| Student Goals |
| Learning Goals |
Sub-Goals (Objectives) |
Type of Learning |
Assessment Strategies |
Feedback Strategy |
| Students will learn the importance of communication. |
1. Students will be able to contrast the differences in open communication and closed.
2. Students will be able to identify the different methods of communication. |
Cognitive
Application |
Written self assessment, discussion, essay test. |
Written
|
| Students will learn to work together as a team. |
1. Group creation of an agreed upon plan by the group.
2. Groups will be able to identify a role for each participant.
|
Application
Cooperative |
Project, written role assignment sheet. |
Written
Verbal by peers and teacher. |
| Students will cooperatively develop and implement a plan for a newpaper structure. |
1. Group interaction and cohesion evident through observation.
2. All group members will participate in the creation of a support structure.
|
Application
Affective
Psychomotor |
Project, participation and written documentation of activity. |
Class discussion and verbal. |
| Teacher Goals (Mentor) |
| Learning Goals |
Sub-Goals (Objectives) |
Type of Learning |
Assessment Strategies |
Feedback Strategy |
| Developing a relationship with the mentee before diving in. |
1. Start off with small talk and gain a comfort level with my mentee.
2. Discuss the goal before getting into the details. |
Affective
Cognitive
Application |
Reflection and discussion. |
Verbal and electronic.
|
| Practicing good listening skills. |
1. Wait to talk until I have listened completely to what has been said.
2. Restate comments. |
Application
Cooperative |
Peer evaluation, checklist, discussion and reflection. |
Verbal, electronic and examples. |
| Not leading the mentee by the way I ask quetions. |
1. Remain non-committed to an end product when asking questions.
2. Ask questions that are open ended. |
Application
Affective
Psychomotor |
Reflection, journal and peer review. |
Verbal and electronic. |
| Mentee Goals |
| Learning Goals |
Sub-Goals (Objectives) |
Type of Learning |
Assessment Strategies |
Feedback Strategy |
| Active, successful student participation in the learning process. |
1. Class is actively engaged in the project.
2. Students are successful building a structure.
3. Lesson includes descriptors and skills that will benefit diverse learners. |
Cognitive
Application
Synthesis |
Class questions, observation and participation. |
Verbal and discussion.
|
| Learner-centered instruction. |
1. Create a lesson plan that relates to student interests.
2. Tie the lesson to the real world for a variety of student backgrounds. |
Application
Cooperative
Affective |
Lesson plan review and real world connections overview. |
Written
Verbal by peers and teacher. |
| Evaluation and feedback on student progress. |
1. Use positive reinforcement.
2. Give students constructive feedback. |
Application
Affective
Psychomotor |
Project, participation and written documentation of activity. |
Class discussion and verbal. |
| Classroom management in various settings. |
1. Provide students with clear expectations for classroom behavior.
2. Coach students on managing their behavior themselves.
|
Knowledge
Cognitive
Psychomotor |
Behavior records and group progress. |
Written, demonstration, discussion and peer review. |
