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Observable Indicators
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Teachers:
· Locate standards using electronic
tools to align lessons (e.g., use the online Grade-Level
Resources site and locate EALRs/GLEs on OSPI website)
· Find instructional resources on the
Internet (e.g., find lesson
resources at Marco Polo, district, or state websites)
· Produce, store, and retrieve
learning materials electronically (e.g.,
create lesson plans in Word and store them on file server, create and print handouts for students that can be saved and modified in
future years)
· Keep/organize student information,
grades more effectively (e.g.,
use electronic gradebook, extract achievement data from student information
system, graph student progress using Excel)
· Communicate information to parents
and students via web or e-mail (e.g.,
post upcoming events or assignments on school webpage)
· Communicate quickly with e-mail (e.g., respond to e-mail from parents,
learn about school meetings and events via internal e-mail)
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Teachers:
· Conduct one-computer classroom
lessons (e.g., use software
such as Decisions, Decisions and Timeliner by Tom Snyder, lead virtual field
trips to museums using K-20 Network)
· Deliver presentations with graphics
and sound (e.g., teachers use software
such as PowerPoint, Keynote, or audio production software)
· Lead students in brainstorming and
sharing ideas (e.g., teachers use word
processing programs or software such as Inspiration, use Intel Visual Ranking
website)
· Represent information visually (e.g., teachers create graphs in Excel or
with a graphing calculator to visually represent chemical interactions)
· Facilitate group discussions and
lessons (e.g., teachers use interactive
whiteboards, LCD projectors, student response systems)
· Create scaffolding for student
projects (e.g., teachers provide
students with writing prompts or project templates)
· Have students write papers and
reports on computers or “smart keyboards” such as AlphaSmarts (e.g., require that all student papers must be word-processed)
·
Facilitate students using technology
for assessment (e.g.,
teachers use online quizzes and diagnostic tools, graph and analyze progress
with class using Excel)
· Interactively communicate with
parents and students (e.g., teachers
initiate and respond to e-mail, conduct on-line surveys, interact through
website)
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Teachers
enable students to:
· Create and use online resources to
facilitate inquiry (e.g., students create
and use online resources such as WebQuests)
· Engage in inquiry-based projects
driven by essential
questions (e.g., students create major
research projects such as Big 6 essential question projects)
· Direct their own use of technology (e.g., students stay current with new
information through tools such as RSS feeds)
· Research, analyze data and
problem-solve in a global context (e.g., student engage in projects
such as ThinkQuest with classrooms in other states or countries)
· Engage in individual or
collaborative project-based learning (e.g., students engage in real-world projects and problem-solving using
email or websites)
·
Use modeling and simulations (e.g., students conduct simulations using online
resources)
· Write, develop and publish
individual or collaborative products
(e.g., students publish projects online
to be reviewed by parents or peers)
· Invent products through programming
or production (e.g., students produce
how-to videos or movies to share with others)
· Create scaffolding for their own
projects (e.g., students create writing
prompts or project templates)
· Are involved with their parents and
teachers in the analysis of student data and meeting standards, or
participate in developing their own learning plans (e.g., students use classroom-based assessments and assess their own
work)
· Initiate communication with parents,
teachers, community members, or other students (e.g.,
students display self-directed communication through tools such as weblogs)
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