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

Theories and Factors Affecting Instruction

Learner factors that may impact learner-centered instruction. Analyzing the student learners is a means to identify the learner characteristics that will likely impact the process and outcomes of the learning experience.
Factors	Description	Advantage	Constraint	Initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors
Age	25-50	+		GIve learning objectives at outset of lesson. Post "Aim to Learn" in centrally visible location. State reason for teaching (relevancy) at outset of lesson.





Teaching Experience	1-18 years; most teachers with 5 more more years.	+		Establish relevancy of content to all teachers regardless of experience level. Allow veterans to "buddy" with new teachers.
Skill Level	Beginner to advanced	+		Design groups to intregrate a variety of skill levels.
Sex Distribution	All female	+		N/A




Racial, Ethnic Diversity	African American / Caucasian	+		N/A
Educational Level	Bachelor's Degrees; some Master's Degrees	+		Establish prior knowledge of topic. Show relevancy of information to professional needs and requirements through discussion and personal anecdotes. Establish learner-centered environment.
Disability or Impairment	Some ADD/ADHD		-	Provide hands-on activities which engage learners and minimize "seat-time."
Developmentally Appropriate	Broad spectrum of knowledge levels and skills on topic.	+		Establish groupings based on teaching experience and background knowledge.
Prerequisite Knowledge	Some ESL certified; some are not. All learners should have some previous knowledge of topic.	+		Establish pairings based on teaching experience and background knowledge.
Related Experience	Some ESL certified; some are not, but have worked with ESL students previously, due to status as classroom educators.	+		Establish pairings based on teaching experience and background knowledge.
Perception of Role as Student	Interested in learning. Diversity of learning styles; breadth of knowledge and experience	+		Maximize grouping effectiveness by discussing teacher pairings with teacher mentee.
Motivation for Learning	Due to the fact that this is a required training -- low to moderate		_	Show relevancy of topic at outset of lesson by sharing success stories.
Attitude Toward Subject (ESL)	Neutral - positive	+		Show relevancy to their professional responsibilities; Create a sense of fun and camaraderie in learning.
Attitude Toward Technology	Apprehensive - positive	+		Arrange for mini-lesson on technology component of lesson; arrange for students to be hands-on after mini-lesson.
Expectations from Course	Dependent upon experience level and perceived relevance ot topic to professional duties.	+		Clearly established requirement for information. Clearly established overview of information. Creative and enjoyable presentation.
Competitiveness	Friendly competition between grade level teams	+		Friendly competition promotes sense of fun.
Stage of Integration	Varies between learners - ranges from entry to adaptation.		_	Limited amount of technology integration in lesson will allow for greater reinforcement of tools that are used. Be careful not to overwhelm students.

Environment factors that may impact learner-centered instruction.Analyzing the environment is a means to identify the issues that will impact the (a) process of the design and production, (b) implementation, and (c) outcomes of the learning experience.
Design and Production Factors:
Factors	Description	Advantage	Constraint	Initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors
Budget Available	Not needed	+		No additional budget required .
Materials Required	Paper to create handouts for all faculty and staff attending	+		N/A
Production Equipment Available	Digital projector; laptop computer; desktop publishing or presentation software; document camera	+		All equipment available at school. Ensure needed equipment is working and set up as needed.
Time for Design and Production	Two weeks	+		Ensure materials prepared at least one week prior to session, so accommodate review and copy requirements. Coordinate with librarian to ensure information accessible on library website. Ensure library is scheduled.
Department Technology Requirements	Place information on school website.	+		Ensure necessary information placed on library website. Ensure librarian has digital projector and laptop set up in library prior to training.

Implementation Factors:
Factors	Description	Advantage	Constraint	Initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors
Class Size	25-30 teachers and staff		-	Work in groups of 3-4
Class Period Length	30-45 minutes		-	Ensure all handouts are organized. Ensure equipment is working.
Location	Library media center	+		Ensure COW is available for use and is operable.
Seating Arrangement	Tables of 3-4	+		Have teachers grouped teachers in advance.
Lighting	Lighting is bright, and is supplemented by natural light from large windows.	+		N/A
Temperature	Can be overcooled in summer months.		_	Ask students to bring sweater or jacket in case of overcooled space.
Noise	Can be some sidebar conversations		_	Establish groundrules to minimize extra talking.
Equipment	N/A			Ensure laptops, wireless network, digital projector and document camera are working as needed.
Technology Support	No assigned tech support; librarian to assist as needed.	-		Ensure equipment working prior to training; ensure librarian and PE teacher (with prior technologist experience) are available for backup.

Outcome Factors:
Factors	Description	Advantage	Constraint	Initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors
State Requirements	Satisfy ESL briefing requirements	+		Ensure ESL requirements are documented and covered.
Employer Needs	Satisfy ESL briefing requirements	+		Ensure ESL requirements are documented and covered.
Co-worker Needs	N/A			N/A
Student Needs	Teacher time conflicts		-	Ensure adherence to schedule.

Content Factors:
Content factors that may impact learner-centered instruction. Analyzing the content is a means to identify in general terms the topics to be addressed in your course and to analyze these topics in terms of the prerequisite sub-topics, as well as the degree of learning difficulty.
Main Topics	Sub-Topics (What Is Involved In Learning Each Main Topic?)	Readiness To Learn (Prerequisites Mastered)	Degree of Learning Difficulty (Real / Imagined)	Possible Instructional Strategies to Reduce or Manage Learning Difficulty
Understand the process required in identifying a Limited English Proficient student.	Explain where the home language survey can be found for each student.	Understand the composition of the home language survey	Easy	Diplay home language survey for group
	Describe the decision-making process that leads to an LPAC.	Understand the entities involved in the decision-making process.	Easy	Display flow chart
	Define basic terminology related to English Language Learners: LPAC, LEP, OLPT, CALP.	Understand what each acronym stands for.	Easy to medium difficulty	Display chart with acronyms and their meanings.
	Describe and articulate the responsibilities of the LPAC.	List the membership requirements of the LPAC.	Easy to medium difficulty	Display chart with membership composition. Questioning as to reason for requirements.
Understand the responsibilities of the district and campus toward LEP students	Explain the parent notification requirements for LEP students.	Understand that parents must be notified if student is identified as LEP.	Easy to medium difficulty	Discussion; display flow chart for visual.
	Understand the curriculum and testing requirements for LEP students.	Explain how the teacher certification in ESL requirements affect placement of students in classes.	Medium difficulty	Discuss and use examples of class compositions.
Understand how to effectively search for information in a print format or a pre-selected website.	Demonstrate locating information in a print document by using skimming and scanning and subject headings.	Understand that information can be organized in various ways, and that different strategies may be used for locating information.	Easy	Discuss strategies and question; model strategies.
	Demonstrate locating information in an electronic document by using skimming and scanning, subject headings and the find feature.	Understand that information can be organized in various ways, and that electronic documents may offer additional tools to assist in searching for information.	Easy	Discuss strategies and question; model strategies.

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