Melinda Smith-Woods
Instructional and Learning Strategies

Aspect 1: The Syntax
Learning Goals	Instructional Strategies		Instructor Actions		Student Activities
Student Goal Understanding the five main causes of the Civil War taking into account the varying opinions of both the northern and southern people.	Direct Instruction		Instructor will introduce the five main causes of the civil war.		Observe and Question: Listen, take notes, and ask questions when necessary.
	Discuss		Divide the room into North and South, have student debate how their people would feel about these causes.		Discussion: Student will discuss the causes of the Civil War.
Student Goal Understanding the varying opinions of both the northern and southern people leading up to the Civil War	Dialogue		Discuss how these causes would have been viewed by the Northern people, and the Southern people.		Dialogue: Student will use prior knowledge to begin a discussion of how the causes would have been interpreted by the North and South.
	Collaboration Dialogue Questioning		.		Group formation: Each collaborative team of 4-5 students will research one of the five causes of the Civil War. Collaborate: Negotiate and compromise to determine member roles.
	Brainstorming Questioning Inquiry		.		Brainstorm: Participate in creating a discussion that includes all prior knowledge suggested in order to determine if a source is credible, may need to create a list. Analyze: Determine the important criteria and delete the unimportant from the list.
Student Goal Students will research, analyze and present their knowledge on a single cause of the Civil War.	Lecture Demonstration Collaboration Reflection		Introduce: Advanced searching techniques such as Boolean searching, use of symbols in a search and how to select the correct search engine.		Collaborate: Students will work in their groups to begin their research.  They will be using their searching skills to gather information. Synthesize: Research will be synthesized to create cohesive presentation on one of the five causes of the Civil War.
	Lecture Demonstration Collaboration Reflection		Introduce: The 10c s of web site evaluation.  Show student how to validate the web sites they are locating to make sure the information is credible, current and		Collaborate: Students will work in their groups to validate the websites they are using for sources. Synthesize: Research will be synthesized to create cohesive presentation on one of the five causes of the Civil War.
	Demonstration Collaboration		Introduce: The teacher will show the student Audacity and how to use it in the creation of a podcast. Demonstrate: The various visual programs as groups are ready to begin.  This will be in a small group setting where all the groups in a period using a program will be pulled together and taught the program. Facilitate: Observing, asking probing and guiding questions, and providing feedback throughout the session		Development: Groups will work on the development of an audio presentation in the form of a podcast.  They will need to use historical quotes, phrases or songs that help to depict their topic. Development: Groups will work on the development of a visual presentation in the form of a cartoon, video or flipbook.  The group will be using a variety of media to create their visual projects.
	Presentation		Presentation is observed and scored based on project rubric.		Observation: Peer and self-evaluation based on project rubric.
Learning Goals	Instructional Strategies		Instructor Actions
Teacher Goal Plan and implement a technology lesson that allows students to take a more hand-on approach to their education	Collaboration Dialogue		Collaborate: Meet with the Instructional Technologist and Librarian to make sure that student have access to computers.  Determine what extra equipment will be needed, and schedule that as well.
			Collaborate: Talk to students during the project to direct, clarify and encourage them.  Plan some time for the Instructional Technologist to be in the lab, so that she can assist the student as the deadlines approach.
	Monitoring Dialogue		Monitor: Walk around the room and verify that each group knows what they need to be doing, and the direction they are going.  Check to make sure all members are participating and answer questions as they arise.
Teacher Goal Become more comfortable using technology to enhance student learning.	Collaboration Dialogue		Collaborate: Meet with the instructional technologist to learn how to use the various programs that will be used in the presentations
			Collaborate: Meet with Monitoring teacher to determine what assistive technology techniques may need to be used for the students participating in the project.  Determine how to best implement those techniques.
Learning Goals	Instructional Strategies		Instructor Actions
Professional Goal Develop coaching/mentoring techniques that assist others in the development of learner-centered technology lessons.	Collaboration Questioning Reflection		Collaborate: Meet with teacher to teach her how to use any of the programs she does not currently feel comfortable teaching.  Develop a schedule so that I can be in the lab and classroom at various times to assist in facilitating the lesson.  Set aside time each day to meet and discuss how the project is going.  Look at what is working and discuss why.  Look at what is not working, and determine if there is something we can do during the lesson to make it work or decide to change it later. Determine what topic we are going to tackle next.
Professional Goal Refine my cognitive coaching skills to include active listening.	Collaboration Dialogue Reflection		Meet with teacher before, during and after the lesson.  Listen to what her success or concerns are, and develop strategies to implement them.   Reflect on the sessions, and make corrections in my coaching skills as needed.
Aspect 2: The social system Describe the interpersonal structure of the instructional experience.
Group members will be working together to create a presentation to teach more in depth knowledge on each of the causes of the Civil War.  Members will need to work together to research, analyze and develop their presentations.  Each student will be expected to contribute and will be graded as both an individual and a whole group.
Aspect 3: The role of the instructor Describe your general instructional role. For example, will you present material, guide students as they research, etc?
Instructor will be the facilitator.  She will assist student in the gathering of information, analysis of information and development of the project.  She will have the groups meet deadline so that the quality of work can be evaluated.
Aspect 4: The support system Describe the types and amount of instructional, technical, and other resource support required for the instruction (e.g., instructional materials, communication capabilities).
Human Resources Instructional Technologist o instruct teacher on how to use the programs o assist in the lab o validity of sources o locate equipment o observe presentation and provide input into the technicality of the projects Librarian o discerning credible sites o search techniques o citing sources Content Mastery o facilitate project o plan and implement any AT that may be needed o monitor student progress		Hardware & Software Computer lab Projection device Classroom computers Internet Explorer Audacity Activstudio Photostory Movie Maker Camcorder Scanner		Other Instructional Materials Research materials Project rubric Podcast Criteria Visual Criteria o  Cartoon still images both found and created. o  Flipbook incorporation of video and images in an activslate production. o  Video incorporation of video, still images and sound in a movie. Project outline o topics o sources o product description o timeline