|
|
What
tasks, strategies, instruments
|
How
the processes, how often?
|
Why
how do the selected tools support your learning goals and the
learning principles guiding your design?
|
|
a) to enable
continuous/frequent feedback between you and the students
|
Observe student and/or computer
screen.
Ask questions.
|
Continually
|
Provide constant feedback
that will identify problems and encourage success.
|
|
b) to encourage the
students to reflect on their learning progress and achievement
|
Checklist
Timeline
|
Periodically at
logical reflection points
|
Students will monitor
their own progress according to the checklist and timeline
|
|
c) to determine your
students' learning progress and achievement
|
Monitor progress throughout lesson
Use rubric to evaluate Newsletter/Brochure.
|
Continually through lesson.
At completion of lesson.
|
The rubric will serve
as an example of brochure/newsletter assessment.
|
|
|
|
Goals
|
Sub-Goals (Objectives)
|
Type of Learning
|
Assessment Strategy
|
Feedback Strategy
|
|
Student Goal
Use the
print resources (Literature books & Reference books) to research Anne
Frank.
|
1. Use index/table of contents searches
2. Create works cited to hold references
|
1. Knowledge
2. Comprehension
3. Evaluation
4. Psychomotor
|
Observation
|
Verbal
|
|
Student Goal
Use Publisher to create a brochure/newsletter.
|
1. Summarize information from research
2. Use template to create brochure/newsletter
|
1. Comprehension
2. Analysis
3. Evaluation
4. Psychomotor
|
Observation
|
Verbal
Rubric
|
|
Student Goal
Use the
knowledge learned to express an understanding of Anne Frank and the
circumstances surrounding her life.
|
Evaluate and internalize information
learned from research.
|
1. Synthesis
|
Discussion
Observation
|
Verbal praise
|
|
Teacher Goal
Reason about the development of an integrated technology lesson
|
1. Plan the unit.
2. Develop guidelines for student
research.
3. Develop an assessment instrument.
4. Discuss effective lab-management
strategies.
5. Differentiate the needs of learners
at various cognitive levels.
|
1. Synthesis
2. Analysis
3. Evaluation
4. Comprehension
5. Analysis
|
Discussion
Completion of Rubric
|
Verbal
|
|
Professional Goal
Improve questioning techniques
|
1. Learn to use open ended questions
|
1. Analysis
|
Successful implementation during
lesson.
|
|
|
Professional Goal
Address
the needs of diverse learners (both learning disabled and GT)
|
1. Consider levels of Blooms Taxonomy.
|
1. Application
|
Self-evaluation
|
|
