Instructional and Learning Strategies

Ashley Coffman

Aspect 1: The Syntax
Describe the syntax of the instruction.
Student Learning Goals Instructional Strategies Instructor Actions Student Activities
 

1) The student will understand how trigonometric functions relate to the phenomenon of rainbows.

 
Direct Instruction/
Questioning		 Review key topics from chapter and probe students for comprehension through questioning. Listen attentively, take notes, and respond to questions.
 
Class Discussion Facilitate discussion through questioning and clarification.  Contribute to class discussion and construct a hypothesis based on current knowledge.
Research Monitor student research on the Internet and assist in finding credible sources. Ensure students correctly document sources. Conduct Internet research on rainbows and related mathematical laws.
Group Project Group students to synergize strengths and balance weaknesses. Collaborate with a partner to:
- Produce a report summarizing findings.
- Create a model of rainbows.
2) The student will apply their knowledge to verify water’s index of refraction to prove Snell’s Law. Direct Instruction Demonstrate alternate ways to perform trigonometric calculations on the computer. Listen attentively and take notes. Ask questions for clarification.
Group Project Guide and support teams through observation, questioning, and feedback.

Facilitate process by providing tabular data for students to use in their calculations. 

Collaborate with partner to:
- Calculate water's index of refraction.
- Analyze calculation to test hypothesis
and prove law.
- Prepare presentation (include summary of research, model, calculation, and proof).
Presentation Observe and evaluate based on project rubric. Present to class; other groups will observe and ask questions.
Discussion/
Reflection		 Ask for volunteers to discuss conclusion and accuracy of their hypothesis. Re-examine hypothesis and state a conclusion.
Teacher Learning Goals Instructional Strategies Instructor Actions
1) The teacher will plan, implement, and assess a technology-integrated lesson that accommodates diverse learning. 
Collaboration		 Work with mentor to integrate technology into lesson.

Coordinate project with other pre-calculus teachers and schedule computer lab to avoid conflicts.

Analyze individual needs of ADHD students and meet with special education teacher to determine project modifications and assistive technologies.
Direct Instruction Receive training on technology.
Observation/
Questioning		 Monitor student progress throughout the project. Ask students questions to check for understanding and also direct student explorations.
Lecture Utilize various types of instruction to meet needs of diverse learners.
 

2) The teacher will create a collaborative learning environment that actively engages the students and facilitates classroom management.

 

 Research Ensure each student has laptop.
Group Project Give student choices to encourage autonomy and accountability.

Consider individual strengths and weaknesses when grouping teams.
Collaboration Develop rules and establish behavior expectations for the computer lab.
Professional Goals Instructional Strategies Mentor Actions

1) I will develop questioning techniques that guide the teacher through the process of creating a technology-integrated lesson focused on the learner.

Independent Study  Review material from MTTC and further research cognitive coaching on the Internet to improve mentoring skills. Develop articulation skills through practice.
Brainstorming/
Collaboration		 Investigate ways to enrich the lesson with technology and explore ideas to transition towards learner-centered lessons.
Questioning Prepare stimulating questions that challenge mentee to consider aspects of lesson from students' viewpoint. Allow time for mentee to formulate response.
Reflection Reflect on individual mentoring sessions as well as the overall mentoring process. Invite feedback from mentee.
2) I will effectively apply mentoring skills to develop the teacher’s confidence and independence using technology to enhance lessons.    Guided Practice Conduct training sessions to help mentee become more comfortable with technologies.
Collaboration/
Dialogue		 Meet with teacher before lesson to assist with lesson creation and answer questions about technologies, lesson implementation, etc. Build mentee's confidence through encouraging attitude and constructive feedback.
Reflection/
Brainstorming 		Encourage mentee to reflect on the lesson and focus on the positive results. Brainstorm ideas to improve the lesson.
Aspect 2: The Social System
Describe the interpersonal structure of the instructional experience.


Students will conduct individual research on the Internet to learn about the properties of rainbows and their relationship to mathematics. After the research component of the project, students will team up with a partner to combine knowledge and create a report summarizing their findings. Grouping will be based on individual strengths and weaknesses in a effort to create the strongest possible synergy. The team must also create a model illustrating the physical properties of rainbows. In addition, they will work together to calculate the index of refraction and prove Snell's Law as it relates to rainbows. Finally, each team will present their model and proof to the class.
 

Aspect 3: The Role of the Instructor
 Describe your general instructional role. For example, will you present material, guide students as they research, etc?

The instructor will use direct instruction to review key topics pertinent to the project. She will then lead the class discussion to help students construct a hypothesis before the project begins. During the project, the instructor will monitor and guide students in their research and facilitate the creation of the models and presentations. She will also evaluate student progress during the project through observation and questioning.
 

Aspect 4: The Support System
 Describe the types and amount of instructional, technical, and other resource support required for the instruction.
Instructional Materials Technical Requirements Human Resources

Project Guidelines
Project Rubric
District Fair Use Guidelines (signed)
Graphing calculators
Whiteboard
Markers


  
 

 

 

 
Hardware:
Computer lab (laptops for every student)
Network
Projector
Digital Camera
Video Camera

Software:
Internet Explorer
Microsoft PowerPoint
Microsoft Word
Microsoft Excel
TI Interactive
Math Type
 
Librarian
    Lab scheduling
    Citing sources
    Review copyright laws

LAN Tech
    Troubleshooting network problems

Other Pre-Calculus Teachers
    Coordinate project
    Avoid lab conflicts