P T Module 4

Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation. Copyright © 2007 Intel Corporation. All rights reserved. Intel and Intel Education are trademarks or registered trademarks of Intel Corporation or its subsidiaries in the United States and other countries. *Other names and brands may be claimed as the property of others.

Intel® Teach ProgramEssentials Course

Module 4: Creating Samples of Learning

2 Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation. Copyright © 2007 Intel Corporation. All rights reserved. Intel and Intel Education are trademarks or registered trademarks of Intel Corporation or its subsidiaries in the United States and other countries. *Other names and brands may be claimed as the property of others.

Where We Were

Module 1: Teaching with ProjectsProject-based learning and unit design

Module 2: Planning My UnitCurriculum-Framing Questions and ongoing student-centered assessment

Module 3: Making Connections The Internet to support teaching and learning


Where We Are

• Essential Question

• How can technology be used most effectively to support and assess student learning?

• Module Questions

• How can the creation of a student sample help me clarify my unit expectations and improve my instructional design?

• How can I ensure students will achieve the learning objectives when creating their student projects?


Focus: Project outcomes

from a student perspective

Outcomes: • Identify strategies to ensure safe, responsible, and

appropriate student Internet use• Create sample student publication, presentation,

wiki, or blog to demonstrate student learning• Draft Instructional Procedures for unit• Self-assess student sample• Reflect on learning in your blog


Where We Are Going

Module 5: Assessing Student Projects Formative and summative assessment

Module 6: Planning for Student Success Student support and self-direction

Module 7: Facilitating with Technology Teacher as facilitator

Module 8: Showcasing Unit Portfolios Sharing learning



Pair and ShareIncorporating the Internet into Units (4.01)

• Share your ideas on how you plan to incorporate the use of the Internet in your unit.– What is your unit about? – What are your Curriculum-Framing Questions?– How will you incorporate the use of the Internet in your unit

for research, collaboration, and communication?– How will the use of the Internet help students develop

21st century and higher-order thinking skills?– What feedback or additional ideas are you looking for

during this time?



Pedagogical PracticesEnsuring Safe and Responsible Use of the Internet (4.02)

• How do you ensure students create appropriate Internet content and interact constructively with others?

• Discuss ways to promote safe, responsible, and appropriate student use of the Internet.



Activity 1Examining Student Samples (4.03)

• View a student sample presentation, newsletter/newspaper, poster, wiki, or blog of interest on the Module 4, Activity 1 folder of the Curriculum Resource CD.

• Open and review the associated Unit Plan and assessment.

• Discuss the questions on page 4.03.

• View additional samples, if time is available.



Activity 2Planning My Student Sample

Step 1: Answering the Big Questions (4.05)

• Consider how your Curriculum-Framing questions will be answered, at least in part, in the student sample.

Step 2: Considering the Learning Goals for My Student Sample (4.06)

• What do students need to include and how do you want them to demonstrate their learning?

• Use the prompts on page 4.06 to help you plan your student sample.

Step 3: Reviewing Project Design (4.06)

• Think about how a project-approach to learning can help your students meet the learning goals identified in Step 2. (use the questions on pages 4.06–4.07.)



Activity 2Planning My Student Sample

Step 4: Brainstorming the Best Tool for the Job (4.07)

• How will your students demonstrate their learning?

• What tools will they use to demonstrate their learning?

• Think about the strengths of the technology tools and the type of content best served by each.

• Which technology tools are you considering for your students' use in your unit? (use the tables on pages 4.08–4.10.)



Activity 3Looking at Learning from a Student Perspective

Planning the Content (4.11)

• Open the Portfolio Rubric in the Portfolio Assessment folder on the Curriculum Resource CD.

• Review the sections on Integration of Technology and Student Learning.

• Open and review the checklist and storyboard templates of interest in the Module 4, Activity 3 folder on the Curriculum Resource CD.

• Review the technology steps for the desired option, depending on which tool you identified as most appropriate for your unit:• Option 1: Creating a student sample presentation (page 4.12)• Option 2: Creating a student sample publication (page 4.13)• Option 3: Creating a student sample wiki (page 4.14)• Option 4: Creating a student sample blog (page 4.14)



Activity 4Revisiting My Unit Plan (4.15)

• Open your Unit Plan.

• Open the Unit Plan Checklist in the unit_plan folder of your Portfolio folder and review the Instructional Procedures section.

• Draft the Instructional Procedures sections of your Unit Plan.

• Review your list of standards and consider whether additional standards are now being met.

• Review the Objectives section and, if needed, modify the student learning objectives.



Activity 5Reflecting on My Learning (4.16)

Step 1: Reviewing the Module

Module 4 Key Points

• Planning and developing a student product requires:

• Answering the unit's Curriculum-Framing Questions

• Demonstrating understanding of concepts, skills, and knowledge

• Demonstrating higher-order and 21st century skills

• Creating real-world connections for students

• Using technology appropriately and effectively

• The decision to use a particular technology should be based on its strengths in supporting the desired content and learning objectives. Examples of tools appropriate for student projects are:

• Presentations—for oral presentations, enhanced with pictures, graphs, charts, sounds, video, and hyperlinks to other resources

• Publications—for text-based communication, enhanced with pictures, graphs, and charts

• Wikis—for web-based, text-oriented content that allows multiple editors

• Blogs—for web-based, text-oriented journals that encourage responses from readers



Activity 5Reflecting on My Learning (4.16)

Step 2: Blogging My Journey

• Reflect on the activities, skills, and approaches addressed in this module in your own personal blog.

• Reflect on how the focus of this module has helped you plan and create your unit:• Essential Question: How can technology be used most effectively to

support and assess student learning?• How can the creation of a student sample help me clarify unit expectations

and improve my instructional design?• How can I ensure students will achieve the learning objectives when

creating their student projects?

• Consider how the knowledge you gained from this module will impact your teaching and your students’ learning. Record your insights, key learnings, and questions or concerns in your reflection.



Planning Ahead Activity 1 Reflecting on My Student Sample (4.18)

• Reflect on your student sample to ensure that it aligns with the targeted standards.

• Does the integration of technology help students to effectively demonstrate their learning?

• Does your student sample address the Essential and Unit Questions?

• Is it possible to implement the activity in your classroom with the resources you have available?

• Use the self-assessment on page 4.19.



Planning Ahead Activity 2 Reviewing My Standards and Objectives (4.20)

Review the standards you chose and refine the list to those you wish to specifically target:

1. Review standards.

2. Review the Standards and Objectives Rubric on page 2.31.

3. Open your Unit Plan and refine your standards to fully meet the criteria in the rubric. Include only those that you intend to:

• Assess

• Address in the Instructional Procedures section of your Unit Plan

• Have students meet by the end of your unit

4. If needed, refine objectives based on the targeted standards, the Standards and Objectives Rubric, and your assessment of your student sample in the previous activity.


Looking Ahead

Module 5: Assessing Student Projects

Focus:Formative and

summative assessment

Outcomes: • Obtain feedback to improve your student

sample• Explore challenges and solutions for

involving students in the assessment process

• Self-assess current assessment practices• Draft Assessment Summary for unit• Create summative assessment for your

student sample• Revise student sample based on your

summative assessment• Revise your Unit Plan• Reflect on learning in your blog

Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation. Copyright © 2007 Intel Corporation. All rights reserved. Intel and Intel Education are trademarks or registered trademarks of Intel Corporation or its subsidiaries in the United States and other countries. *Other names and brands may be claimed as the property of others.

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P T Module 4