|
Learning Goals
|
Target Technolgies
|
Constraints
|
Decisions
|
Adult Learning Goal:
Understand the process
required in identifying a Limited English Proficient student.
Discussion
Questioning
Group
project
Observation
|
Desktop Computer |
Possible incompatibility (MAC to PC) with teacher's home computer.
|
Match |
StarOffice Writer
StarOffice Impress
|
Incompatibility with software in teacher's home
|
Match
|
| Copy machine |
Misfeed; needs repair |
Match |
| Digital projector |
Bulb failure |
Match |
Overhead projector
|
Bulb failure |
Match |
| Internet access |
Failure of server |
Match |
| Laptop computers |
Dead battery; inaccessibility of power outlets |
Match |
Adult Learning Goal:
Understand the
responsibilities of the district and campus toward LEP
students.
Discussion
Questioning
Group
project
Observation
|
Desktop Computer |
Possible incompatibility (MAC to PC) with teacher's home computer.
|
Match |
Adult Learning Goal:
Understand how to
effectively search for information in a print format or a pre-selected website.
Collaboration;
Group instruction
Questioning
Observation |
Copy machine
|
Misfeed; needs repair
|
Match
|
| Website access |
Failure of server |
Match |
| Digital projector |
Bulb failure |
Match |
| Laptop computer |
Dead battery; inaccessibility of power outlets. |
Match |
| Learning Goals |
Target Technologies |
Constraints |
Decisions |
Teacher Goal:
Develop
innovative and creative ways to present required information to diverse adult
learners in time constrained environment.
Collaboration;
Cognitive
coaching;
Dialogue;
Reflection
|
Star Office Writer
Star Impress |
Incompatibility with word processing in homes;
Lack of training in how to use |
Match |
| Interactive White Board |
Do not own |
Mismatch |
| Document Camera |
Newly acquired -- lack of training |
Match |
| Email |
Lack of training on email etiquette |
Match |
| Internet |
Lack understanding of search strategies |
Match |
| Age and content appropriate websites |
Lack of ability to find web resources |
Match |
| Subscription databases |
Lack of awareness of availability; lack passwords |
Match |
| Digital projector |
Do not know how to set up |
Match |
| Copier |
No constraints |
Match |
Teacher Goal:
Encourage
camaraderie and collaboration with faculty and staff while delivering required
training in a positive and supportive learning
environment.
Planning; Reflection;
Dialogue;
Collaboration
|
Library, lab and mobile computer lab
|
Scheduling
|
Match |
| Zoom Text |
Access -- only on lab computers |
Match |
| Internet access |
Server failure |
Match |
| Learning Goals |
Target Technologies |
Constraints |
Decisions |
Professional Goal:
Encourage effective instructional design and
technology integration with appropriate technologies to facilitate adult
learning for diverse learners.
Cognitive coaching;
Dialogue;
Reflection |
N/A |
N/A |
N/A |
Professional Goal:
Develop techniques to
strengthen reflection and follow-up with mentees.
Cognitive coaching; Surveys;
Informal feedback;
Dialogue
|
All equipment and software listed above
|
Lack of ongoing and relevant training |
Match |
| Aspect
2: The Social System |
|
This lesson will be taught to campus
staff and faculty to meet a state and district requirement. The ESL teacher,
tasked with providing this training, does not like to speak formally to groups
of adults. In order to facilitate a learner-centered environment, as well as to
address the sensitivities of the teacher, this lesson will be taught using a
teacher-designed guide of information, to be implemented in a game format.
Prior to the activity, the ESL teacher will talk to the group about the
relevancy of this training, specifically addressing the required nature of the
training as well as offering anecdotes designed to help the adults relate the
required nature of the training with the educational needs of the students. The
instructor will then divide the teachers into pre-selected teams, designed to
mix teachers of different grade and experience levels. Each team will be given
several hardcopy guides, and two members of each team will be given a laptop.
The librarian will deliver a very short lesson on finding information using the organization of the
guide, emphasizing skimming and scanning as well as keyword searching. The
librarian will also demonstrate using the "find" feature on the electronic form of the
guide to locate information .
Game will begin with each team
receiving a printed question card. Team members will need to find the answer to
the question, come to a consensus on the correct answer, and then will have
their answer checked by the ESL teacher, the librarian or the principal. Upon
answering correctly, the team will get a token correlating to the point value of
the question, and will receive another question card. Object of the game is for
the cumulative total of all points collected by the teams beat a number score
posted on the board. If, at the end of the game, the class beats the number
score, some incentive (approved by the principal) will be
rewarded.
Using this game format will
facilitate collaboration among faculty and staff, will allow for friendly
competition, and will provide a method for adult learners to construct knowledge
and practice their "finding" skills.
|
| Aspect
3: The role of the instructor |
The instructor will help set the tone of
the session by providing a positive and welcoming environment. The instructor
will prepare and copy the content of the guides, as well as design and prepare
questions for cards. The instructor will coordinate with the principal for the
reward incentive, and will coordinate with the librarian to ensure that the ELL
guide is placed on the necessary website, ensure that laptops are available and
working for the training, and that the library is available.
During the
game, the instructor will be a facilitator of knowledge by assisting the teams,
checking answers, and discussing and clarifying information.
|
| 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).
Coaching support:
- One-on-one meetings between coach and teacher
- Frequent "check-ins" between coach and teacher via email.
Resource support:
- Library media specialist support:
- Deliver mini-lesson on skimming and scanning and search functions on library website.
- Make ESL guide accessible electronically on library website.
- Assist with lesson (game support, technology support).
|
Student Lesson support:
- Instructor-designed "Basics of ELL" guides; several copies for each
team.
- Data Projector for demonstrations
- Laptop computers (minimum of 6)
- Internet access for laptops as well as presentation computer
- Collaboration with library media specialist and
principal.
|
All constraints addressed aEncourage effective instructional design and
technology integration with appropriate technologies to facilitate adult
learning for diverse learners. bove |
Match |
