Aspect 1: The Syntax
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Learning Goals |
Instructional Strategies |
Instructional Actions |
Student Activities |
Student Goal
1) Define and identify stereotyping in today's society. |
Direct Instruction |
Instructor will describe stereotyping as it relates to the characters in the book. |
Observe and Question: Listen and ask questions. |
Collaboration
Dialogue |
Divide the students into groups of 2-3 with each group developing a definition of stereotyping. |
Work in groups of 2-3 to brainstorm and develop a definition of stereotyping. |
Collaboration
Discussions
Questioning
Dialogue |
Assign each group a computer to research to locate a definition of stereotyping.
Discuss various definitions developed by each group. |
Use research skills to locate other definitions then compare definitions |
Demonstration
Dialogue |
Provide 3 pictures that show examples of individuals or groups that are stereotyped. |
Use research skills to locate images that depict individuals or groups what fall victim to stereotyping. |
Demonstration
Presentation |
Show students example presentation style. |
Create a multimedia presentation to demonstrate understanding of stereotyping. |
| 2) Understand the impact stereotyping has on individuals and groups. |
Collaboration
Dialogue
Reflection
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Begin discussing the negative impact of stereotyping on individuals and groups |
Discuss the negative impact of stereotyping on individuals and groups. |
| Reflection |
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Write an essay relating negative effects of stereotyping to personal experiences through class discussion |
| Learning Goals |
Instructional
Strategies |
Instructional Actions |
Teacher Goal
1) Feel confident in creating student centered lessons that promote higher level thinking skills in diverse learners through the use of technology integration.
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Collaboration
Dialogue
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Meet with instructional technologies to refresh on technology skills.
Determine the needs of the diverse learners and decide on techniques and assistive technologies that will support students.
Reserve lab or mobile laptop cart.
Assure all devices are in working order.
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| 2) Use strategies that address classroom management skills |
b |
Develop seating arrangement conducive to collaborative work in the classroom and in the lab. |
Mentor Goal
1) Effectively assist teachers in integrating technology into lessons plans with leaner centered lessons appropriate in meeting needs of diverse learners. |
Collaboration
Dialogue
Direct Instruction
Demonstration
Reflection
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Meet with teacher to determine what technologies she is comfortable and those she for which she needs training.
Meet with teacher to design a lesson that would be enhanced by integrating technology.
Schedule and hold training sessions for teacher to brush up on technology skills and/or learn new skills.
Work through planning and implementation of lesson.
Observe teacher through lesson implementation.
Reflect and obtain feedback from teacher. |
| 2) Develop a cognitive questioning style that will lead to critical thinking and problem solving. |
Collaboration
Dialogue
Reflection |
Practice cognitive coaching technique with students, peers and colleagues.
Meet with teacher to determine desired student goals and how goals will be achieved.
Meet with teacher to reflect and obtain feedback cognitive coaching process
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Aspect 2: The social system
Describe the interpersonal structure of the instructional experience |
Group members will work together to brainstorm, gather information, and create a presentation to demonstrate knowledge of stereotyping as it relates to the characters in To Kill A Mockingbird as well as in everyday life. As a group, they will share the presentation with the class. Students will be accountable individually and as a group.
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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 lead the discussion, ask questions, assist student in the planning, gathering information, and development of the project. She will monitor and guide students to assure the timeline is being followed. She will assure students remain on task through the lesson and evaluate the final project.
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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
- assist in checking equipment and troubleshooting
- offer refresher in use of presentation software
- Teacher
- facilitate discussions
- assist in research
- assist in planning and creation of presentation
- demonstrate citing sources
- student modifications
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Hardware and Software
- Computer lab
/ Mobile laptop cart
- Classroom computers
- Printer
- Internet Explorer
- MS Word
- MS Power Point
- File storage
capability
- Projector and document camera
- Assistive Technology - Zoom text software (or other magnification software)
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Other Instructional Materials
- Project guidelines
- Research sources
- Project rubric
- Visual examples of images and presentation
- Bibliographic examples
- Project timeline
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