Aspect 1: The Syntax

Learning Goals

Instructional Strategies

Instructional Actions

Student Activities

Student Goal

1) Research and compile information from a variety of sources to further understand the Victorian Literary Period.

Direct Instruction
Dialogue
Questioning
Discussions

Instructor will introduce the Victorian Literary Period and provide background information.

Listen, participate in discussion, and ask questions when necessary.

Direct Instruction
Dialogue
Questioning
Discussions

Assign each group a computer to research and obtain information about the Victorian Era.

Inquiry
Questioning
Brainstorming
Collaboration

Provide rubric. Facilitator to the learner by providing direction when needed. Observe, ask questions, and providing feedback throughout the lesson.

Brainstorm to determine the content for the magazine.

Determine roles and responsibilities of the magazine creation process.

Use research skills to locate examples of Victorian Era magazines.

Duplicate the layout components of the magazine

Using MS Publisher or Word, combine the images and content to produce a replication of the magazines of the Victorian Literary Period.

Students will present magazine to the class and display on bulletin boards in classroom.

Students will reflect on learning process.

Collaboration
Dialogue

Design and implement technology integrated lesson.

Meet with instructional technologist 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.

Ask questions during the lesson to check for understanding.

Collaboration
Dialogue

Develop seating arrangement conducive to collaborative work in the classroom and in the lab.

Meet with special education staff to discuss and decide upon specific techniques and assistive technologies which will support the students.

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

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.

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 and peer coach to reflect and obtain feedback cognitive coaching process

Group members will work together to research, gather information, and create a magazine to demonstrate their understanding of the Victorian Time Period. As a group, they will share the magazine with the class. Students will be accountable individually and as a group.

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, conduct formative assessments, provide feedback, and evaluate the final project.

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)