| 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. Use coaching and mentoring skills and strategies
to facilitate educator use of technology in the teaching
and learning environment of staff development. |
Effective Communication
Collaboration
|
Create a trusting coaching
and mentoring relationship. |
Cognitive (understanding, application)
Affective (awareness, distinction,
and integration) |
| Effective Communication
|
Utilize wait time when questioning. |
Cognitive (understanding, application)
Affective (awareness, distinction, and
integration) |
|
2. Identify and use effective instructional
design and strategies to facilitate adult learning.
|
Information processing
Complex Thinking |
Research and identify strategies that
lead to successful adult learning. |
Cognitive (fact, understanding, application)
Affective (awareness, distinction, and
integration) |
| Information processing
Complex Thinking |
Develop training lesson plan according
to tips and techniques identified in research. |
Cognitive (fact, understanding, application)
Affective (awareness, distinction, and
integration) |
| Learning Goals (Target and Professional)
At the completion of session,
Staff Development 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,
staff development teacher will be able to |
Type of Learning
(Cognitive, Psychomotor, Affective) |
|
1. Plan for modifications for diverse
learners in the staff development training. |
Information Processing
Effective Communication |
Create a handout including district
standard information and State technology standards
covered. |
Cognitive (fact, understanding, application) |
| Information Processing
Effective Communication |
Create a handout for note taking when problem solving. |
Cognitive (fact, understanding, application) |
| Complex thinking
Collaboration
Habits of Mind |
Use grouping and pairs while problem
solving to help with scaffolding where needed. |
Cognitive (synthesis, evaluation) |
|
2. Develop and utilize classroom-management
strategies for adult learners. |
Information processing |
Include humor as a focus. |
Cognitive (fact)
Psychomotor (imitation, practice, habit) |
|
Information processing |
Plan for short training time with breaks. |
Cognitive (fact)
Psychomotor (imitation, practice, habit) |
|
3. Utilize a post assessment of
technology proficiencies to evaluate the training and
help with future staff development planning. |
Effective Communication |
Develop an online assessment for staff development
evaluation. |
Cognitive (fact, understanding, application) |
| Effective Communication |
Include a response about future training
needs. |
Cognitive (fact, understanding, application) |
| 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. Teachers will use basic features
of online gradebook. |
Information Processing |
1. Teachers will follow directions to modify classes
and setup class preferences. |
Cognitive (fact / understanding)
Psychomotor (imitation) |
| Information Processing |
2. Teachers will follow directions to create/ modify
assignments and setup assignment preferences. |
Cognitive (fact / understanding)
Psychomotor (imitation) |
| Information Processing |
3. Teachers will follow directions to enter grades
online and setup grade preferences. |
Cognitive (fact / understanding)
Psychomotor (imitation) |
| Information Processing |
4. Teachers will follow directions to enter comments
and setup comments preferences |
Cognitive (fact / understanding)
Psychomotor (imitation) |
| Information Processing |
5. Teacher will follow directions to enter attendance
and setup attendance preferences |
Cognitive (fact / understanding)
Psychomotor (imitation) |
| Information Processing |
6. Teachers will follow directions to setup preferences
for reports |
Cognitive (fact / understanding)
Psychomotor (imitation)
|
|
2. Teachers will problem solve
by using the online help section. |
Information Processing
Complex Thinking
Habits of Mind |
1. Teachers work together to problem solve and identify
keywords to utilize with online help. |
Cognitive (fact) |
| Information Processing
Complex Thinking
Collaboration and Cooperation |
2. Teachers Think - Pair - Share their keywords while
adding discovered keywords to the handout provided. |
Cognitive (fact)
Psychomotor (imitation) |
|
3. Teachers will become aware of advanced
features of the online gradebook. |
Information Processing |
1. Teachers will view a quick presentation
of advanced features including: lesson plans, seating
charts, and check sheets. |
Cognitive (application)
Psychomotor (imitation) |
| Information Processing
Complex Thinking |
2. Teacher will complete an online
assessment listing one or more advanced features that
they would like future training on. |
Cognitive (application / synthesis)
Psychomotor (imitation) |
