Aspect 1: The Syntax
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Learning Goals
Instructional and
Learning Strategies |
Target Technologies or Desired Tool Functions |
Constraints Identified from Instructional Analysis |
Decisions |
Students - Target
1. Students will be able to research and compile information from a variety of sources to further understand the Victorian Literary Period.
Direct Instruction
Collaboration
Dialogue
Discussion
Questioning
Demonstration
Presentation
|
Multimedia Projector&
Document Camera
|
All classrooms have ceiling mounted projector and permanent document camera. |
Match |
| Internet Access |
Internet may lose access. |
Match - Use alternate resources collected by teacher and librarian.
|
Computer Lab or Mobile Laptop Cart
|
Lab or lap-top cart needs to be reserved. |
Match - Schedule early to avoid conflicts |
Microsoft Word and Publisher
|
All computers have MS Word and Publisher |
Match |
| Printer |
Printer is available with cart or in computer lab with paper and toner on hand
|
Match |
| Student Server |
Server may lose network connection |
Match - Students can save to the local hard drive or USB drive. |
2. Students will recognize layout and define components of news magazine of the Victorian Literary period.
Inquiry
Questioning
Brainstorming
Collaboration |
Multimedia Projector
Document Camera
|
All classrooms have ceiling mounted projector and permanent document camera. |
Match |
| Internet Access |
Internet may lose access. |
Match - Use alternate resources collected by teacher and librarian.
|
| Computer Lab or Mobile Laptop Cart |
Lab or lap-top cart needs to be reserved. |
Match |
| Microsoft Word and PowerPoint |
All computers have MS Word and Powerpoint |
Match |
| Printer |
Printer is available with cart or in computer lab with paper and toner on hand |
Match |
| Student Server |
Server may lose network connection |
Match - Students can save to the local hard drive |
Teacher - Professional
3. Develop confidence in creating and implementing technology integrated lesson plans
Collaboration
Dialogue
|
Computer lab or mobile laptop cart |
Scheduling Conflicts
|
Match - Reserve lab or cart in advance |
| MS Office and Publisher |
Installed on all computers |
Match |
| Internet access |
Loss of access |
Match - Obtain alternative resources from the library |
| Rubistar Rubric Developer |
Loss of access |
Match - Schedule alternate date |
4. Use instructional strategies that support diverse learners and address classroom management strategies. |
Computer lab or mobile laptop cart b |
Scheduling Conflict |
Reserve in advance |
| Assistive technology software or devices |
May not be installed or licensed for multiple computers. |
Mis-Match - Determine in advance which AT or software is needed. Check for licensing on lab computers. |
Mentor - Professional
5. To assist teachers in integrating technology into lesson plans with learner centered lessons appropriate meeting the needs of diverse student learners.
Collaboration
Dialogue
Direct Instruction
Demonstration
Reflection |
Internet & Email
|
Loss of Internet of Network Connection |
Match - Times are flexible; chose alternate form of communication
|
| Word processing, and publishing software |
May not be installed on all teachers computers |
Mismatch - Verify licensing before installation |
| Multimedia Projector |
Ceiling mounted computers in each classroom |
Match |
| Computer Lab |
After school trainings |
Match |
6. To improve my cognitive questioning style that will lead to critical thinking and problem solving.
Collaboration
Dialogue
Reflection |
Email
|
Loss of Internet or network
connection
|
Match - Time is flexible |
Aspect 2: The social system
|
Group members will work together to brainstorm, gather information, and replecate a news magazine of the Victorian Literary Period. As a group, they will present the magazine to the class with the class. Students will be accountable individually and as a group.
|
Each component previously addressed |
Aspect 3: The role of the instructor
|
Instructor will be the facilitator. She will introduce the material, 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.
|
Each component previously addressed |
Aspect 4: The support system
|
Human Resources, Hardware, Software and Other Instructional Materials
|
Each component previously addressed |
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