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Professional Development Plan Goals,
MTTC 1001 |
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Colorful Language:
Fun
and Fantasy, The Figurative Language
Book |
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Learning Goals |
Life Long Learning Processes |
Nested Learning Objectives |
Type of Learning |
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Student Content Goal
Use active reading skills,
problem-solving, and prior knowledge
to identify, create, and apply in
context a figurative language
example for class anthology.
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Complex thinking
Information processing
Habits of mind |
Understand figurative language |
Cognitive (acquiring knowledge,
comprehension, analysis) |
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Be able to brainstorm and make
decisions on viability of ideas |
Cognitive (acquiring knowledge,
comprehension, evaluating) |
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Be able to consider point of view of
reader |
Cognitive (analysis, evaluating) |
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Be able to write and edit in group
setting |
Psychomotor (attend to group)
Affective (contribute to group) |
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Student Technology Goal
Use desktop publishing to create a
page for class anthology. Student
will implement identified parameters
for page layout, use text, and
include a visual (graphic) to help
explain figurative language example. |
Complex thinking
Collaboration/cooperation
Habits of mind |
Be familiar with desktop pub basics
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Cognitive (analysis, problem
solving)
Psychomotor |
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Be able to work independently to try
and problem solve design |
Cognitive
Psychomotor
Affective |
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As a collaborative partner, be able
to give constructive criticism |
Cognitive
Affective (effective communication) |
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Be willing to practice articulating
a specific question asking for help |
Cognitive
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Teacher Content Goal
Guide student thinking to develop
figurative language example so it is
clear. |
Complex thinking
Effective communication |
Be able to identify what kind of
interaction will provide needed
support for student |
Cognitive
Psychomotor |
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Consider and develop adaptive lesson
needs for diverse learners. |
Cognitive
Affective |
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Ask useful questions to guide
student thinking |
Cognitive
Affective |
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Offer guiding advice to answer
students’ questions and assure
success |
Cognitive
Affective |
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Teacher Technology Goal
Plan applications-based integrated
technology lessons. |
Information processing
Collaboration/cooperation
Habits of mind |
Be aware of personal
strengths/weaknesses in tech use.
|
Cognitive
Affective |
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Know questions to ask mentor teacher
for guidance.
|
Cognitive
Affective |
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Have needed tutorial documents and
problem solving helps close at hand. |
Cognitive
Psychomotor |
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Proactively identify and solve
potential tech problems.
|
Cognitive
Psychomotor |
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Provide tech options and tools for
diverse learners |
Cognitive
Psychomotor |
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Mentor Goal (affective)
Support teacher to build confidence
for successful technology
integration. |
Effective communication
Collaboration/cooperation
Habits of mind |
Proactively identify potential tech
problems to support teacher. |
Cognitive
Psychomotor |
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Provide needed tutorial and
problem-solving documents |
Cognitive
Psychomotor |
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Be willing to assist at a moments’
notice, if necessary. |
Cognitive
Psychomotor |
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Know teacher’s strengths and
weaknesses on the selected software
to proactively avoid problems. |
Cognitive
Affective |
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Mentor Goal (instructional)
Attend to details of lesson
development to incorporate affective
techniques, strategies, and
technology skills for student
success. |
Complex thinking
Information processing
Habits of mind |
Actively listen as teacher
brainstorms and develops lesson
ideas. |
Cognitive
Psychomotor
Affective |
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Make notes of things to anticipate,
details to plan, ideas to research,
and logistics to problem solve. |
Cognitive
Psychomotor |
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Provide ideas and research materials
for the teacher to peruse to add to
knowledge base. |
Cognitive
Psychomotor |
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Play ‘devil’s advocate’ as teacher
visualizes and develops lesson ideas |
Cognitive
Affective |
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Successful completion of this
project will improve/affect student
learning:
Cognitive experiences include using
all levels of Bloom’s as the student
decides on the figurative language
example and how to communicate his
idea. Designing the page utilizes
psychomotor skill practice when the
student uses the desktop publishing
program to make the product.
Positive affective experiences are
embedded in peer conferencing as
student ideas are validated and
developed. Finally, the finished
book shows collaborative success
with all members contributing.
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How I will evaluate progress toward
established goals (tools):
Teacher eval student: Provide
checklist that outlines steps to
complete cognitive portion (planning
your page), provide rubric for
student to self-check work against
expectation (page criteria), provide
time to collaborate with peers to
edit (peer review guidelines and
goals achieved student response),
and provide each student with a
class anthology book.
Mentor eval self: Provide checklist
that outlines goals for mentor
including content lesson goals and
needs, technology lesson goals and
needs, timelines, and perform
periodic checks and adjust as
needed. |
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We agree to work as a cooperative
team to implement this plan:
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