Module+2

**__Janet’s Instructional Strategy Analysis__: ** __Information-about__ : In my unit on the slope-intercept form of a line, I did include information about the topic. I utilized direct instruction to //tell // my students about lines. I also //asked // them several times throughout each lesson of the unit to recall the definitions of slope and y-intercept. __Part-of__ : Because I am teaching about the linear relationship of two variables, “x” and “y”, I //show // students the different parts of the line and describe their importance. I use power teaching to have students physically //doing // something with each part of the line. They also did some worksheets where they had to remember what each part of the line meant. __Kind-of__ : I did //tell // my students the definition of the line and how they could identify an equation as being linear or non-linear. I used the calculator to// show // examples and non-examples of such equations. In this unit they had to look at graphs, tables, and equations and //classify //them as linear and nonlinear. __How-to__ : In this unit, there are several how-to processes. For example, I //told // the students how to put an equation into slope-intercept form if they were given a linear equation in standard form. I used power teaching to help //show // the students how to complete each step of the procedure. I then gave them homework from the book and worksheets where they had to //apply // the whole process. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__What-happens__ : I //<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">told // my students what would happen if you change the slope or the y-intercept in the equation of a line. I need to include in this unit a lesson that //<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">shows //them these effects. I would need to show them algebraically and graphically. We went over this in review test problems but I didn’t spend much time truly //<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">showing // them what happens. Once again, in some test practice problems, we //<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">predicted //what would happen to the line if the y-intercept or slope changed. However, I know that I need to add more real world experiences to this unit and this would be a fantastic way to do it. I could have several story problems written out on a worksheet that discuss finances and architecture and other situations where the students have to predict what happens using linear equations.

Janet: This looks really good. You adding the action words like: tell, ask, show, and do, help in letting the reader understand how it fits into the instructional strategy. I might add that to my analysis just so I can see how I'm implementing the instructional strategy. The way that you are planning on incorporating real world problems is great. I'm sure it's hard to find some problems to fit the knowledge of your students but it can be done. Kids like money so anytime you can use money as a real world example maybe that will help them be more able to transfer that into their real lives. Who knows? :) But over all looks great. What activities do you do to help them predict? Discussion or group activity or just solo. Do they write anything down or do you just have them imagine and discuss? Just curious. Nice job!! I like to do a think, pair, share when discussing predictions. I usually make them write down their guess in their notes first and then they are allowed to discuss it at their tables. Then we roll the dice to see who will share with the class. :D

I loved the tell, ask, show as well. I didn't think of writing my strategy that way. When the directions talked about prescribed instructional events, I am not sure what that meant or how to answer that question. On the how-to step, I am sure that you actually teach them to use y-intercept using actual steps. For example - from standard form you would 1. subtract Ax from both sides. Maybe I am way off base but did they want step form? Chantel Yes, I use steps to tell and show them how to put an equation in slope-intercept form. I guess I wasn't as clear as I should have been on that. The power teaching tool I use actually has the students moving their hands as they repeat "first you move the 'x' by subtracting, then divide by '4'." The students have hand movements for "move", "subtract", "divide", and "four". Sorry, I guess I should have been more explicit. Thanks! :)

Janet: Thank you for your critique! You really did a nice job illustrating elements from all three chapters. I had to go back through and map them all, it was a lot of information! __<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">//<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">JaNae’s Instructional Strategy Analysis // ** __ <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Information-about: **In my lesson/unit I did have an introduction part of the presentation where I specifically focused on what a challenge is and how different people see challenges. I introduce this part as "What is a challenge?" I would expound and illustrate how a certain situation might be a challenge to some but to others it might not be. We also discussed what a solution is. I introduce this as "What is a good solution?" As a class we determine what a positive solution is and what a negative solution is. I feel these are important concepts for my students to learn before we start the activity. I ask my students to create a list of challenges that are part of their lives and then specific solutions that would help them with those challenges. This is good practice to do before taking on something bigger like Africa. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Part-of: **We had a map of Africa and we went over the climate regions and political boundaries to help the students see what possible challenges could occur in this area of the world. Politics was also a focus point during this part of the lesson. Helping the students understand that challenges could happen because of climate or political unrest was important especially in talking about Africa. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Kind- of: **In understanding solutions and how world problems can be solved I focused on different organizations that are established to help countries in times of hardship. As a class we came up with different organizations and discussed what specific challenges could each organization help with. This proved to be vital for my students since the majority of them had no clue as to what organizations existed. In this part I would also show how some organizations don't work as examples for helping in Africa. This will help students understand the difference between non-profit helpful organizations and other organizations that would not be beneficial to the cause. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">How-to: **This was part of the unit where I did an example of what I was asking. I chose a country and went through the whole process of finding it’s challenges and where I could go to do that type of research. I came up with solutions and found organizations that could help me with those solutions. I then presented my country and my findings. I showed my students what I expected of them in this activity. We then discussed any concerns or questions that they might have. To help with the steps I also had a handout for them to follow. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">What-happens: **In the final stages of my lesson after everyone has presented I would then have them imagine or predict what would happen to that country after they implemented their solution strategies. Would if help? What would be the pros and cons of this solution? How could they have done better with finding a solution or organization to help?

JaNae-nice job on analyzing the instructional strategies. Just make sure you include whether or not your strategies included the prescribed instructional events or not. I enjoyed your "what-happens". I think it's nice for the students to contemplate what would really happen if their plan was carried out. Awesome!!! I agree... I've found that when they can see how their ideas and choices end up or turn out they contemplate their decisions better. Especially with this assignment I was able to see that.

JaNae - I liked your plan. I am just wondering if we were suppose to put the parts of each step in? Maybe I went to far overboard. Chantel I don't think you could really ever go overboard on an assignment. At least that is what I tell my students :)

JaNae- Your Part-of looks great. You don't need to re-look at it because it is great. You went over climate regions and political boundaries..both part-of elements. Good job!

Chantel's Instructional Strategies <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">The lesson I picked in the first module is way too big to complete this assignment, so I am going to take the first part of the six weeks. This part will introduce XHTML and start the basic XHTML commands.

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__Information-About__. The name would be XHTML. The facts would be about the World Wide Web, Hypertext and Markup, and introducing XHTML. The picture would be a browser with the source code showing (or a split window). <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__Part-Of.__ This would show the source code for the web page. The illustration would be the source code. The location indicator would be the highlighted source when the teacher is pointing out parts of Basic XHTML. The name would be opening elements. The information would be the parts of opening elements like header section and body element. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__Kind-Of__. This would identify a part of source code for the web page. The name of the category would be elements. The definition would include terms for the types of elements (break, empty, and nested). Examples would be sections highlighted of each type of element in the source code. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__How-To__. The task is to create your first web page with one line of text. The name of the procedure is Typing Basic XHTML tags. The following is the procedure. The list of steps is numbers and the sequence of events is the bullets. The teacher will demonstrate the procedure for the class and the consequence will be the finished product. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">What-happens. The problem is not being able to see your web page in the browser. The conditions are spelling the words correctly, putting the information in the correct part of the basic starting tags, and opening and closing tags, and saving the page as an html document. If all the conditions are done correctly then the consequence is seeing the page. Chantel-looks good to me :) Nice job being explicit! One idea I might add would be putting some non-examples in the "kind-of" section. Based on students' mistakes in the past, it might be nice to add some non-examples. Just a thought. Perhaps you could be more clear on whether or not each instructional strategy included the prescribed instructional events as found in chapter 5.
 * 1) The basic XHTML starting tags
 * Type the following
 * 1) <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> Add a page title
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Type between the and the words “First Web Page”
 * 1) <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> Add your first line of text
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> Type between and “This is my first web page.”
 * 1) <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> Save your page
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> Click on File, save as.
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> Name the file as first.html
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Click Save.
 * 1) <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> View it in your browser.
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> In “My Documents” under the folder you saved your work in, double click the file “first.html”
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> It is open in your browser.

Chantel- This looks good and it seem like you have covered all your points. I think I mentioned it earlier I don't think you can go overboard with good explanation. Well done!

Chantel - I love how you used an XHTML example. All of the elements in the lesson combine to an ultimate consequence. If you are missing something, it is usually pretty obvious. This is great!

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman','serif'; font-size: 18.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">Julie’s Instructional Strategy Analysis ** <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Information-about: In my unit I asked teachers if they had ever played the game "Clue." Many of them had but a few had not. This section seems like the best place to explain how to play clue and how using library skills and resources will help them figure out the who, with what, and where of the game.

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Part of: This section wasn’t covered or explained clearly in my original game with the teachers. With the students, during freshman orientation I ask them if they have ever made a phone call. All of them raise their hand. It may help I throw candy at the ones that answer questions correctly (if I randomly miss and hit someone they get double). I then ask them to tell me what is so important about an area code. They then explain it distinguishes between different locations in the country. I then tell them the call number on a book is like an area code. It tells them how to find different books in the different areas of our library. I then tell them the six area codes of the library: 92; FIC; REF; MAG; 000-999; VHS/DVD; teachers have an additional area code PRO. This would be a good way to introduce the parts of the library to the teachers as well. As each section is introduced, I have a different teacher stand by each section.

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Kind-of: After each area is represented, we go into detail about each section. We talk about things such as the 92’s is our biography section. We define each area, we discuss the checkout limits and fines for each area, and we show the teachers a couple of different resources in each section.

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">How-to: Next we introduce and teach them how to use the book catalog. We teach them how to look up books by keyword, author, subject, title, and series. We show them how to locate the call numbers of the books after their initial search. The teachers especially need this since we just changed vendors for our checkout system and there were some major changes to the catalog.

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">What Happens: We then play the clue game. Once they solve a clue, they receive a card or clue that helps them towards winning the game, and their next task. This game helps them practice the process of finding and utilizing the resources in each of the sections of the library. It shows them the positive consequences and possibilities of using the library’s different resources in their classrooms and curriculums. Julie- I like the way you thought of introducing the "parts-of" the library using the idea of an area code. Just make sure you are addressing whether or not the prescribed instructional events are occurring within each instructional strategy as discussed in chapter 5. I did see some of them throughout your write-up but not all of them were clear....might just be me. Nice job!

Julie- Nice job on being very specific on your layout. I agree with Janet that you did an excellent job of introducing the "parts-of". It makes me want to go back and revise my example.

Julie - When you say catalog I think of the old card catalog. I know that your students would love this game. Isn't interesting that we can all take these parts and apply them to whatever we are teaching. I wish it was that easy to understand when I took my B.A.