice and incorporate those areas into the unit of
study. |
Cognitive (fact, understanding, application) |
| Effective communication
Collaboration
Habits of Mind |
Brainstorm modifications for each activity which
are appropriate for diverse student learners |
Cognitive (fact, understanding, application) |
| 3.
Mentor 2nd grade peer the help her realize value of technology
rich lessons. |
Information
Processing |
Share article: Building
Better Instruction stressing the research based
findings. |
Cognitive (fact, understanding)
Affective (integration) |
| Information Processing |
Stress TEKS correlation and GRISD
curriculum correlations. |
Cognitive (fact, understanding)
Affective (integration) |
| Learning Goals (Target and Professional)
At the completion of session,
classroom teacher will be able to |
Type of Learning
(Life-long Learning Processes) |
Nested Learning Objectives
(What Must My Students Be Able To Do
To Achieve Each Learning Goal?)
At the completion of session,
classroom teacher will be able to |
Type of Learning
(Cognitive, Psychomotor, Affective) |
|
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.
|
Information Processing
Effective Communication |
Use whole group instruction with a one
computer in the classroom as support utilizing Kidspiration. |
Cognitive (fact, understanding, application) |
| Information Processing
Effective Communication |
Use whole group instruction with a one
computer in the classroom as support utilizing Internet. |
Cognitive (fact, understanding, application) |
| Complex thinking
Collaboration
Habits of Mind |
Break down projects so that nested learning
objectives are done is the best classroom setting for
the students to be successful. |
Cognitive (synthesis, evaluation) |
| 2. Learn new technology. |
Information processing |
Learn Windows Movie Maker |
Cognitive (fact)
Psychomotor (imitation, practice, habit) |
|
|
Information processing |
Learn how to save Kidspiration files
as jpeg to integrate into Movie Maker. |
Cognitive (fact)
Psychomotor (imitation, practice, habit) |
| Learning Goals (Target and Professional)
At the completion of lesson,
students will be able to |
Type of Learning
(Life-long Learning Processes) |
Nested Learning Objectives
(What Must My Students Be Able To Do
To Achieve Each Learning Goal?)
At the completion of session,
students will be able to |
Type of Learning
(Cognitive, Psychomotor, Affective) |
| 1. Compare and contrast various information
by creating Venn-diagrams. |
Information Processing |
Science: Compare and contrast frogs
and toads using Internet site and record data on a Kidspiration
Venn-Diagram. |
Cognitive (understanding) |
| Habits of Mind |
LA: 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.
|
Affective (awareness) |
| 2.Summarize a Frog and Toad book or
Froggy book creating a book review. |
Information Processing
|
LA: Read an online book review
over one Froggy or Frog and Toad story. |
Cognitive (fact) |
| Information Processing |
Writing: Create a web in Kidspiration
summarizing one Froggy or Frog and Toad story. |
Cognitive (fact)
Psychomotor (imitation) |
| Complex Thinking
Habits of Mind |
Writing: Post a review online about
one Froggy or Frog and Toad story using web created
in Kidspiration as a guide. |
Cognitive (application)
Psychomotor (practice) |
| 3. Sequence the life cycle of a frog
creating a multimedia presentation.
|
Information Processing |
Science: Use United Streaming video
and Science textbook to introduce life cycle of frog. |
Cognitive (application)
Psychomotor (imitation) |
| Information Processing |
Science: After study of life cycles
in the classroom, label and sequence frog life cycle
pictures using Movie Maker. Save the project. |
Cognitive (application)
Psychomotor (imitation) |
| 4. Identify the characteristics
of friendship creating a multimedia presentation. |
Habits of Mind |
Social Studies: In a whole class group,
brainstorm using kidspiration the characteristics of
friendship. (Use Frog and Toad are Friends as a
guide to good friendship.) |
Cognitive (fact, application) |
| Habits of Mind
Collaboration and Cooperation |
Social Studies: 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. |
Affective (awareness)
Psychomotor (imitation, practice) |
| 5.Present a movie portfolio of
all projects created during the frog unit as an enrichment
activity. |
Complex thinking
Habits of Mind |
LA: 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. |
Cognitive (application) |
| Effective Communication |
LA: 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. |
Cognitive (application)
Psychomotor (imitation, practice) |
| Habits of Mind |
LA: Evaluate 2 other student created
movies using the whole class created rubric as an tool.
|
Cognitive (application)
Affective (integration) |
