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Libsstandardsoverlaps

This document summarizes the overlap between Common Core standards, ISTE coaching standards, and AASL standards regarding using technology to research, collaborate, and problem solve. Coaches can model for teachers how to use formative assessments to evaluate students' abilities to find information from multiple sources to answer questions efficiently. Coaches also help teachers design technology-enhanced learning experiences that emphasize higher-order thinking skills and self-directed learning. Interaction and feedback are essential as coaches implement new technologies and strategies for teachers to adopt.

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65 views4 pages

Libsstandardsoverlaps

This document summarizes the overlap between Common Core standards, ISTE coaching standards, and AASL standards regarding using technology to research, collaborate, and problem solve. Coaches can model for teachers how to use formative assessments to evaluate students' abilities to find information from multiple sources to answer questions efficiently. Coaches also help teachers design technology-enhanced learning experiences that emphasize higher-order thinking skills and self-directed learning. Interaction and feedback are essential as coaches implement new technologies and strategies for teachers to adopt.

Uploaded by

api-327906854
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Common Core

ISTE (coaches)

AASL

Overlap

CC.5.R.I.7 Integration of
Knowledge and Ideas:
Draw on information
from multiple print or
digital sources,
demonstrating the ability
to locate an answer to a
question quickly or to
solve a problem
efficiently.

2g. Coach teachers in and


model effective use of
technology tools and
resources to continuously
assess student learning
and technology literacy
by applying a rich variety
of formative and
summative assessments
aligned with content and
student technology
standards.

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

Coaches showing
teachers how to
measure and
evaluate student
demonstration of
drawing on prior
information, finding
information,
evaluating
information, and
selecting resources
to solve a problem
efficiently.
Example: Teachers
use a variety of
methods (google
forms, quizzes, etc.)
introduced by
technology coach,
to measure and
analyze student
ability to find the
answer to a
question or solve a
problem by
utilizing
authoritative
technological
resources.

CCSS.ELA-LITERACY.
CCRA.W.6
Use technology,
including the Internet, to
produce and publish

2c. Coach teachers in and


model engagement of
students in local and
global interdisciplinary
units in which technology

2.1.4 Use
technology and
other
information
tools to analyze

The use of
technology to create
and produce a
product.
Collaborating with

writing and to interact


and collaborate with
others.

CC.11-12.W.7 Research
to Build and Present
Knowledge: Conduct
short as well as more
sustained research
projects to answer a
question (including a
self-generated question)
or solve a problem;
narrow or broaden the

helps students assume


professional roles,
research real world
problems, collaborate
with others, and produce
products that are
meaningful and useful to
a wide audience.

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

others using
technology to
research and
publish.

2d. Coach teachers in and


model design
implementation of
technology-enhanced
learning experiences
emphasizing creativity,
higher-order thinking
skills and processes, and
mental habits of mind
(e.g., critical thinking,

1.2.2
Demonstrate
confidence and
self-direction
by making
independent
choices in the
selection of
resources and
information.

Student centered
learning.
Self-checking,
self-generating,
self-regulating, and
having the
knowledge and skill
base to research,
answer, synthesize,
and make choices

Example:
Technology
coaches introduce
new technologies in
which students can
collaborate for a
research product.
This could include
Prezi, or Google
Slides, with
databases, or
Google Scholar.
Teachers facilitate
this project in
which students have
to collaborate in
groups, research
information, and
create a written
project presentation
using collaborative
technology.

inquiry when
appropriate; synthesize
multiple sources on the
subject, demonstrating
understanding of the
subject under
investigation.

metacognition, and
self-regulation).

CC.5.W.6 Production
and Distribution of
Writing: With some
guidance and support
from adults, use
technology, including the
Internet, to produce and
publish writing as well as
to interact and
collaborate with others;
demonstrate sufficient
command of
keyboarding skills to
type a minimum of two
pages in a single setting.

1d. Implement strategies


for initiating and
sustaining technology
innovations and manage
the change process in
schools and classrooms.

that aid in
higher-order
thinking skills.
Example: Coach
helps teacher design
a hands-on learning
experience for
students that
enhances critical
thinking skills and
is guided by a
self-generated
question. Research
is included but is
self-directed.
1.4.2 Use
interaction with
and feedback
from teachers
and peers to
guide own
inquiry
process.

Interaction and
feedback are
essential in all of
these standards. If
coaches implement
strategies for
teachers to adopt
and continually use
new technologies, it
will help them
model that for
students. Interaction
and collaboration
are key in all of
these.
Example: Coaches
show teachers new
technology
innovations like
collaboration on
Google docs and

shows them several


ways to implement
them. They also
solicit feedback
from other teachers
on how it makes
their classroom
more successful,
and other things
more efficient.
Teachers relay this
information to
students and assign
collaborative
assignments using
these skills.
Teacher is able to
give feedback for
revision on Google
docs in real time.

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