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Instructional and Learning Strategies |
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Ashley Coffman |
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Aspect 1: The Syntax |
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Participant Learning Goals (Adult Learners) |
Instructional Strategies | Trainer Actions | Participant Activities |
| 1) The teacher will discover how the CBL connects mathematics to the real world. | Direct Instruction |
Provide a short demonstration of
the Calculator-Based Laboratory to capture attention and stimulate interest.
Share a few ideas of how to incorporate CBL into mathematics. |
Pay attention to demonstration.
Two volunteers will help with demonstration.
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Group Discussion (small group & whole group) |
Divide teachers into small groups
based on subject taught and assign scribe to record ideas for each group.
Facilitate whole group discussion through questioning and clarification. |
Collaborate with small group to
create a list of lesson integration ideas for their subject. A spokesperson from each small group will share their ideas with the whole group. Participants will provide feedback on initial ideas and offer other integration ideas. |
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| 2) The teacher will understand how to collect data and conduct experiments using the CBL. |
Direct Instruction Observation Guided Practice |
Prepare a handout that details
step-by-step instructions on how to change sensors, connect CBL to
calculator, and conduct an experiment.
Demonstrate visually how to change the sensors and connect CBL to calculator using cradle. Conduct two experiments using the TI Presenter (overhead) - one for observation and one for practice. |
Receive a handout to use as a
reference guide for the duration of the staff development. After visual demonstration, participants will take turns in small groups changing sensor and connecting CBL to calculator. Observe the first experiment. On the second experiment, follow the steps on the CBL with their small group (only one CBL per group). |
| Questioning | Probe for comprehension through questioning and solicit questions from the audience. | Listen attentively and ask questions for clarification. | |
| Group Project |
Offer suggestions for experiments
based on subject.
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Choose a lesson in which to
incorporate the CBL and decide what experiment to use.
Collaborate with group to conduct experiment. |
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3) The teacher will learn how to analyze collected data using both the calculator and computer. |
Direct Instruction
Observation |
Demonstrate how to transfer data to calculator and computer. Demonstrate how to analyze and graph collected data on the calculator. | Pay attention to demonstration and ask questions for clarification. |
| Whole Group Discussion | Facilitate whole group discussion through questioning and clarification. | Brainstorm ways to use computer for extended data analysis (software ideas). | |
| Group Project | Guide and support teams through observation, questioning, and feedback. | Collaborate with group to graph data on calculator and use computer for extended data analysis. | |
| Trainer Goals | Instructional Strategies | Trainer Actions | |
| 1) The trainer will plan, design, and deliver staff development that creates an atmosphere of enthusiasm and engages the learner. | Collaboration | Work with mentor to brainstorm ideas to effectively integrate CBL into math curriculum. Investigate computer software to use for extended data analysis. | |
| Demonstration | Use demonstrations throughout staff development to capture audience attention, engage learners, and provide visual instruction. | ||
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Group Project Discussion |
Promote active participation in staff development through small group discussion, whole group discussion, and hands-on activities. Allow groups choose lesson integration experiment to make the learning relevant to their subject. | ||
| 2) The trainer will develop instructional strategies and management techniques designed specifically for diverse adult learners. |
Research Collaboration |
Brainstorms ideas to motivate, engage, and appropriately assess adult learners. | |
| Lecture | Use various types of instruction (visual, auditory, hands-on) to meet needs of diverse learners. | ||
| 3) The trainer will facilitate the integration of the CBL into the math curriculum. |
Reflection Dialogue |
Follow up with participants to encourage use of CBL and offer assistance to develop lesson plan integrating CBL and implement lesson/experiment. | |
| Professional Goals | Instructional Strategies | Mentor Actions | |
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1) I will apply mentoring skills to facilitate the design and implementation of technology-integrated staff development for a diverse group of adult learners. |
Independent Study | Identify and use effective instructional design and strategies to facilitate adult learning. | |
| Cognitive Coaching | Prepare stimulating questions that challenge mentee to consider aspects of staff development from adult learners' viewpoint. | ||
| 2) I will improve my communication skills and develop confidence in my role as a mentor. | Practice | Consciously work on improving communication skills (listening, wait time, articulation, etc.) during mentoring sessions and in everyday life. | |
| Independent Study | Review material from MTTC and further research cognitive coaching on the Internet to improve mentoring skills. | ||
| Reflection | Reflect on individual mentoring sessions as well as the overall mentoring process. Invite candid feedback from mentee and peer coaches. | ||
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Aspect 2: The Social System Describe the interpersonal structure of the instructional experience. |
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Participants will collaborate with each other throughout the staff development. Working in same-subject teams, each small group will brainstorm lesson integration ideas for their course. One person in each group will act as the scribe and record their list of ideas. Another person will serve as the group spokesperson and report their ideas to the whole group. During the whole group discussion, all participants will be asked to provide feedback (including constructive criticism) to each group and offer other ideas for lesson integration. The participants will remain in their same group for the guided practice using the CBL. Since resources are limited and there will only be one CBL per team, group members must take turns during the hands-on instruction. Each team will also work together on the group project. They will create a lesson plan integrating the CBL and then conduct the experiment. In addition, teams will graph the collected data and use the computer for extended data analysis. |
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Aspect 3: The Role
of the Instructor |
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| Before the staff development, the trainer will prepare a handout to serve as a reference guide for the participants. She will also secure the required resources in a timely manner (computer lab, laptops, additional CBLs). To capture attention and stimulate interest, the trainer will kick off the staff development with a demonstration of the CBL. This will hopefully create an environment on enthusiasm and make the staff development relevant to participants. The trainer will use a variety of instructional methods including group discussion, direct instruction, guided practice, and a group project throughout the staff development in order to meet diverse learning needs and engage learners. She will introduce the topics through group discussion and/or direct instruction and then allow for hands-on learning with guided practice. The trainer will also utilize cooperative work (group project) to foster an exchange of ideas and allow individual teams to make the material relevant to their subject. After the staff development, the trainer will encourage teachers to implement the technology and offer her assistance as needed. | |||
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Aspect 4: The
Support System |
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| Instructional Materials | Technical Requirements | Human Resources |
Graphing calculators Calculator-Based Laboratory (4-6) TI Presenter Laptop computers
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Hardware: Computer lab (laptops for every student) Network Projector Software: |
Librarian Lab scheduling LAN Tech |