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    Insiders - Instructional Design For A Real Student: Purpose

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    sherrymi
    This document outlines an assignment for education students to practice designing instruction based on learning about a specific student. Students are instructed to choose a student in their field placement classroom to observe and interview, along with the student's teacher and another school staff member. They will collect artifacts about the student, including observations, interviews, work samples, and more. Using what they've learned about the student, students will then design an instructional sequence, choosing relevant texts and activities to address an organizing question and assess student learning. The assignment aims to help students learn how to better teach students by understanding their individual interests, abilities and experiences.

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    Insiders - Instructional Design For A Real Student: Purpose

    Uploaded by

    sherrymi
    150 views2 pages
    This document outlines an assignment for education students to practice designing instruction based on learning about a specific student. Students are instructed to choose a student in their field placement classroom to observe and interview, along with the student's teacher and another school staff member. They will collect artifacts about the student, including observations, interviews, work samples, and more. Using what they've learned about the student, students will then design an instructional sequence, choosing relevant texts and activities to address an organizing question and assess student learning. The assignment aims to help students learn how to better teach students by understanding their individual interests, abilities and experiences.

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    Case Study

    Original Title

    6339.CaseStudy

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    This document outlines an assignment for education students to practice designing instruction based on learning about a specific student. Students are instructed to choose a student in their field placement classroom to observe and interview, along with the student's teacher and another school staff member. They will collect artifacts about the student, including observations, interviews, work samples, and more. Using what they've learned about the student, students will then design an instructional sequence, choosing relevant texts and activities to address an organizing question and assess student learning. The assignment aims to help students learn how to better teach students by understanding their individual interests, abilities and experiences.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    150 views2 pages

    Insiders - Instructional Design For A Real Student: Purpose

    Uploaded by

    sherrymi
    This document outlines an assignment for education students to practice designing instruction based on learning about a specific student. Students are instructed to choose a student in their field placement classroom to observe and interview, along with the student's teacher and another school staff member. They will collect artifacts about the student, including observations, interviews, work samples, and more. Using what they've learned about the student, students will then design an instructional sequence, choosing relevant texts and activities to address an organizing question and assess student learning. The assignment aims to help students learn how to better teach students by understanding their individual interests, abilities and experiences.

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    © All Rights Reserved
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    Sherry LAE 6339

    INSIDERS INStructIonal DEsign for a Real Student


    Purpose

    To practice techniques for learning from your students how to teach them better.
    To practice designing instruction based on students interests and abilities.

    Big Questions: Who + What + When/Where + Why + How = Good ELA teaching
    What does it mean to be a young adult? What literature should be read by young adults?

    Process
    This assignment involves an interpretive process of gathering information, analyzing that
    information, and writing about what you learn. This process will be synthesized into a student case study
    that includes artifacts, an analysis of each artifact, and an overview of an instructional sequence based on
    what you learned about the student. You will need to write up a one-page (approximately 250 words)
    analysis about each artifact and what you have learned from it; the instructional sequence should include a
    rationale for what texts, Big Questions, assignments, and objectives you have chosen, as well as at least
    three lesson plans. You must include at least one text, and it cannot be one we have addressed in class.
    Part I: Observing a student
    For Part I, choose a student in your field placement classroom who can teach you something: a
    student that you find puzzling, or who seems different from you. Talking through this
    choice with the cooperating teacher or with a partner may be helpful (partners should
    choose two different students). You will also need to obtain verbal permission from the
    student to become a focus. Decide on a pseudonym for the student (or let the student
    choose it) and use it in all artifacts and notes.
    Artifact 1: Observation of student
    Write field notes about a focused observation of the student you choose. Negotiate with the teacher how best
    to observe the student. Try to see the classroom and its activities from this students perspective, developing
    an inside-out perspective. Your objective is to see and hear how the student engages with teacher and
    peers in the language arts classroom. Some activities may be academic in nature, others may not. Make
    notes of your observations while in the classroom, and add details as soon after leaving the classroom as you
    can. Use the following field note system to try to separate your observations from interpretations:
    Time/Participants Observation

    Interpretation

    Sherry LAE 6339


    Artifact 2: Interview with Student
    Further develop this inside-out view in a student interview that does not include the
    teacher. Use the interview as an opportunity to learn about this students life and home
    resources. What funds of knowledge does the student bring to the classroom? What
    literate practices and resources does the student engage in outside of school? What are
    this students perspectives on school and on this English class? What stories does the
    student tell about his or her life? If possible, audio record the interview and transcribe illuminating parts.
    Artifact 3: Sample of student work
    Collect a sample of representative student work. This should be a piece of work that is more
    or less typical of this student. Consult with your teacher to help you do this and be sure to
    remove the students name from the work and replace with a pseudonym.
    Artifact 4: Interview with teacher
    Interview the teacher, to gather further information about this student. Try to learn more about the teachers
    perspective on the student. If possible, audio record the interview and transcribe illuminating parts of it.
    Artifact 5: Interview with school or community person
    Interview someone else in the school (not the teacher) or the community who knows and works with the
    student. Your objective here is to gain yet another perspective on the student. Consider asking the student or
    the teacher for help finding this person.
    Part II: Designing Instruction
    For part II, you will use what you have learned about this student to design an instructional sequence. The
    sequence should include the following parts:
    Rationale Which text(s) have you chosen to address with this student, and why?
    Big Question(s) What organizing inquiry have you chosen to address with this student, and why?
    Assessment(s) What task(s) would provide evidence that you have addressed the Big Question?
    Plans How will you break down the Big Question into objectives, address them through activities, and
    assess them for each lesson?

    Evaluation
    Criteria/Points
    Relevance
    Alignment
    Scaffolding
    Diversity
    Conventions

    4.0




    3.0




    2.0




    1.0

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