Instructional+Student+Instruction+Project


 * Kim Huett**
 * MEDT 7461: Instructional Design**
 * Dr. Putney**
 * September 18, 2010**

**Part 1 Form - Student Instruction Project** **Essential Questions to Facilitate Exploration in “The Giving Tree” Lesson** Using the Questions Starters Based on the Six Facets of Understanding on page 120 of Understanding by Design, brainstorm potential essential questions related to “The Giving Tree” lesson. //The Giving Tree// is a story that can be used at any grade level K-12. If you are not familiar with the story you will want to review it first. Consider a range of grade levels and indicate the grade level for each question you develop. Each student needs to take notes during the discussion. During this face to face class session you will focus on the development of essential questions. Over the next week you will explore and discuss potential connections with the GPS/QCC, AASL Standards for the 21st Century Learner, and NETS Technology Standards for Students. You will also discuss the potential roles of teachers, media specialists, and technology specialists in the process of planning and implementing instruction related to //The Giving Tree//. At the end of the discussion, each student will complete this form and submit it to the assignment dropbox.

Type of Question Potential Questions Grade Level GPS/QCC AASL NETS c. Begins to use organizational structures (beginning, middle, end) d. Pre-writes orally or written to generate ideas (graphic organizers, pictures). || 2.1.4 Use technology and other information tools to analyze and organize information. || ** 3. Research and Information Fluency ** —Students apply digital tools to gather, evaluate, and use information. Students: b. Makes predictions from pictures and titles. || 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. || ** 1. Creativity and Innovation ** —Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. Distinguish goods from services. || 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. || ** 3. Research and Information Fluency— ** Students apply digital tools to gather, evaluate, and use information. Students: (what evidence is there for this idea?) || K || ** ELAKR6 The student gains meaning from orally presented text. The student ** c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text. || 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning || ** 4. Critical Thinking, Problem Solving, and Decision Making ** —Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. Writes or dictates to describe familiar persons, places, objects, or experiences. || 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. || ** 1. Creativity and Innovation ** —Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: The student produces a response to literature that:
 * **Explanation** || How do I organize my writing? || K || ** ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. **
 * The student produces a response to literature that:**
 * b.** locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. ||
 * **Interpretation** || What will happen to the Giving Tree after the story ends? || K || ** ELAKR6 The student gains meaning from orally presented text. The student **
 * d.** identify trends and forecast possibilities. ||
 * **Application** || Can we make money from trees? (Asked differently, does money grow on trees?) || K || ** SSKE3 The student will explain how money is used to purchase goods and services. **
 * b.** locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. ||
 * **Perspective** || How do we know the tree likes the boy?
 * c.** collect and analyze data to identify solutions and/or make informed decisions. ||
 * **Empathy** || What story can I tell about myself and a tree that I know? || K || ** ELAKW1 The student begins to understand the principles of writing. The student **
 * b.** create original works as a means of personal or group expression. ||
 * **Self-Knowledge** || What do I need from trees? What do I want from trees? || K || ** ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. **

b. Makes connections: text-to-self, text-to-text, text- to-world. || 2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. || ** 1. Creativity and Innovation ** —Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
 * a.** apply existing knowledge to generate new ideas, products, or processes. ||


 * Potential role of teacher || The teacher does it all. What the teacher may need to do is learn how to give away some aspects of the job. In a collaboration situation, the teacher needs to step back and allow another to share some expertise. For many teachers, letting go of this control is going to be their biggest challenge. ||
 * Potential role of media specialist || The role of the technology specialist will vary wildly depending on the nature of her work at the school/district and her rapport with teachers.

Now that I think about this, there is a bit of overlap between what media specialists might do and what the tech specialist might do.

Both might teach faculty at a school to use instructional technologies. Both might assist with instructional design in the role of instructional consultant. Both need to be well-versed in both the AASL and the NETS standards. Both may come from a teaching background and understand pedagogical approaches to teaching.

One could argue that the tech specialist should do many of the same things as the media specialist. For on-site tech specialists, that might be more likely. ||
 * Potential role of technology specialist ||^  ||