Paula Garner

MTTC - 1001 Summer 2005

Instructional Design and Learning Strategies

Given the four aspects of teaching provided below, the students should be responsible for leaning valuable math problem solving strategies while using this instructional design in a technology enhanced environment.

Aspect 1: Syntax
Student Learning Goals Instructional Strategies Instructor Actions Student Activities
1. Identify problem solving strategies Presentation/Direct Instruction/Scaffolded
  • Create lesson plan with rubric
  • Modify lesson for 504 students
  • Sign up for lab
  • Review strategies
  • Guide students with adding slides and formating background, font
  • Remind students to preview and save presentation
  • Pen notes during lecture and streaming video
  • Take notes to lab and create a multimedia presentation
  • Create title and resources slide
  • Create as many slides as needed to cover problem solving strategies from today's lesson
  • Save slides as you work
  • Review slides and check against rubric
  • Save presentation to folder on server
  • Burn presentation to CD-RW
2. Give an oral presentation about problem solving strategies Discussion/Guided Instruction Take notes and provide contructive criticism Deliver presentation
Instructor Learning Goals Instructional Strategies Instructor Actions
1. Check the TEKS for 5th grade technology skills Research Apply TEKS to lesson
2. Preview problem solving video and example at end of lesson in book Direct Instruction Practice using streaming video
3. Read about assistive technlogy for autism Research Make arrangement to use technology
4. Check room design for technology Application Make sure blinds are drawn before viewing video

Aspect 2: The Social System: Interpersonal structure of the instructional experience.

Once the lesson in the book has been lectured on, then the multimedia presentation cart will be used to view the streaming video lesson. The students should have been taking notes through both sessions. Once in the computer lab, the students will use their notes to create a portfolio of problem solving techniques. They will use the rubic to make sure they have completed the lesson. Then they may reflect upon the problem solving strategy just learned and reveiw the previous ones they have created.

Aspect 3: The Role of the Instructor: General instructional Role

The teacher will guide the students through the lecture, streaming video and production of their presentation portfolio concerning problem solving strategies.

Aspect 4: The Support System: types of instructional, technical, and other resources required for the instrucion.
Students will receive the rubric and produce their presentation during computer lab time. A CD-RW for saving their work will be provided. The lab has a multimedia projector for presentation.