The table that identifies our five learning objectives and the primary instructional

strategies that will be used to achieve those objectives:

Table 1
Learning Objectives and Instructional Strategies

Objective:
Objective 1: Given sample writing prompts
and other in-class writing activities that are
aligned with Blooms Taxonomy, the learner
will use those examples in order to develop
comparable activities (showing alignment to
Blooms Taxonomy and with emphasis on
analysis, evaluation, and creation-level
responses) that are implemented in at least
three out of five class periods per week across
the school year.

Primary instructional strategies:

Objective 2: Given sample evaluation rubrics

that are aligned with Blooms Taxonomy, the
learner will use those examples in order to
develop evaluation rubrics aligned with
Blooms Taxonomy and to appraise students
work using this rubric, each time they issue
writing assignments to their social studies
students.

Objective 3: Given graphic organizer samples

provided within the online platform, the learner

Review of prerequisite knowledge

(via visual display of Blooms
Taxonomy)
Video tutorial(s)
PowerPoint tutorial(s)
Modeling (via samples of writing
prompts and in-class activities)
Questioning; learner to instructor (via
online Q&A forum)
Questioning and reinforcement;
instructor to learner (via feedback on
submitted writing prompts and inclass activities)
Reflection (via formative selfassessments)
Review of prerequisite knowledge
(via visual display of Blooms
Taxonomy)
Video tutorial(s)
PowerPoint tutorial(s)
Modeling (via samples of evaluation
rubrics)
Questioning; learner to instructor (via
online Q&A forum)
Questioning and reinforcement;
instructor to learner (via feedback on
submitted evaluation rubrics)
Reflection (via formative selfassessments)
Review of prerequisite knowledge
(via visual display of Blooms

will use those examples to modify or construct

new organizers and will issue those organizers
to students at the pre-writing stage for each
social studies essay assignment.

Objective 4: Given instructional strategies

presented within the online platform, the
learner will apply at least one remediative
support strategy and will evaluate effectiveness
of this strategy in each instance where student
submits a writing assignment that does not
meet grade-level content and conventions
standards.

Objective 5: Given the online document

submission and Q&A tools provided on the
learning platform, learners will cooperatively
participate in these learning communities by
submitting sample in-class activities and
writing prompts, teaching tools (e.g., graphic
organizers) and evaluation rubrics to build a
shared library of tools designed to enhance
instruction in content, conventions and critical
thinking in written assignments.

Taxonomy)
Video tutorial(s)
PowerPoint tutorial(s)
Modeling (via samples of graphic
organizers)
Questioning; learner to instructor (via
online Q&A forum)
Questioning and reinforcement;
instructor to learner (via feedback on
submitted graphic organizers)
Reflection (via formative selfassessments)
Review of prerequisite knowledge
(via visual display of Blooms
Taxonomy)
Video tutorial(s)
PowerPoint tutorial(s)
Modeling (via samples of
remediative support strategies aligned
with case studies/scenarios)
Questioning; learner to instructor (via
online Q&A forum)
Questioning and reinforcement;
instructor to learner (via feedback on
submitted products)
Reflection (via formative selfassessments)
Review of prerequisite knowledge
(via visual display of Blooms
Taxonomy)
Questioning (via online Q&A forum)
Peer modeling (via shared examples
of instructional products)
Questioning and reinforcement;
instructor to learner (via feedback on
submitted products)
Reflection (via formative selfassessments)