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Shawn Smith
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Learning Goals
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Target Technolgies
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Constraints
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Decisions
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| Student Goal: Understand the characteristics which differentiate mammals from reptiles. Direct instruction Group discussion Questioning |
White board | Markers -- Need extra and multiple colors | Match | |
Document camera |
Newly acquired -- lack of training | Match |
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| Interactive White Board | Do not own | Mismatch | ||
| Digital projector | Bulb failure | Match | ||
| Overhead projector |
Bulb failure | Match | ||
| Student Goal: Understand and communicate similarities and differences between a specific mammals and reptiles from the same ecosystem. Paired student groups for research Direct instruction Questioning |
Computers |
Scheduling | Match |
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Internet Access |
Failure of server |
Match |
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| Star Office Writer Star Impress |
Incompatibility with software in students' homes | Match | ||
| Subscription databases | Lapsed subscription No login available |
Match | ||
| Age and content appropriate websites | Lack of ability to find web resources | Match | ||
| Variety of nonfiction books about animals | Lack of availabilty in school library; student lack of access to public library | Match | ||
| Nonfiction audio books | Limited supply | Match | ||
| CD Player/Listening station | Limited supply -- scheduling | Match | ||
| Student Goal: Understand how to locate and ethically use information obtained from a variety of sources. Direct instruction Discussion Paired student groups |
Document camera |
Newly acquired -- lack of training | Match |
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| Interactive White Board | Do not own | Mismatch | ||
| Overhead projector | Bulb failure | Match | ||
| Digital projector | Bulb failure | Match | ||
| Internet access | Server failure | Match | ||
| OPAC | Lack of prior knowledge; network problems | Match | ||
| ZoomText | Lack of availability outside of lab | Match | ||
| Learning Goals | Target Technologies | Constraints | Decisions | |
| Teacher Goal: Increase confidence in integrating technology and implementing peer collaboration into lessons for diverse learners. Collaboration Cognitive Coaching Discussion 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 | ||
| 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: Develop effective classroom management strategies to facilitate learner-centered instruction for diverse learners. Planning Discussion Reflection |
Library, lab and mobile computer lab |
Scheduling |
Match | |
| Zoom Text | Access -- only on lab computers | Match | ||
| Internet access | Server failure | Match | ||
| Teacher Goal: Understand how to locate and ethically use information obtained through a variety of sources. Collaboration Discussion Direct instruction Dialogue |
Internet access Subscription databases Search engines Online encyclopedias OPAC |
Server
failure; lack of awareness of availability; lack of training in how to
use; lack of password/logins; lack of knowledge in use |
Match | |
| Learning Goals | Target Technologies | Constraints | Decisions | |
| Professional Goal: Formulate and practice cognitive coaching strategies through developing effective questioning techniques and relationship-building. Cognitive coaching Dialogue Reflection |
N/A
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| Professional Goal: Encourage technology integration on campus. Discussion Cognitive coaching Reflection |
All equipment and software listed above |
Lack of ongoing and relevant training | Match | |
| Aspect 2: The Social System | ||||
| This
lesson will be taught to introduce a unit on animal adaptations.
The research will help students make the connection between
characteristics of different types of animals and the ecosystem in
which they live. Students will work in pairs to perform the
research. Each pair will be assigned one mammal and one reptile.
They will be responsible for researching information on each of
their animals, as well as determing what ecosystem those animals are
found in and presenting facts about that ecosystem. Each pair
will present their research using PowerPoint as their presentation
technology. There will be several presentation options from which
the pairs can choose to present their research. Students will be
responsible for their individual research as well as collaboratively
presenting their research. |
N/A
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| Aspect 3: The role of the instructor | ||||
| I will present specific material through direct instruction, as well as plan the guidelines for the project and facilitate the students' research and presentations. I will initiate and work collaboratively with the librarian to plan, present and implement presentation of material as well as assessment of the students' research and presentations. | N/A | |||
| 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:
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Student lesson support:
Visually Impaired student will. need:
ELL learners will need:
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All constraints addressed above | Match | |
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