Instructional and Learning Strategies

MTTC Mentoring Field Experience Home Page

MASTER TECHNOLOGY TEACHER CERTIFICATION PROGRAM

Education Service Center
Region XI

Giving them the tools that will stay with them for a life time

Shawn Smith

Instructional and Learning Strategies.

Aspect 1: The Syntax
Learning Goals	Instructional Strategies	Instructor Actions	Student Activities
Student Goal: Understand the characteristics which differentiate mammals from reptiles.	Direct instruction Group discussion Questioning	Instructor will review characteristics of both mammals and reptiles. Instructor will solicit information from students to assess prior knowledge. As review, use student input to develop class spreadsheet on characteristics of mammals and reptiles.	Contribute information based on prior knowledge. Listen attentively and contribute to discussion.





Student Goal: Understand and communicate similarities and differences between a specific mammals and reptiles from the same ecosystem.	Paired student groups for research	Instructor will review the characteristics of various ecosystems. Instructor will assign students in pairs to ensure diverse groups. Instructor will assign a mammal, a reptile and a specific ecosystem to each pair.	Students will work in pairs to perform research on assigned animals and ecosystem. Students will present research findings in accordance with rubric. Students will present research findings using presentation software.
	Direct instruction Questioning Collaboration	Instructor will review concepts of simiarities and differences. Instructor will collaborate with librarian to develop rubric for assessment of content, mechanics and design elements of presentation. Instructor will collaborate with librarian to schedule presentations on copyright, citing sources, finding information and keyword searching.	Students will make input into presentation rubric. Students will draw on prior knowledge. ELL students will receive one-on-one instruction and will have instruction supplemented by pictures, graphics and other aids to address language difficulties. ADD/ADHD students will work in more frequent but shorter periods to complete research. Visually impaired student will utilize assistive technology in lab to increase screen size.




Student Goal: Understand how to locate and ethically use information obtained from a variety of sources.	Direct instruction Discussion Paired student groups	Librarian and instructor will select and demonstrate keyword searching on websites. Librarian will demonstrate steps to use Ebsco Searchasaurus Librarian will demonstrate steps to use online encyclopedia Librarian will demonstrate steps to use print encyclopedia Librarian and instructor will review parts of the book Librarian and instructor will develop tool to allow students to practice accessing information through a variety of sources. Librarian and instructor will demonstrate effective notetaking strategies. Librarian and instructor will develop graphic organizer to facilitate notetaking and citation information.	Students will listen attentively. Students will draw on prior knowledge. Students will use information sources Students practice ethical use of information and cite all information sources used in research.


Teacher Goal: Increase confidence in integrating technology and implementing peer collaboration into lessons for diverse learners.	Collaboration Cognitive Coaching Discussion Reflection	Collaborate with library mediap specialist, reading specialist, special education teacher and instructional technologist before beginning project, and twice a month during period of project to discuss instructional needs and ideas during these meetings. Group will meet at conclusion of project to evaluate project outcomes. Ensure effective lesson planning and documentation to facilitate organization and to address any special needs students. Discuss successful tech integration projects with other teachers in both formal and informal settings. Reflect on tech integration strategies with peers, to include any students with special needs.
Teacher Goal: Develop effective classroom management strategies to facilitate learner-centered instruction for diverse learners.	Planning Discussion Reflection	Ensure all facilities (computer lab, library, etc.) needed are scheduled in a timely manner to avoid possible schedule disruptions. Discuss specific space and equipment needs with relevant personnel (librarian, lab scheduler, etc.) Ensure setup of facilities in advance to facilitate good classroom organization and order. Plan classroom management strategies and communicate them with any relevant personnel who might be involved with lesson (aides, parent volunteers, librarian, etc.) Reflect on planned classroom management strategies to ensure that needs of diverse learners are adequately accommodated.
Teacher Goal: Understand how to locate and ethically use information obtained through a variety of sources.	Collaboration Discussion Direct instruction Dialogue	In collaboration with librarian, ensure thorough understanding of various sources of information (subscription databases, encyclopedia, websites). In collaboration with librarian, ensure thorough understanding of requirements for ethical use of information (copyright) and citation format.
Professional Goal: Formulate and practice cognitive coaching strategies through developing effective questioning techniques and relationship-building.	Cognitive coaching Dialogue Reflection	Practice cognitive coaching strategies through formal and informal exchanges with teachers. Practice coaching skills while being observed by peer coach. Try to attend grade level planning for every grade level at least twice a month to build relationships and practice coaching strategies.
Professional Goal: Encourage technology integration on campus.	Discussion Cognitive coaching Reflection	Take opportunity to discuss in both formal and informal settings the benefits of technology integration. Use successful examples in discussions. Reach out to parents to provide opportunities to teach them about technology. Reflect on sensitivities of teachers regarding technology integration.
Aspect 2: The social system
Describe the interpersonal structure of the instructional experience. 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.
Aspect 3: The role of the instructor
Describe your general instructional role. For example, will you present material, guide students as they research their own issues, etc? 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.
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. Student lesson support: Data Projector for demonstrations Document camera for demonstrations Laptop computer with speakers for demonstrations Internet access Lab computers or wireless lab (in classroom or library) White board or Smart Board PowerPoint Pre-selected websites OPAC (Athena): library automation software for searching Nonfiction books on animals Subject encyclopedia on animals (print) Online encyclopedia and password for login Subscription datases (EBSCO Searchasaurus) with login and password Graphic organizer to facilitate organized notetaking and citation of sources. Collaboration with library media specialist, reading specialist, special education teacher, instructional technologist for cluster. ADD/ADHD students will need: Audio books Headphones CD Player Scheduled time in invidual computer in library Visually Impaired student will. need: ZoomText to magnify computer screen image. ELL learners will need: Directions supplemented with images to address language difficulties Prior to this project, the ESL teacher will meet jointly with the SPED teacher, reading specialist and library media specialist, and the instructional technologist, to discuss their various roles in this project. During the course of the project, this group will meet twice a month to discuss any project or specific student needs (ADD/ADHD, visually impaired, ELL, struggling students). Additional strategies and corrections will be addressed formally during these meetings, or for time critical concerns, on an ad-hoc basis. Extensions to this lesson for those students who need it will include additional animals to research (adding amphibians or insects), additional facets to the presentation (inclusion of video clips, inclusion of additional graphics and charts, etc.).

Education Service Center
Region XI
3001 N. Freeway
Fort Worth, TX 76106

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