Technology integration unit outline.doc march 1


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Technology integration unit outline.doc march 1

  1. 1. Chapman EDUU 551, Gibbs Technology Integration Unit OutlineType only in the gray areasName:Project Title:Project Subject:Grade Level(s):Email address:Essential Question:ScaffoldingQuestions:Approximate Length of Unit (days, weeks)Goals:Objectives:Unit Summary and Sequence of Events – give details:Software and Hardware needed:Accommodations for Differentiated InstructionResource Student:Gifted Student:IDENTIFY STANDARDS – Select two or three standards from each categoryand copy/paste them into this documentSpecific Teacher Performance Expectations (TPEs):Specific CA Content Standards:Specific ISTE Tech Standards for Teachers:Specific ISTE Tech Standards for Students:REFERENCES – List websites, books, magazines, and other resourcesused to collect content information for this unitTPE2: Monitoring Student Learning During Learning
  2. 2. Chapman EDUU 551, GibbsAnticipate, check for, and address common student misconceptionsand misunderstandingsTPE4: Making Content AccessibleVary instructional strategies according to purpose and lessoncontent. To meet student academic learning needs, candidatesexplain content clearly and reinforce content in multiple ways, suchas the use of written and oral presentation, manipulatives, physicalmodels, visual and performing arts, diagrams, non-verbalcommunication, and computer technologyProvide opportunities and adequate time for students to practice andapply what they have learned.Encourage student creativity and imagination.Motivate students & encourage student effort.TPE5: Student EngagementClearly communicate instructional objectives to students.Ensure the active and equitable participation of all students.Extend the intellectual quality of student thinking by askingstimulating questions and challenging student ideas.TPE 6B: Developmentally Appropriate Practices in Grades4-8Design learning activities to extend students’ concrete thinking andfoster abstract reasoning & problem-solving skills.Assist students, as needed, in developing and practicing strategiesfor managing time and completing assignments.Build on peer relationships and support students in trying new rolesand responsibilities in the classroom.Distinguish between misbehavior and over-enthusiasm, and theyrespond appropriately to students who are testing limits andstudents who alternatively assume and reject responsibility.TPE9: Instructional Planning
  3. 3. Chapman EDUU 551, GibbsPlan instruction that is comprehensive in relation to the subjectmatter to be taught and in accordance with state-adopted academiccontent standards for students.Plan how to explain content clearly and make abstract conceptsconcrete and meaningful.In planning lessons, are able to select or adapt instructionalstrategies, grouping strategies, and instructional material to meetstudent learning goals and needs.TPE10: Instructional TimeEstablish procedures for routine tasks and manage transitions tomaximize instructional time.Based on reflection and consultation, adjust the use of instructionaltime to optimize the learning opportunities and outcomes for allstudents.TPE11: Social EnvironmentDevelop and maintain clear expectations for academic and socialbehavior. Promote student effort and engagement and create apositive climate for learning.Help students learn to work responsibly with others andindependently.TPE12: Professional, Legal, and Ethical ObligationsMaintain a non-hostile classroom environment.Understand and implement school and district policies and state andfederal law in responding to inappropriate or violent studentbehavior.