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Project Title: The importance of Community-Based Instruction |
Grade Level: 6-8 |
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Subject/Topic Area(s) Communication and Community |
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Designed By: Christine Binkley |
Date: 7/31/00 |
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School District: Baltimore County Public Schools |
School: Holabird Middle School |
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Goal: To improve student achievement in
communication and the application of knowledge in the community environment
in order to increase the number of students that meet or exceed the
satisfactory level of 65% on the Maryland IMAP assessment. |
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Students will use
community services with assistance. o
Students will
report on activities, events, or people with minimal assistance. o
Students will express
ideas verbally or through assistive technology. o
Students will
request assistance when needed. o
Students will
produce a product using pictures from a digital camera and PowerPoint. |
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The students in my class go on weekly
community-based instruction trips, as a way to explain why this it is
important, they will be completing a slide for a PowerPoint presentation.
Students will be given a choice of which community-based instruction trip
they would like to talk about and will use their picture/written questions to
assist them in establishing appropriate information. Then students will
follow picture/written directions on how to make a slide. Students will
complete a slide and be given the level of assistance necessary for them to
be successful. When the final product is produced, it will be shared with the
incoming fifth grade class. |
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Objectives/Desired Results (What will the learners
understand as a result of this project?) Students will describe the purposes of
weekly community-based instruction trips to share with incoming fifth grade
students by producing a PowerPoint Slide. Plans for Facilitation: Learning for Teachers: o
Teachers will need to
know how to use a digital camera and PowerPoint application. o
Teachers will
manufacture pictorial or written directions for digital camera use and
PowerPoint. o
Teachers will build
a schedule for individual and group activities as well as time on the computer
and use of digital camera to produce a product o
Teachers construct
individual folders on desktop or provide a disk for saved student work. o
Teachers will
import pictures into a PowerPoint slide. Learning
for Students: o
Students will use
proper computer skills. o
Students will
follow written or pictorial directions to use digital camera and Microsoft
Word. o
Students will
verbalize their thoughts and ask for assistance when needed. o
Students will save
work. o
Students will
import pictures into a PowerPoint slide. |
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Instructional Resources: PowerPoint, digital camera, and printer
will be necessary for this instructional activity. |
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Type of Assessment
Used (e.g. observations,
work samples, electronic discussions, dialogues) Task analysis sheets that document the
level of assistance needed for each student, document the rate of use of
various communication types, teacher observations, drafts of product, and
IMAP results. |
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Scoring
tool (e.g. rubric) to be
used for evaluation. Be as specific as possible. Four tools will be developed for the
lesson. The first
tool will be used by students and will be picture or written questions of
what information is necessary for the student to express to input into a
PowerPoint slide. Questions are:
The second
tool will be used by students and will be picture or written directions
of making a PowerPoint slide. The steps are:
The third
tool will be used by the teacher to document the rate of communication
types used. Tally marks will be recorded beside each communication type. The
types are:
The fourth
tool will be used by the teacher and will be a detailed task analysis of
desired behaviors and will document the level of assistance needed in order
for each student to be successful. A comment section will also be included to
document any additional information. Level of assistance are:
Items to be documented are: Communication
Product Construction
Oral Presentation
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Student Name:
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Types of Communication |
Rate of Use |
Comments: |
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Verbal |
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Gestural |
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Sign Language |
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Picture Symbols |
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Voice-Output |
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Other: |
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Project
Task Analysis
Student
Name:
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Task |
Independent |
Verbal |
Visual |
Physical |
Hand over Hand |
Comments: |
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Communication |
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Reads written or pictorial questions |
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Answers questions |
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Answers questions appropriately |
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Answers questions in complete sentences |
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Asks for help when needed |
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Product Construction |
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Follows written or pictorial directions |
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Selects a picture |
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Selects a page layout |
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Imports a picture |
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Types a title |
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Names three skills practiced |
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Types three skills practiced |
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Reviews / "Proof reads" finished product for any mistakes |
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Saves work |
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Oral Presentation |
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Say title |
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Read three skills practiced |
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Answers any questions |
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