A Teacher’s Guide to Designing the Most Effective Lessons
A Teacher’s Guide to Designing the Most Effective Lessons
Using:
The 3 Types of Learning Theories:Behaviorism, Cognitivism, and
Constructivism
Marzano’s 9 Instructional Strategies
21st Century Skills and Technology Standards
Universal Design of Learning
Using:
The 3 Types of Learning Theories:Behaviorism, Cognitivism, and
Constructivism
Marzano’s 9 Instructional Strategies
21st Century Skills and Technology Standards
Universal Design of Learning
How can this guide help you as a teacher?How can this guide help you as a teacher?
Assists teachers in planning highly effective lessons
Helps teachers incorporate technology and 21st century skills successfully
Ensures teachers meet the needs of all learners and address differentiation and learning styles proficiently
Assists teachers in planning highly effective lessons
Helps teachers incorporate technology and 21st century skills successfully
Ensures teachers meet the needs of all learners and address differentiation and learning styles proficiently
Designing your lesson plans using learning theories and methods as your foundation:
We as educators are aware that all people learn differently, most importantly, our students. Start designing your lessons
based on how your students learn best, using learning theories and methods as the foundation.
Designing your lesson plans using learning theories and methods as your foundation:
We as educators are aware that all people learn differently, most importantly, our students. Start designing your lessons
based on how your students learn best, using learning theories and methods as the foundation.
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Learning Theories and Methods continued…Learning Theories and Methods continued…Behaviorist beliefs:
Behaviorism is a philosophy of psychology based on the proposition that all things which organisms do including acting, thinking and feeling, can and should be regarded as behaviors. The behaviorist will study these behaviors and will then try to predict, modify and control the behavior.
Cognitivist beliefs: Learning is an internal process. Learning can occur without reinforcement. Learning is organized within a structure in the brain, called schema. Learners are active participants in learning, not passive receptacles.
Constructivist beliefs: Teacher as facilitator, coach, mediate, prompt Start with the whole and expand to the part Learning is interactive and builds upon background knowledge Process is as important as product Students work in groups.
Behaviorist beliefs:Behaviorism is a philosophy of psychology based on the proposition that all things which organisms do including acting, thinking and feeling, can and should be regarded as behaviors. The behaviorist will study these behaviors and will then try to predict, modify and control the behavior.
Cognitivist beliefs: Learning is an internal process. Learning can occur without reinforcement. Learning is organized within a structure in the brain, called schema. Learners are active participants in learning, not passive receptacles.
Constructivist beliefs: Teacher as facilitator, coach, mediate, prompt Start with the whole and expand to the part Learning is interactive and builds upon background knowledge Process is as important as product Students work in groups.
Understanding how the Learning Theories interact with Marzano’s Nine Instructional Strategies
Understanding how the Learning Theories interact with Marzano’s Nine Instructional Strategies
Now that you are somewhat familiar the three basic Learning Theories, you can begin planning your lessons based on how your students learn best. Don’t be afraid to incorporate
all three theories when you see fit.
Next you’ll find a few exemplars integrating the three learning theories: behaviorism, cognitivism, and constructivism with Marzano’s Nine Instructional
Strategies.
Now that you are somewhat familiar the three basic Learning Theories, you can begin planning your lessons based on how your students learn best. Don’t be afraid to incorporate
all three theories when you see fit.
Next you’ll find a few exemplars integrating the three learning theories: behaviorism, cognitivism, and constructivism with Marzano’s Nine Instructional
Strategies. QuickTime™ and a decompressor
are needed to see this picture.
Using the three Learning Theories while following Marzano’s Nine Instructional Strategies
Using the three Learning Theories while following Marzano’s Nine Instructional Strategies
When teaching similarities and differences A behaviorist approach: Use direct instruction Introduce process of comparison by presenting students with highly
structured tasks Give students elements to classify and the categories into which
element should be classified
A cognivitist approach: Use student directed comparison tasks Identify key elements Use thinking Maps Ask students to think about classifying into groups and also develop
groups themselves
A constructivist approach: Background knowledge Building meaning upon shared discussion and definition Thinking Maps Students are given items to classify but must form the categories
themselves or students must come up with both groups.
When teaching similarities and differences A behaviorist approach: Use direct instruction Introduce process of comparison by presenting students with highly
structured tasks Give students elements to classify and the categories into which
element should be classified
A cognivitist approach: Use student directed comparison tasks Identify key elements Use thinking Maps Ask students to think about classifying into groups and also develop
groups themselves
A constructivist approach: Background knowledge Building meaning upon shared discussion and definition Thinking Maps Students are given items to classify but must form the categories
themselves or students must come up with both groups.
Using the three Learning Theories while following Marzano’s Nine Instructional Strategies
Using the three Learning Theories while following Marzano’s Nine Instructional Strategies
When teaching summarizing and note-taking
A behaviorist approach: Have students use a “Rule Based” strategy to strategically take notes Direct students to use specific summary frames Use teacher prepared notes for students Outlines Webbing
A cognivitist approach: Students think about and develop their own strategies to take notes Students are able to sample different summary frames and utilize those that
work best for them Fill in the blank outlines Create your own web
A constructivist approach: Students develop notes together and share different strategies to do so Students are able to sample summary frames and decide which works best for them
and share/demonstrate why with other students Create your own web with a group using shared knowledge and discussion Build your own outline
When teaching summarizing and note-taking
A behaviorist approach: Have students use a “Rule Based” strategy to strategically take notes Direct students to use specific summary frames Use teacher prepared notes for students Outlines Webbing
A cognivitist approach: Students think about and develop their own strategies to take notes Students are able to sample different summary frames and utilize those that
work best for them Fill in the blank outlines Create your own web
A constructivist approach: Students develop notes together and share different strategies to do so Students are able to sample summary frames and decide which works best for them
and share/demonstrate why with other students Create your own web with a group using shared knowledge and discussion Build your own outline
Using the three Learning Theories while following Marzano’s Nine Instructional Strategies
Using the three Learning Theories while following Marzano’s Nine Instructional Strategies
When incorporating Reinforcing Effort and Providing Recognition
A behaviorist approach: Teacher sets expectations, rewards, and consequences Teacher lectures about people who have achieved success in their lives Teacher tracks students achievement Teacher gives very precise guidelines and praises students when they follow them
A cognivitist approach: Students set expectations, rewards and consequences Teacher may lecture and have students research people who have achieved success in
their lives Or maybe ask students to provide their own definition of success Students think of ways to track their own achievement
A constructivist approach: Students create expectations, rewards, and consequences for each other and or as a
class Students develop a definition of success after researching other successful people
and sharing information collected Students develop ways to track their own achievement Teacher encourages students to collaborate and praises them as a group when they do
so
When incorporating Reinforcing Effort and Providing Recognition
A behaviorist approach: Teacher sets expectations, rewards, and consequences Teacher lectures about people who have achieved success in their lives Teacher tracks students achievement Teacher gives very precise guidelines and praises students when they follow them
A cognivitist approach: Students set expectations, rewards and consequences Teacher may lecture and have students research people who have achieved success in
their lives Or maybe ask students to provide their own definition of success Students think of ways to track their own achievement
A constructivist approach: Students create expectations, rewards, and consequences for each other and or as a
class Students develop a definition of success after researching other successful people
and sharing information collected Students develop ways to track their own achievement Teacher encourages students to collaborate and praises them as a group when they do
so
Using the three Learning Theories while following Marzano’s Nine Instructional Strategies
Using the three Learning Theories while following Marzano’s Nine Instructional Strategies
When integrating Homework and Practice
A behaviorist approach: Teacher dictates what homework will be and what it should look like
when returned Teacher uses a prepared rubric to grade
A congnivitist approach: Teacher works with students to develop thoughtful assignments to
stimulate multiple levels of learning Students develop rubrics after reflecting about and examining
assignments
A constructivist approach: Teacher works with students to develop projects where all students
can contribute to create a whole Students collaborate and create a rubric they can all use
When integrating Homework and Practice
A behaviorist approach: Teacher dictates what homework will be and what it should look like
when returned Teacher uses a prepared rubric to grade
A congnivitist approach: Teacher works with students to develop thoughtful assignments to
stimulate multiple levels of learning Students develop rubrics after reflecting about and examining
assignments
A constructivist approach: Teacher works with students to develop projects where all students
can contribute to create a whole Students collaborate and create a rubric they can all use
Using the three Learning Theories while following Marzano’s Nine Instructional Strategies
Using the three Learning Theories while following Marzano’s Nine Instructional Strategies
When utilizing Nonlinguistic Representation
A behaviorist approach: Teacher presents a graphic organizer and asks students to
complete it
A congnivitist approach: Students choose from a variety of graphic organizers,
complete it and explain their thinking – How did they fill it in? Why did they choose that specific graphic organizer?
A constructivist approach: Students choose from a variety of graphic organizers in a
group – maybe one student per organizer in each group or a different organizer for several groups. Students complete organizers together and present their findings.
When utilizing Nonlinguistic Representation
A behaviorist approach: Teacher presents a graphic organizer and asks students to
complete it
A congnivitist approach: Students choose from a variety of graphic organizers,
complete it and explain their thinking – How did they fill it in? Why did they choose that specific graphic organizer?
A constructivist approach: Students choose from a variety of graphic organizers in a
group – maybe one student per organizer in each group or a different organizer for several groups. Students complete organizers together and present their findings.
Using the three Learning Theories while following Marzano’s Nine Instructional Strategies
Using the three Learning Theories while following Marzano’s Nine Instructional Strategies When Setting Objectives and Providing Feedback
A behaviorist approach: Teacher sets classroom objectives and goals Teacher creates contracts for students
A cognivitist approach: Teacher and students set objectives and goals together or
independently after thinking about the most important information and desired outcomes
Students reflect on their goals and develop a contract
A constructivist approach: Teacher and students discuss objectives and goals while working
together to meet desired outcomes Students work together to develop a contract for different
assignments, projects, whole class, etc.
When Setting Objectives and Providing FeedbackA behaviorist approach: Teacher sets classroom objectives and goals Teacher creates contracts for students
A cognivitist approach: Teacher and students set objectives and goals together or
independently after thinking about the most important information and desired outcomes
Students reflect on their goals and develop a contract
A constructivist approach: Teacher and students discuss objectives and goals while working
together to meet desired outcomes Students work together to develop a contract for different
assignments, projects, whole class, etc.
You have now reviewed the three Learning Theories and have seen how they can be integrated into Marzano’s Nine
Instructional Strategies (actually we only covered six - for more information see Marzano’s Classroom Instruction that
Works.
You have now reviewed the three Learning Theories and have seen how they can be integrated into Marzano’s Nine
Instructional Strategies (actually we only covered six - for more information see Marzano’s Classroom Instruction that
Works.
You should be well on you way to designing a highly effective lesson! As you continue to plan your lesson, use the quick check tool to ensure you have included Marzano’s researched- based strategies for increasing student
achievement.
You should be well on you way to designing a highly effective lesson! As you continue to plan your lesson, use the quick check tool to ensure you have included Marzano’s researched- based strategies for increasing student
achievement.
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Use this quick check tool based on Marzano’s Nine Instructional Strategies to maximize the effectiveness of
your lesson and student achievement!
Use this quick check tool based on Marzano’s Nine Instructional Strategies to maximize the effectiveness of
your lesson and student achievement! Does your lesson provide students an opportunity to identify
similarities and differences? If so, how? _____________________________________
0 Yes 0 No Are students able to summarize information before (background
knowledge), during, and after your lesson?
0 Yes 0 No Are you helping students maximize their effort and providing
recognition in the classroom?
0 Yes 0 No
Does your lesson provide students an opportunity to identify similarities and differences? If so, how? _____________________________________
0 Yes 0 No Are students able to summarize information before (background
knowledge), during, and after your lesson?
0 Yes 0 No Are you helping students maximize their effort and providing
recognition in the classroom?
0 Yes 0 No
Implementing Marzano’s 9 Instructional Strategies continued…
Implementing Marzano’s 9 Instructional Strategies continued…
After each lesson are you assigning purposeful homework and practice, differentiated to meet the needs of diverse learners?
0 Yes 0 No Do you provide thoughtful and easy to understand, non-linguistic
representations in not only your classroom, during each lesson, but also incorporated into homework assignments?
0 Yes 0 No At some point during your lesson have you provided students with the
opportunity to acquire knowledge together, within groups, promoting student interaction?
0 Yes 0 No
After each lesson are you assigning purposeful homework and practice, differentiated to meet the needs of diverse learners?
0 Yes 0 No Do you provide thoughtful and easy to understand, non-linguistic
representations in not only your classroom, during each lesson, but also incorporated into homework assignments?
0 Yes 0 No At some point during your lesson have you provided students with the
opportunity to acquire knowledge together, within groups, promoting student interaction?
0 Yes 0 No
Implementing Marzano’s 9 Strategies continued…Implementing Marzano’s 9 Strategies continued…
Does your lesson include a clear objective which will guide your teaching, as well as keep students aware of their daily learning goals?
0 Yes 0 No
Are you providing feedback in an effective, timely manner to help clarify parts of your lesson? Did you consider using a rubric to do this?
0 Yes 0 No
During your lesson did you encourage students to generate a hypothesis which they could later test (including but not limited to problem solving strategies, investigation, invention, inquiry, and decision making)?
0 Yes 0 No
Does your lesson include a clear objective which will guide your teaching, as well as keep students aware of their daily learning goals?
0 Yes 0 No
Are you providing feedback in an effective, timely manner to help clarify parts of your lesson? Did you consider using a rubric to do this?
0 Yes 0 No
During your lesson did you encourage students to generate a hypothesis which they could later test (including but not limited to problem solving strategies, investigation, invention, inquiry, and decision making)?
0 Yes 0 No
Implementing Marzano’s last strategy…Implementing Marzano’s last strategy…
Have you included the use of cues, questions and advanced organizers in your lesson?
0 Yes 0 No
Congratulations you have completed integrating Marzano’s 9 Instructional Strategies that work into your lesson design! You can rest assured you are using research based, instructional strategies that are proven to
help meet the needs of your diverse classroom!
For more help incorporating Marzano’s 9 Instructional Strategies review Classroom Instruction that Works available from Marzano or see slide 5-11 for more details.
Next step: How does your lesson stack up against the Universal Design of Learning?
Have you included the use of cues, questions and advanced organizers in your lesson?
0 Yes 0 No
Congratulations you have completed integrating Marzano’s 9 Instructional Strategies that work into your lesson design! You can rest assured you are using research based, instructional strategies that are proven to
help meet the needs of your diverse classroom!
For more help incorporating Marzano’s 9 Instructional Strategies review Classroom Instruction that Works available from Marzano or see slide 5-11 for more details.
Next step: How does your lesson stack up against the Universal Design of Learning?
How do I know if I’ve followed the Universal Design of Learning
Guidelines?
How do I know if I’ve followed the Universal Design of Learning
Guidelines? First lets examine what the Universal Design of Learning
is…
Often referred to as UDL, Universal Design for Learning was developed to help educators meet the needs of all learners. Created by CAST (Center for Applied Special Technology), UDL provides an outline for creating flexible goals, methods, materials, and assessments that accommodate learner differences (CAST, 1999).
Researchers have learned that the brain processes information through a variety of different networks. One of which is the Recognition network; the way we recognize what we learn. CAST describes this as the what of learning. In addition, is the Strategic network, how we resolve problems and show what knowledge we possess. CAST describes this as the how of learning. Lastly, researchers have discovered the Affective network: how we connect and become stimulated. CAST describes this as the why of learning.
First lets examine what the Universal Design of Learning is…
Often referred to as UDL, Universal Design for Learning was developed to help educators meet the needs of all learners. Created by CAST (Center for Applied Special Technology), UDL provides an outline for creating flexible goals, methods, materials, and assessments that accommodate learner differences (CAST, 1999).
Researchers have learned that the brain processes information through a variety of different networks. One of which is the Recognition network; the way we recognize what we learn. CAST describes this as the what of learning. In addition, is the Strategic network, how we resolve problems and show what knowledge we possess. CAST describes this as the how of learning. Lastly, researchers have discovered the Affective network: how we connect and become stimulated. CAST describes this as the why of learning.
Examining UDL continued…Examining UDL continued…
From this research CAST has established a framework to help educators teach to diverse classrooms and learning populations. This framework is broken down into three areas based on the before mentioned brain networks. Incorporating this framework in your
lesson design will help to establish a successful learning environment accessible to all learners.
Area one: Teacher provides multiple means of representation.
Area two: Teacher provides multiple means of action and expression.
Area three: Multiple means of engagement.
From this research CAST has established a framework to help educators teach to diverse classrooms and learning populations. This framework is broken down into three areas based on the before mentioned brain networks. Incorporating this framework in your
lesson design will help to establish a successful learning environment accessible to all learners.
Area one: Teacher provides multiple means of representation.
Area two: Teacher provides multiple means of action and expression.
Area three: Multiple means of engagement.
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What does it mean to provide means of representation, multiple means of action,
expression and engagement?
What does it mean to provide means of representation, multiple means of action,
expression and engagement?Providing multiple means of representationInsures teachers are creating opportunities for students who may learn in
other way besides basic text or other traditional methods.
Providing multiple means of actions and expression Helps to insure that all students are able to understand, internalize, and express information presented in the classroom. Again not all students are able to respond or utilize conventional teaching instruction. Teachers are
now more aware of various differentiation strategies.
Providing multiple means of engagement
Assists teachers in motivating and interesting their students. Some students naturally thrive in a social classroom, where others tend to drawback and
abstain from activities. Incorporating this piece of the ULD framework will help provide an environment where all children can make connections.
Providing multiple means of representationInsures teachers are creating opportunities for students who may learn in
other way besides basic text or other traditional methods.
Providing multiple means of actions and expression Helps to insure that all students are able to understand, internalize, and express information presented in the classroom. Again not all students are able to respond or utilize conventional teaching instruction. Teachers are
now more aware of various differentiation strategies.
Providing multiple means of engagement
Assists teachers in motivating and interesting their students. Some students naturally thrive in a social classroom, where others tend to drawback and
abstain from activities. Incorporating this piece of the ULD framework will help provide an environment where all children can make connections.
Can teachers incorporate all three Learning Theories, Marzano’s Nine Instructional Strategies, and UDL into
their lesson plans daily?
Can teachers incorporate all three Learning Theories, Marzano’s Nine Instructional Strategies, and UDL into
their lesson plans daily?The answer is YES, you can! Here are some ideas you can use in your lesson
plan today - while meeting the needs of all learners and following the guidelines to creating effective lesson plans from the above mentioned
resources.
Integrating Similarities & Differences using UDL and:
Behaviorism Cognitivism ConstructivismChecklist and Rubrics KWL JigsawInclude graphics Problem Solving games Acting/SkitsAuditory software Debate Building on storiesDifferent colors and fonts Research based projects Peer editing and
collaborationVocab. cards with pictures/words Socratic Seminar Field TripsField Trips Ropes coursesYes/No WH questions SequencingClickers Red light/ Green lightThumbs up/Thumbs downSpelling Bee’sContracts for goal
The answer is YES, you can! Here are some ideas you can use in your lesson plan today - while meeting the needs of all learners and following the guidelines to creating effective lesson plans from the above mentioned
resources.
Integrating Similarities & Differences using UDL and:
Behaviorism Cognitivism ConstructivismChecklist and Rubrics KWL JigsawInclude graphics Problem Solving games Acting/SkitsAuditory software Debate Building on storiesDifferent colors and fonts Research based projects Peer editing and
collaborationVocab. cards with pictures/words Socratic Seminar Field TripsField Trips Ropes coursesYes/No WH questions SequencingClickers Red light/ Green lightThumbs up/Thumbs downSpelling Bee’sContracts for goal
Integrating Summarizing & Note-taking using UDL and:
Integrating Summarizing & Note-taking using UDL and:
Behaviorism Cognitivism Constructivism3 column notes Folder Notes Folder notesAssigned websites Symbols Flip bookBullets Folder notes Web questBig notes or sticky notes Pictures
Formal templates How & why questions
All: Thinking Maps
Behaviorism Cognitivism Constructivism3 column notes Folder Notes Folder notesAssigned websites Symbols Flip bookBullets Folder notes Web questBig notes or sticky notes Pictures
Formal templates How & why questions
All: Thinking MapsQuickTime™ and a decompressor
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Now that you are familiar with how to integrate Marzano’s Nine Instructional Strategies with UDL and the Learning Theories, you can continue designing your lesson plan incorporating the seven strategies we did not include.
Remember to think about how your students learn best and mix up how you use the learning theories. If you are stuck,
review Marzano’s Nine and the guidelines for UDL.
Now that you are familiar with how to integrate Marzano’s Nine Instructional Strategies with UDL and the Learning Theories, you can continue designing your lesson plan incorporating the seven strategies we did not include.
Remember to think about how your students learn best and mix up how you use the learning theories. If you are stuck,
review Marzano’s Nine and the guidelines for UDL.
NOW WHAT?You have now created a lesson designed to reach every child in your classroom. You have included the unique way your students
learn, you have remembered to not only differentiate the content in your lesson, but how you present the information
and how children will learn it!
BUT WHAT ABOUT TECHNOLOGY?
NOW WHAT?You have now created a lesson designed to reach every child in your classroom. You have included the unique way your students
learn, you have remembered to not only differentiate the content in your lesson, but how you present the information
and how children will learn it!
BUT WHAT ABOUT TECHNOLOGY?
First, what do the Technology Standards look like?
First, what do the Technology Standards look like?
The ISTE ( International Society for Technology in Education) National Educational Technology Standards (NETS :and Performance
Indicators for Students
1. Creativity & Innovation:
Students demonstrate creative thinking, construct knowledge,and developing innovative products and processes using technology.
Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
The ISTE ( International Society for Technology in Education)
National Educational Technology Standards (NETS :and Performance Indicators for Students
1. Creativity & Innovation:
Students demonstrate creative thinking, construct knowledge,and developing innovative products and processes using technology.
Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
ISTE Technology Standards continued…ISTE Technology Standards continued…2. Communication & Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others.
Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple
audiences using a variety of media and formats. c. develop cultural understanding and global awareness by
engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
2. Communication & Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others.
Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple
audiences using a variety of media and formats. c. develop cultural understanding and global awareness by
engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
ISTE Technology Standards continued…ISTE Technology Standards continued…
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
ISTE Technology Standards continued…ISTE Technology Standards continued…4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems,and make informed decisions using
appropriate digital tools and resources.
Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and /or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems,and make informed decisions using
appropriate digital tools and resources.
Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and /or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
ISTE Technology Standards continued…ISTE Technology Standards continued…5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for life long learning.
d. exhibit leadership for digital citizenship.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for life long learning.
d. exhibit leadership for digital citizenship.
ISTE Technology Standards continued…ISTE Technology Standards continued…6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
There are several other resources you can refer to to find standards and guidelines for teaching
and using technology in the classroom.
There are several other resources you can refer to to find standards and guidelines for teaching
and using technology in the classroom.
Information and Literacy Standards by the American Association of School Librarians (AASL): www.ala.org/aasl/standards/
Twenty-First Century Skills by NCREL/Metiri Group: www.unctv.org/education/teachers_childcare/.../skillsbrochure.pd
Information and Literacy Standards by the Association for Educational Communications and Technology (AECT): www.aect.org/affiliates/national/Standards.pdf
Colorado Department of Education technology standards for teachers: www.cde.state.co.us/edtech/download/st-7.pdf
Information and Literacy Standards by the American Association of School Librarians (AASL): www.ala.org/aasl/standards/
Twenty-First Century Skills by NCREL/Metiri Group: www.unctv.org/education/teachers_childcare/.../skillsbrochure.pd
Information and Literacy Standards by the Association for Educational Communications and Technology (AECT): www.aect.org/affiliates/national/Standards.pdf
Colorado Department of Education technology standards for teachers: www.cde.state.co.us/edtech/download/st-7.pdf
As you familiarize yourself with the Technology Standards it gradually become easier to
incorporate them naturally in your lesson. Here are a few ideas we have included as a jumping off
point!
As you familiarize yourself with the Technology Standards it gradually become easier to
incorporate them naturally in your lesson. Here are a few ideas we have included as a jumping off
point! Culture Grams: Culture grams can be used as a online research tool. It can be used in combination with flipbook, various graphic organizers, interactive whiteboards, etc.
iPad: Students can independently interact with the iPAd technology. Photos, internet, word processing, music, video, notes, and maps can be integrated into any lesson.
Interactive Whiteboards: Math – problems put on board, students can interact with problem with digital ink. Science – virtual dissections, Google Sky for Astronomy Social Studies – Google Earth for showing locations coupled with information, maps available instantly.
NetTrekker: NetTrekker can be used in various ways. Recommended for implementing research.
Moodle: Instruction that can integrate online services.
Culture Grams: Culture grams can be used as a online research tool. It can be used in combination with flipbook, various graphic organizers, interactive whiteboards, etc.
iPad: Students can independently interact with the iPAd technology. Photos, internet, word processing, music, video, notes, and maps can be integrated into any lesson.
Interactive Whiteboards: Math – problems put on board, students can interact with problem with digital ink. Science – virtual dissections, Google Sky for Astronomy Social Studies – Google Earth for showing locations coupled with information, maps available instantly.
NetTrekker: NetTrekker can be used in various ways. Recommended for implementing research.
Moodle: Instruction that can integrate online services.
You have now designed the Most Effective Lesson Plan or have the tools
to do so!
You have now designed the Most Effective Lesson Plan or have the tools
to do so!
Good Luck and thanks for being a teacher!
Good Luck and thanks for being a teacher!
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QuickTime™ and a decompressorare needed to see this picture.
QuickTime™ and a decompressor
are needed to see this picture.
QuickTime™ and a decompressor
are needed to see this picture.