WHAT TO TEACH

State Standards

21st Century Skills

NETS Technology Standards (students)

Information Literacy Standards

(Print for reference)

1. Self Direction

2. Critical Thinking

3. Invention

4. Information Literacy

5. Technology Literacy

6. Collaboration

1. Creativity and Innovation

2. Communication and Collaboration

3. Research and Information Fluency

4. Critical Thinking, Problem Solving, and Decision Making

5. Digital Citizenship

6. Technology Operations and Concepts

1. Access information efficiently and effectively

2. Evaluate information critically and competently

3. Use information accurately and creatively

4. Pursue information related to personal interests

5. Appreciate literature and other creative expressions of information

6. Strive for excellence in information seeking and knowledge generation

7. Contribute positively to the learning community and to society and recognize the importance of information to a democratic society

8. Contribute positively to the learning community and to society in regard to information and information technology

9. Participate effectively in groups to pursue and generate information

HOW TO TEACH

NETS Technology Standards (Teachers)

Marzano's Instructional Strategies

UDL Guidelines

Technology Tools (with Multiple Intelligences)

1. Facilitate and Inspire Student Learning and Creativity

2. Design and Develop Digital Age Learning Experiences and Assessments

3. Model Digital Age and Learning

4. Promote and Model Digital Citizenship and Responsibility

5. Engage in Professional Growth and Leadership

1. Identifying Similarities & Differences

2. Summarizing and Note Taking

3. Reinforcing Effort and Providing Recognition

4. Homework & Practice

5. Nonlinguistic Representation

6. Cooperative Learning

7. Setting Objectives & Providing Feedback

8. Generating & Testing Hypotheses

9. Cues, Questions & Graphic Organizers

I. Provide Multiple Means of Representation

1. Provide options for perception

2. Provide options for language, mathematical expressions, and symbols

3. Provide options for comprehension

II. Provide Multiple Means of Action and Expression

4. Provide options for physical action

5. Provide options for expression and communication

6. Provide options for executive functions

III. Provide Multiple Means of Engagement

7. Provide options for recruiting interest

8. Provide options for sustaining effort and persistence

9. Provide options for self-regulation

-Text-to-Speech/ Talking Word Processors: Peedy, Natural Readers

-Cognitive Organizers: Webspiration, Microsoft Word, HOLT Interactive Graphic Organizers, Creately

-Interactive Learning Environments: Webquests, Windows to the Universe, blogs, podcasts, QuickTime Movies, Audacity, Kidspiration, NLVM Virtual Manipulatives. Skype, Scholastic, Discovery Channel, PBS

-Internet Access: Search Cube, Shahi, Online bookmarks, Delicious, Diigo

-Eliminate Distractions: Pacecar, Readability, Exploratree, Intel Online Thinking Tools

-Differentiate Instruction: Edmoto, Scholastic Book Wizard, RAZ Kids, IXL Math,

-Note Taking & Brainstorming: Linoit (Sticky Notes and Photo Sharing), Edistorm, Evernote, OneNote, Windows Sticky Notes, Gumnotes, and Springpad

-Linguistic/Digital Text: Word processors, Publisher, tape recorders, RAZ Kids, "Book PALS Storyline Online," Book Hive "Zinger Tales," The Kennedy Center's "Storytime Online," NASA's "Eclipse in a Different Light," Scholastic's "BookFlix," International Association for Intercultural Education's "The Big Myth," UDL Editions, "Browser Books," NetTrekker

-Logical-Mathematical: Graphing calculators, Excel, strategy games, problem solving software

-Visual/Spatial: Drawing programs, reading programs with visual cues, web page programs, 3D software, Excel, Multimedia

-Musical: Garage Band, CDs and DVDs, integrate stories, songs and instruments, PhotoStory

-Interpersonal: Wiki, blogs, Skype, Edmoto, Googledocs, Facebook, Twitter

-Intrapersonal: Individual games, self-paced activities, student portfolios (wiki, EPearl), iMovie, My-Diary, Digital storytelling (MovieMaker, iMovie, PhotoStory)

-Bodily/Kinesthetic/Alternative Keyboards: Games, animation programs, StickyKeys, Click-N-Type, No Keys Virtual Keyboard

HOW TO PLAN

Title:

Content Area:

Grade:

Duration: 1

Standards and Benchmarks:

WHAT TO TEACH

(Use Colorado Content Standards, 21st Century Skills, Colorado Information Literacy Skills, and NETS)

Objectives:

WHAT TO TEACH

(Use Colorado Content Standards, 21st Century Skills, Colorado Information Literacy Skills, and NETS)

Resources and Materials:

HOW TO TEACH

(Consider technology tools, organizers, etc.)

Differentiation:

HOW TO TEACH

(Use Marzano's Instructional Strategies and UDL Guidelines)

Preparing Students for the Lesson:

• ·              Transitions
• ·              Expected Behaviors

Teaching the Lesson (Lesson Sequence/Activities):

1. Motivation/Anticipatory Set
2. Pre-Assessment/ Activating Background Knowledge
3. Teacher Input, Modeling, & Checking for Understanding
4. Guided Practice
5. Independent Practice
6. Closure

           HOW TO TEACH

1.  (Consider UDL Guidelines and constructivism)
2.  (Consider UDL Guidelines, Marzano's Instructional Strategies, and cognitivism)
3.  (Consider UDL Guidelines, Marzano's Instructional Strategies)
4.  (Consider UDL Guidelines, Marzano's Instructional Strategies, and ZPD)
5.  (Consider UDL Guidelines, Marzano's Instructional Strategies, and ZPD)
6.  (Consider UDL Guidelines, Marzano's Instructional Strategies, and ZPD)

Assessment: HOW TO TEACH

(Consider constructivism for authentic assessments, cognitivism for reflection-based assessments, and behaviorism for traditional paper-pencil assessments

Notes & Reflections:

Matrix: Comparing 21st Century Skills, Colorado Information Literacy Skills, and NETS

Inquire, think critically, and gain knowledge.

21^st Century Skills

NETS

Information Literacy Standards

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

3a Plan strategies to guide inquiry

1.1 Recognizes the need for information.

1.5 Develops and uses successful strategies for locating information. 

1.1.2 Use prior and background knowledge as context for new learning.

1a Apply existing knowledge to generate new ideas, products, or processes.

6d Transfer current knowledge to learning of new technologies.

3.2 Integrates new information into one's own knowledge.

1.1.3 Develop and refine a range of questions to frame the search for new understanding.

4a Identify and define authentic problems and significant questions for investigation.

1.3 Formulates questions based on information needs.

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

3b Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

1.1 Recognizes the need for information.

1.2 Recognizes that accurate and comprehensive information is the basis for intelligent decision-making.

1.4 Identifies a variety of potential sources of information.

1.5 Develops and uses successful strategies for locating information.

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.

3c Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

1.2 Recognizes that accurate and comprehensive information is the basis for intelligent decision-making.

2 The information literate student evaluates information critically and competently.

7.1 Seeks information from diverse sources, contexts, disciplines, and cultures.

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

6a Understand and use new technology systems.

1.4 Identifies a variety of potential sources of information.

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

6b Select and use applications effectively and productively.

2.2 Distinguishes among facts, point of view, and opinion.

2.3 Identifies inaccurate and misleading information.

7.1 Seeks information from diverse sources, contexts, disciplines, and cultures.

1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

3 Students apply digital tools to gather, evaluate and use information.

1.5 Develops and uses successful strategies for locating information.

1.1.9 Collaborate with others to broaden and deepen understanding.

2a Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

2c Develop cultural understanding and global awareness by engaging with learners of other cultures.

9.3 Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions.

Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

21st Century Skills

NETS

Information Literacy Skills

2.1.1 Continue an inquiry based research process by applying critical-thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

4c Collect and analyze data to identify solutions and/or make informed decisions.

4d Use multiple processes and diverse perspectives to explore alternative solutions.

2.4 Selects information appropriate to the problem or question at hand.

2.1.2 Organize knowledge so that it is useful.

3b Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

4c Collect and analyze data to identify solutions and/or make informed decisions.

3.1 Organizes information for practical application.

3.2 Integrates new information into one's own knowledge.

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-word situations, and further investigations.

3d Process data and report results.

3.3 Applies information in critical thinking and problem solving.

5.2 Derives meaning from information presented creatively in a variety of formats.

2.1.4 Use technology and other information tools to analyze and organize information.

4b Plan and manage activities to develop a solution or complete a project.

3.1 Organizes information for practical application.

2.1.5 Collaborate with others to exchange ideas, develop new understanding, make decisions, and solve problems.

2d Contribute to project teams to produce original works or problem solve.

9.1 Shares knowledge and information with others.

9.3 Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

2b Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

3.4 Produces and communicates information and ideas in appropriate formats.

Share knowledge and participate ethically and productively as members of our democratic society.

21st Century Skills

NETS

Information Literacy Skills

3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

3d Process data and report results. (No emphasis on reflection.)

6.1 Assess the quality of the process and products of personal information seeking.

6.2 Devises strategies for revising, improving, and updating self-generated knowledge.

3.1.2 Participate and collaborate as members of a social and intellectual network of learners.

5b Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

9.3 Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions.

9.4 Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions.

3.1.3 Use writing and speaking skills to communicate new understanding effectively.

n/a

3.4 Produces and communicates information and ideas in appropriate formats.

9.1 Shares knowledge and information with others.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

3 Students apply digital tools to gather, evaluate, and use information.

3.4 Produces and communicates information and ideas in appropriate formats.

9.1 Shares knowledge and information with others.

3.1.5 Connect learning to community issues.

5c Develop cultural understanding and global awareness by engaging with learners of other cultures.

9.3 Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions.

3.1.6 Use information and technology ethically and responsibly.

5a Advocate and practice safe, legal, and responsible use of information and technology.

5d Exhibit leadership for digital citizenship.

8.1 Respects the principles of intellectual freedom.

8.2 Respects intellectual property of others.

8.3 Uses information technology responsibly.

Pursue personal and aesthetic growth.

21st Century Skills

NETS

Information Literacy Skills

4.1.1 Read, view, and listen for pleasure and personal growth.

5c Demonstrate personal responsibility for lifelong learning.

4.1 Seeks information related to various dimensions of personal well-being, such as career interests, community involvement, health matters, and recreational pursuits.

5.1 Is a competent and self-motivated reader.

4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.

5c Demonstrate personal responsibility for lifelong learning.

4.The information literate student is an independent learner who pursues information related to personal interests.  

5.1 Is a competent and self-motivated reader.

4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

5c Demonstrate personal responsibility for lifelong learning.

5. The information literate student is an independent learner who appreciates literature and other creative expressions of information.

5.2 Derives meaning from information presented creatively in a variety of formats.

7.1 Seeks information from diverse sources, contexts, disciplines, and cultures.

4.1.4 Seek information for personal learning in a variety of formats and genres.

5c Demonstrate personal responsibility for lifelong learning.

4.1 Seeks information related to various dimensions of personal well-being, such as career interests, community involvement, health matters, and recreational pursuits.

7.1 Seeks information from diverse sources, contexts, disciplines, and cultures.

4.1.5 Connect ideas to own interests and previous knowledge and experience.

1a Apply existing knowledge to generate new ideas, products, or processes.

6d Transfer current knowledge to learning of new technologies.

4.2 Designs, develops, and evaluates information products and solutions related to personal interests.

4.1.6 Organize personal knowledge in a way that can be called upon easily.

6c Troubleshoot systems and applications.

3.1 Organizes information for practical application.

4.1.7 Use social networks and information tools to gather and share information.

2a Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

9.1 Shares knowledge and information with others.

9.4 Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions.

4.1.8 Use creative and artistic formats to express personal learning.

1b Create original works as a means of personal or group expression.

5.3 Develops creative products in a variety of formats.

Matrix: Pedagogy Strands

Marzano's Instructional Strategies

UDL Guidelines

Learning Theory

Classroom Implications

Identifying Similarities & Differences

-Guideline 3: Provide options for comprehension

-UDL Checkpoint 3.3

Cognitivism

Constructivism

Use graphic organizers to help students organize information and compare and contrast. 

Summarizing

-Guideline 3: Provide options for comprehension

-UDL Checkpoint 3.3

Cognitivism Constructivism

Students have to interact with the text to summarize information. Using narrative organizers, outlines, or summary frames help students focus on the most important information.

Note-taking

-Guideline 3: Provide options for comprehension

-UDL Checkpoint 3.3

Cognitivism

Constructivism

Provide students with different models of note-taking and allow them to choose the method that works best for them.

Reinforcing Effort

-Guideline 6: Provide options for executive functions

-Guideline 8: Provide options for sustaining effort and persistence

-UDL Checkpoint 6.4

Behaviorism

Cognitivism

Constructivism

Students can keep motivated by using charts to record their learning in reading, writing, math, and behavior.

Providing Recognition

-Guideline 9: Provide options for self-regulation

UDL Checkpoint 9.3

Behaviorism

Cognitivism

Constructivism

Students should be able to present their reflections and recognize their efforts. Students could keep diaries or student portfolios. Teachers scaffold learning by providing positive praise of skills.

Homework

Guideline 5: Provide options for expression and communication

-UDL Checkpoint 5.3

Cognitivism

Constructivism

Give students a chance to review the material taught in class. Students learn to be responsible for their own learning.

Practice

-Guideline 5: Provide options for expression and communication

-UDL Checkpoint 5.3

Constructivism

CAST Support Tutor offers students many ways to practice and interact with Language Arts skills.

Nonlinguistic Representations

-Guideline 1: Provide options for perception

-UDL Checkpoint 1.3

Cognitivism

Constructivism

Provide alternatives for text. Text-to-speech, diagrams, and visual displays can help students see information in a different way.

Setting Objectives (Goal Setting)

-Guideline 6: Provide options for executive functions

-UDL Checkpoint 6.1

Cognitivism

Constructivism

Students set goals. Use KWL charts to help plan how to find information that students want to learn.

Providing Feedback

-Guideline 5: Provide options for expression and communication

-Guideline 8: Provide options for sustaining effort and persistence

-UDL Checkpoint 5.2 and 8.4

Behaviorism

Cognitivism

Constructivism

Students can use assistive technology that checks their spelling for immediate feedback. Students could also conference with the teacher or peers.

Generating & Testing Hypotheses

-Guideline 7: Providing options for recruiting interest

-UDL Checkpoint 7.1

Constructivism

Students should have individual choice and autonomy to find topics that interest them. They should then be able to generate hypotheses and a plan to test those hypotheses.

Questions

-Guideline 3: Provide options for comprehension

-UDL Checkpoint 3.3

Constructivism

Teachers can provide students with thinking guides and use higher-level thinking questions. Exploratree is a web resource that uses thinking guides to support students' learning.

Cues

-Guideline 7: Provide options for recruiting interest

-UDL Checkpoint 7.3

Cognitivism

Constructivism

Teachers can use think alouds to model a learning process. Set a purpose for learning so that students have fewer distractions.

Advance Organizers

-Guideline 3: Provide options for comprehension

-Guideline 6: Provide options for executive functions

-UDL Checkpoint 3.3 and 6.2

Cognitivism

Constructivism

Students can use Webspiration to visually arrange their ideas and visualize information. Students choose the appropriate organizer.