Instructional Strategies, Tools and Resources

Competency

The grain size we are using is the standard on the iNACOL document.

Learning Outcomes

1. I can identify the elements of “Asking Questions and Defining Problems” for my grade level.

2. I can describe why “Asking Questions and Defining Problems” is important for ALL students.

3. I can recognize evidence of students engaging in the practice.

4. I can describe how “Asking Questions and Defining Problems” relates to other Science & Engineering Practices.

What I will DO in this module:

1. Explore the “Asking Questions and Defining Problems” Practice.

Competency

iNACOL Competency 1A: Shift from teacher-led instruction to student-centered learning for the purposes of meeting individual needs and fostering engagement and motivation.

Learning Outcomes

1. I can identify the elements of “Asking Questions and Defining Problems” for which I want to elicit student evidence.

2. I can name high-leverage instructional strategies for “Asking Questions and Defining Problems”.

3. I can select an instructional strategy that aligns to an element of “Asking Questions and Defining Problems”.

4. I can plan for the implementation of the selected instructional strategy for my context.

5. I can collect and analyze implementation for the selected strategy.

What I will DO in this module:

1. Explore one or more questioning strategies and implementation tools.

2. Plan for the use of the selected questioning strategy.

3. Reflect on the implementation of the selected strategy.

Competency

1B. Value collaboration with various stakeholders to enhance student learning.

Learning Outcomes

1. I can argue the benefits of leveraging code switching as a way to build optimal learning environments.

2. I can use strategies that allow students to process and communicate using code switching in order to impact knowledge and skill development.

What I will DO in this module:

1. Consider various terms to describe communication structures and when code switching is necessary.

2. Learn about code switching and the impact of leveraging it on classroom interactions, relationship building and learning.

3. Learn about and practice three code-switching strategies that can be used in the classroom.

4. Plan for the use of code-switching strategies that allow students to process and/or communicate.

Competency

Demonstrate skill in the evaluation, selection, and use of effective instructional materials, tools, strategies, and resources for students, and engage students in this process to help their achievement and development of academic skill.

Connect learners to sources of information beyond the classroom teacher and textbook.

Tailor content and instructional strategies to individual learning goals, needs, and interests. (Aurora Institute)

Learning Outcomes

1. Describe the components of digital literacy.

2. Determine quality resources to support understanding and implementation of digital literacy

3. Understand that we are all teachers of digital literacy.

4. Integrate digital literacy skills into your educational setting.

What I will DO in this module:

1. Learn all the components of digital literacy.

2. Use resources to plan for future lesson integration.

3. Modify a lesson within an existing unit OR plan a new lesson, selecting skills from the ISTE Student Standards.

Competency

Demonstrate skill in the evaluation, selection, and use of effective instructional materials, tools, strategies, and resources for students, and engage students in this process to help their achievement and development of academic skills.

Create customized learning pathways with students, where learning goals and objectives are linked to explicit and diverse learning experiences, matched to the individual student’s learning performance level and preferences

Proactively seek to learn from and with other experts in the field. (Aurora Institute)

Learning Outcomes

1. Define terms related to digital equity.

2. Identify how incorporating digital literacy skills creates digital equity.

3. Expand knowledge around design, tools, and accessibility to provide opportunities for ALL students.

4. Connect digital learning with anti racism and frame learning opportunities around this lense.

What I will DO in this module:

1. Learn the meaning of terms associated with digital equity.

2. Reflect upon your role to provide opportunities to practice and apply digital literacy skills to ALL students.

3. Set a goal and use district and professional resources to further your skill set to grow your “toolbox” to provide students an opportunity to create, empower, share, and collaborate with focus upon equity.

Competency

Use technology appropriately, innovatively, creatively, and purposefully to work effectively and efficiently.

Develop, practice, model, and embody respectful behaviors in both face-to-face and online learning environments. (Aurora Institute)

Learning Outcomes

1. Understand the TEACH Act and copyright compliant practices in the educational setting.

2. Incorporate a framework to guide decision making to determine copyright compliance.

3. Model legal and ethical use of materials for students and staff.

4. MAY DO: Identify the importance of incorporating families and community into digital citizenship learning.

What I will DO in this module:

1. Describe how the audience and purpose of resources impact usage.

2. Apply fair use factors and/or the copyright decision tree to evaluate content.

3. Evaluate creative commons resources and/or AEA Statewide Databases resources and evaluate current practice.

4. MAY DO: Share learning with families and community members and identify learning opportunities.

Competency

Understand and employ techniques for developing students’ skills of metacognition, self-regulation, and perseverance.

INDICATORS:

1. Use modeling, rehearsal, and feedback techniques that highlight the processes of thinking rather than focusing exclusively on the products of thinking.

Learning Outcomes

1. I can define and describe what metacognition is.

2. I can describe why metacognition is important.

3. I can describe how metacognition deepens and consolidates learning.

What I will DO in this module:

1. Explore the concept of metacognition.

2. Explore the use of metacognitive strategies to deepen and consolidate learning.

3. Implement metacognition in your practice and model strategies for students.

Competency

iNACOL Competency 1A: Shift from teacher-led instruction to student-centered learning for the purposes of meeting individual needs and fostering engagement and motivation.

Learning Outcomes

1. I can describe strategies that elicit metacognition.

2. I can use metacognitive strategies to deepen and consolidate learning.

3. I can implement metacognition in my practice and model strategies for students.

What I will DO in this module:

1. Explore one or more metacognition strategies and implementation tools.

2. Plan for the use of the selected strategy of eliciting the act of metacognition.

3. Reflect on the implementation of the selected strategy.

Competency

iNACOL Competency 1A: Shift from teacher-led instruction to student-centered learning for the purposes of meeting individual needs and fostering engagement and motivation.

Learning Outcomes

1. I can describe strategies that elicit metacognition.

2. I can use metacognitive strategies to deepen and consolidate learning.

3. I can implement metacognition in my practice and model strategies for students.

What I will DO in this module:

1. Explore one or more metacognition strategies and implementation tools.

2. Plan for the use of the selected strategy of eliciting the act of metacognition.

3. Reflect on the implementation of the selected strategy.

Educator Competency

iNACOL Competency 1A: Shift from teacher-led instruction to student-centered learning for the purposes of meeting individual needs and fostering engagement and motivation.

Learning Outcomes

1. I can identify the elements of “Planning and Carrying Out Investigations” for my grade level.

2. I can describe why “Planning and Carrying Out Investigations” is important for ALL students.

3. I can recognize evidence of students engaging in the practice.

4. I can describe how “Planning and Carrying Out Investigations” relates to other Science & Engineering Practices.

What I will DO in this module:

1. Explore one or more strategies and/or tools that can be used to implement the practice.

2. Plan for the use of the selected strategy/tool.

3. Reflect on the implementation of the selected strategy/tool.

Educator Competency

iNACOL Competency 1A: Shift from teacher-led instruction to student-centered learning for the purposes of meeting individual needs and fostering engagement and motivation.

Learning Outcomes

1. I can identify the elements of “Planning and Carrying Out Investigations” for my grade level.

2. I can describe why “Planning and Carrying Out Investigations” is important for ALL students.

3. I can recognize evidence of students engaging in the practice.

4. I can describe how “Planning and Carrying Out Investigations” relates to other Science & Engineering Practices.

What I will DO in this module:

1. Explore one or more strategies and/or tools that can be used to implement the practice.

2. Plan for the use of the selected strategy/tool.

3. Reflect on the implementation of the selected strategy/tool.

Competency

The grain size we are using is the standard on the iNACOL document.

Learning Outcomes

1. I can identify student responses that indicate hyper- or hypoarousal.

2. I can use strategies to help students regulate and identify when they may need to self-regulate.

3. I can model self-regulation in real time with students.

What I will DO in this module:

1. Learn how to identify if a student is dysregulated and whether or not that dysregulation is showing hyper- or hypoarousal.

2. Plan for the use of strategies to help students regulate.

Competency

Tailor content and instructional strategies to individual learning goals, needs, and interests.

Learning Outcomes

1. Articulate specific challenges students are having with sustaining effort and persistence.

2. Describe the role of monitoring progress in sustaining effort and persistence.

3. Design a plan to implement one or more new strategies to solve specific challenges.

What I will DO in this module:

1. Practice creating a progress monitoring tool for an upcoming learning experience or unit.

2. Vary the instructional approach to at least one strategy to account for face-to-face, blended, and/or virtual environments.

3. Collect and record student learning data.

4. Reflect individually or with peers to determine the impact of the strategies.

Competency

Continually take note of what is or is not working (via student-level data, technology applications, pedagogical strategies, supervisor feedback, etc) and then take action to iteratively improve. (Aurora Institute)

Learning Outcomes

1. Identify role of teacher

2. Process how to incorporate 3 types of interaction.

3. Figure out what is in your toolbox.

What I will DO in this module:

1. Watch a conversation with Michele Eaton about strengthening our teaching practice.

2. Reflect on some internal questions about your practice

3. Engage in dialogue with other educators about the issues you are facing.

4. Accept and complete the challenge!

Competency

Continually take note of what is or is not working (via student-level data, technology applications, pedagogical strategies, supervisor feedback, etc) and then take action to iteratively improve. (Aurora Institute)

Learning Outcomes

1. Identify role of teacher.

2. Process how to incorporate 3 types of interaction.

3. Figure out what is in your toolbox.

What I will DO in this module:

1. Watch a conversation with Michele Eaton about strengthening our teaching practice.

2. Reflect on some internal questions about your practice.

3. Engage in dialogue with other educators about the issues you are facing.

4. Accept and complete the challenge!