2. Design and develop digital age learning experiences and assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards•S.
- Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
- Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
- Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
- Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching
Our Work Related to ISTE Standard*T2
Brainstorming, Reflection, Exit Tickets, Repository for Crowd Sourcing the Collaborative Capacity of Staff! (Josh & Amber)
Padlet is a tool we use with teachers and students for a variety of activities. It acts as a cork board with post-it notes where anyone with a link can post their thoughts in the same space. Let's give it a try here!
Padlet is a tool we use with teachers and students for a variety of activities. It acts as a cork board with post-it notes where anyone with a link can post their thoughts in the same space. Let's give it a try here!
Newsela & TweenTribune by Smithsonian with Article Annotation, Notetaking and Persuasion (Chris, Kasey & Megan)
Social Studies and English Language Arts Application:
The use of the above mentioned sites were used greatly to differentiate instruction for the many Lexile Levels that are present in our classrooms. These sites give teachers the ability to level the texts according to a student's instructional level. Chris (social studies) started picking one article of interest that he thought most students would gravitate towards. Students used ReadOutLoud in the first quarter to read through, highlight and annotate the text. Before turning them loose on the highlighting and annotating portion, students worked through a few lessons that taught the process of "marking the text". (See the documents below for details) Afterwards, students took part in a Socratic Circle with fellow classmates to establish, share, and defend an opinion. As they flew into the second quarter of the school year, this task morphed into utilizing a paper copy of the article and taking written notes in the margins. Those written notes were utilized to create a write-up/summary of the topic in which they were able to share a personal opinion and reasons that supported said opinion. To aide students in the development of a write-up/summary Chris introduced the STOP/DARE strategy. By the third quarter he had worked up to providing students with multiple articles (3-4) related to the same topic. Students had the ability to read through, highlight, and take notes on each article and then synthesize information into a quick write. Chris introduced and had students utilize the TREE strategy to help with this quick type of writing.
Social Studies and English Language Arts Application:
The use of the above mentioned sites were used greatly to differentiate instruction for the many Lexile Levels that are present in our classrooms. These sites give teachers the ability to level the texts according to a student's instructional level. Chris (social studies) started picking one article of interest that he thought most students would gravitate towards. Students used ReadOutLoud in the first quarter to read through, highlight and annotate the text. Before turning them loose on the highlighting and annotating portion, students worked through a few lessons that taught the process of "marking the text". (See the documents below for details) Afterwards, students took part in a Socratic Circle with fellow classmates to establish, share, and defend an opinion. As they flew into the second quarter of the school year, this task morphed into utilizing a paper copy of the article and taking written notes in the margins. Those written notes were utilized to create a write-up/summary of the topic in which they were able to share a personal opinion and reasons that supported said opinion. To aide students in the development of a write-up/summary Chris introduced the STOP/DARE strategy. By the third quarter he had worked up to providing students with multiple articles (3-4) related to the same topic. Students had the ability to read through, highlight, and take notes on each article and then synthesize information into a quick write. Chris introduced and had students utilize the TREE strategy to help with this quick type of writing.
English Language Learning Application:
Kasey Johnson and Megan Roberts are English Language Learning educators. Kasey has her students respond to Newsela articles, much like Chris does, but she includes the scaffolding sheet attached below entitled "Response to Article from 5 Standards" to support their efforts.
Kasey Johnson and Megan Roberts are English Language Learning educators. Kasey has her students respond to Newsela articles, much like Chris does, but she includes the scaffolding sheet attached below entitled "Response to Article from 5 Standards" to support their efforts.
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