A Teacher’s Guide to Designing the Most Effective Lessons Using: The 3 Types of Learning Theories: Behaviorism, Cognitivism, and Constructivism Marzano’s

A Teacher’s Guide to Designing the Most Effective Lessons

A Teacher’s Guide to Designing the Most Effective Lessons

Using:

The 3 Types of Learning Theories:Behaviorism, Cognitivism, and

Constructivism

Marzano’s 9 Instructional Strategies

21st Century Skills and Technology Standards

Universal Design of Learning

Using:

The 3 Types of Learning Theories:Behaviorism, Cognitivism, and

Constructivism

Marzano’s 9 Instructional Strategies

21st Century Skills and Technology Standards

Universal Design of Learning

How can this guide help you as a teacher?How can this guide help you as a teacher?

Assists teachers in planning highly effective lessons

Helps teachers incorporate technology and 21st century skills successfully

Ensures teachers meet the needs of all learners and address differentiation and learning styles proficiently

Assists teachers in planning highly effective lessons

Helps teachers incorporate technology and 21st century skills successfully

Ensures teachers meet the needs of all learners and address differentiation and learning styles proficiently

Designing your lesson plans using learning theories and methods as your foundation:

We as educators are aware that all people learn differently, most importantly, our students. Start designing your lessons

based on how your students learn best, using learning theories and methods as the foundation.

Designing your lesson plans using learning theories and methods as your foundation:

We as educators are aware that all people learn differently, most importantly, our students. Start designing your lessons

based on how your students learn best, using learning theories and methods as the foundation.

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Learning Theories and Methods continued…Learning Theories and Methods continued…Behaviorist beliefs:

Behaviorism is a philosophy of psychology based on the proposition that all things which organisms do including acting, thinking and feeling, can and should be regarded as behaviors. The behaviorist will study these behaviors and will then try to predict, modify and control the behavior.

Cognitivist beliefs: Learning is an internal process. Learning can occur without reinforcement. Learning is organized within a structure in the brain, called schema. Learners are active participants in learning, not passive receptacles.

Constructivist beliefs: Teacher as facilitator, coach, mediate, prompt Start with the whole and expand to the part Learning is interactive and builds upon background knowledge Process is as important as product Students work in groups.

Behaviorist beliefs:Behaviorism is a philosophy of psychology based on the proposition that all things which organisms do including acting, thinking and feeling, can and should be regarded as behaviors. The behaviorist will study these behaviors and will then try to predict, modify and control the behavior.

Cognitivist beliefs: Learning is an internal process. Learning can occur without reinforcement. Learning is organized within a structure in the brain, called schema. Learners are active participants in learning, not passive receptacles.

Constructivist beliefs: Teacher as facilitator, coach, mediate, prompt Start with the whole and expand to the part Learning is interactive and builds upon background knowledge Process is as important as product Students work in groups.

Understanding how the Learning Theories interact with Marzano’s Nine Instructional Strategies

Understanding how the Learning Theories interact with Marzano’s Nine Instructional Strategies

Now that you are somewhat familiar the three basic Learning Theories, you can begin planning your lessons based on how your students learn best. Don’t be afraid to incorporate

all three theories when you see fit.

Next you’ll find a few exemplars integrating the three learning theories: behaviorism, cognitivism, and constructivism with Marzano’s Nine Instructional

Strategies.

Now that you are somewhat familiar the three basic Learning Theories, you can begin planning your lessons based on how your students learn best. Don’t be afraid to incorporate

all three theories when you see fit.

Next you’ll find a few exemplars integrating the three learning theories: behaviorism, cognitivism, and constructivism with Marzano’s Nine Instructional

Strategies. QuickTime™ and a decompressor


Using the three Learning Theories while following Marzano’s Nine Instructional Strategies


When teaching similarities and differences A behaviorist approach: Use direct instruction Introduce process of comparison by presenting students with highly

structured tasks Give students elements to classify and the categories into which

element should be classified

A cognivitist approach: Use student directed comparison tasks Identify key elements Use thinking Maps Ask students to think about classifying into groups and also develop

groups themselves

A constructivist approach: Background knowledge Building meaning upon shared discussion and definition Thinking Maps Students are given items to classify but must form the categories

themselves or students must come up with both groups.

When teaching similarities and differences A behaviorist approach: Use direct instruction Introduce process of comparison by presenting students with highly

structured tasks Give students elements to classify and the categories into which

element should be classified

A cognivitist approach: Use student directed comparison tasks Identify key elements Use thinking Maps Ask students to think about classifying into groups and also develop

groups themselves

A constructivist approach: Background knowledge Building meaning upon shared discussion and definition Thinking Maps Students are given items to classify but must form the categories

themselves or students must come up with both groups.



When teaching summarizing and note-taking

A behaviorist approach: Have students use a “Rule Based” strategy to strategically take notes Direct students to use specific summary frames Use teacher prepared notes for students Outlines Webbing

A cognivitist approach: Students think about and develop their own strategies to take notes Students are able to sample different summary frames and utilize those that

work best for them Fill in the blank outlines Create your own web

A constructivist approach: Students develop notes together and share different strategies to do so Students are able to sample summary frames and decide which works best for them

and share/demonstrate why with other students Create your own web with a group using shared knowledge and discussion Build your own outline

When teaching summarizing and note-taking

A behaviorist approach: Have students use a “Rule Based” strategy to strategically take notes Direct students to use specific summary frames Use teacher prepared notes for students Outlines Webbing

A cognivitist approach: Students think about and develop their own strategies to take notes Students are able to sample different summary frames and utilize those that

work best for them Fill in the blank outlines Create your own web

A constructivist approach: Students develop notes together and share different strategies to do so Students are able to sample summary frames and decide which works best for them

and share/demonstrate why with other students Create your own web with a group using shared knowledge and discussion Build your own outline



When incorporating Reinforcing Effort and Providing Recognition

A behaviorist approach: Teacher sets expectations, rewards, and consequences Teacher lectures about people who have achieved success in their lives Teacher tracks students achievement Teacher gives very precise guidelines and praises students when they follow them

A cognivitist approach: Students set expectations, rewards and consequences Teacher may lecture and have students research people who have achieved success in

their lives Or maybe ask students to provide their own definition of success Students think of ways to track their own achievement

A constructivist approach: Students create expectations, rewards, and consequences for each other and or as a

class Students develop a definition of success after researching other successful people

and sharing information collected Students develop ways to track their own achievement Teacher encourages students to collaborate and praises them as a group when they do

so

When incorporating Reinforcing Effort and Providing Recognition

A behaviorist approach: Teacher sets expectations, rewards, and consequences Teacher lectures about people who have achieved success in their lives Teacher tracks students achievement Teacher gives very precise guidelines and praises students when they follow them

A cognivitist approach: Students set expectations, rewards and consequences Teacher may lecture and have students research people who have achieved success in

their lives Or maybe ask students to provide their own definition of success Students think of ways to track their own achievement

A constructivist approach: Students create expectations, rewards, and consequences for each other and or as a

class Students develop a definition of success after researching other successful people

and sharing information collected Students develop ways to track their own achievement Teacher encourages students to collaborate and praises them as a group when they do

so



When integrating Homework and Practice

A behaviorist approach: Teacher dictates what homework will be and what it should look like

when returned Teacher uses a prepared rubric to grade

A congnivitist approach: Teacher works with students to develop thoughtful assignments to

stimulate multiple levels of learning Students develop rubrics after reflecting about and examining

assignments

A constructivist approach: Teacher works with students to develop projects where all students

can contribute to create a whole Students collaborate and create a rubric they can all use

When integrating Homework and Practice

A behaviorist approach: Teacher dictates what homework will be and what it should look like

when returned Teacher uses a prepared rubric to grade

A congnivitist approach: Teacher works with students to develop thoughtful assignments to

stimulate multiple levels of learning Students develop rubrics after reflecting about and examining

assignments

A constructivist approach: Teacher works with students to develop projects where all students

can contribute to create a whole Students collaborate and create a rubric they can all use



When utilizing Nonlinguistic Representation

A behaviorist approach: Teacher presents a graphic organizer and asks students to

complete it

A congnivitist approach: Students choose from a variety of graphic organizers,

complete it and explain their thinking – How did they fill it in? Why did they choose that specific graphic organizer?

A constructivist approach: Students choose from a variety of graphic organizers in a

group – maybe one student per organizer in each group or a different organizer for several groups. Students complete organizers together and present their findings.

When utilizing Nonlinguistic Representation

A behaviorist approach: Teacher presents a graphic organizer and asks students to

complete it

A congnivitist approach: Students choose from a variety of graphic organizers,

complete it and explain their thinking – How did they fill it in? Why did they choose that specific graphic organizer?

A constructivist approach: Students choose from a variety of graphic organizers in a

group – maybe one student per organizer in each group or a different organizer for several groups. Students complete organizers together and present their findings.


Using the three Learning Theories while following Marzano’s Nine Instructional Strategies When Setting Objectives and Providing Feedback

A behaviorist approach: Teacher sets classroom objectives and goals Teacher creates contracts for students

A cognivitist approach: Teacher and students set objectives and goals together or

independently after thinking about the most important information and desired outcomes

Students reflect on their goals and develop a contract

A constructivist approach: Teacher and students discuss objectives and goals while working

together to meet desired outcomes Students work together to develop a contract for different

assignments, projects, whole class, etc.

When Setting Objectives and Providing FeedbackA behaviorist approach: Teacher sets classroom objectives and goals Teacher creates contracts for students

A cognivitist approach: Teacher and students set objectives and goals together or

independently after thinking about the most important information and desired outcomes

Students reflect on their goals and develop a contract

A constructivist approach: Teacher and students discuss objectives and goals while working

together to meet desired outcomes Students work together to develop a contract for different

assignments, projects, whole class, etc.

You have now reviewed the three Learning Theories and have seen how they can be integrated into Marzano’s Nine

Instructional Strategies (actually we only covered six - for more information see Marzano’s Classroom Instruction that

Works.

You have now reviewed the three Learning Theories and have seen how they can be integrated into Marzano’s Nine

Instructional Strategies (actually we only covered six - for more information see Marzano’s Classroom Instruction that

Works.

You should be well on you way to designing a highly effective lesson! As you continue to plan your lesson, use the quick check tool to ensure you have included Marzano’s researched- based strategies for increasing student

achievement.

You should be well on you way to designing a highly effective lesson! As you continue to plan your lesson, use the quick check tool to ensure you have included Marzano’s researched- based strategies for increasing student

achievement.



QuickTime™ and a decompressorare needed to see this picture.

Use this quick check tool based on Marzano’s Nine Instructional Strategies to maximize the effectiveness of

your lesson and student achievement!

Use this quick check tool based on Marzano’s Nine Instructional Strategies to maximize the effectiveness of

your lesson and student achievement! Does your lesson provide students an opportunity to identify

similarities and differences? If so, how? _____________________________________

0 Yes 0 No Are students able to summarize information before (background

knowledge), during, and after your lesson?

0 Yes 0 No Are you helping students maximize their effort and providing

recognition in the classroom?

0 Yes 0 No

Does your lesson provide students an opportunity to identify similarities and differences? If so, how? _____________________________________

0 Yes 0 No Are students able to summarize information before (background

knowledge), during, and after your lesson?

0 Yes 0 No Are you helping students maximize their effort and providing

recognition in the classroom?

0 Yes 0 No

Implementing Marzano’s 9 Instructional Strategies continued…

Implementing Marzano’s 9 Instructional Strategies continued…

After each lesson are you assigning purposeful homework and practice, differentiated to meet the needs of diverse learners?

0 Yes 0 No Do you provide thoughtful and easy to understand, non-linguistic

representations in not only your classroom, during each lesson, but also incorporated into homework assignments?

0 Yes 0 No At some point during your lesson have you provided students with the

opportunity to acquire knowledge together, within groups, promoting student interaction?

0 Yes 0 No

After each lesson are you assigning purposeful homework and practice, differentiated to meet the needs of diverse learners?

0 Yes 0 No Do you provide thoughtful and easy to understand, non-linguistic

representations in not only your classroom, during each lesson, but also incorporated into homework assignments?

0 Yes 0 No At some point during your lesson have you provided students with the

opportunity to acquire knowledge together, within groups, promoting student interaction?

0 Yes 0 No

Implementing Marzano’s 9 Strategies continued…Implementing Marzano’s 9 Strategies continued…

Does your lesson include a clear objective which will guide your teaching, as well as keep students aware of their daily learning goals?

0 Yes 0 No

Are you providing feedback in an effective, timely manner to help clarify parts of your lesson? Did you consider using a rubric to do this?

0 Yes 0 No

During your lesson did you encourage students to generate a hypothesis which they could later test (including but not limited to problem solving strategies, investigation, invention, inquiry, and decision making)?

0 Yes 0 No

Does your lesson include a clear objective which will guide your teaching, as well as keep students aware of their daily learning goals?

0 Yes 0 No

Are you providing feedback in an effective, timely manner to help clarify parts of your lesson? Did you consider using a rubric to do this?

0 Yes 0 No

During your lesson did you encourage students to generate a hypothesis which they could later test (including but not limited to problem solving strategies, investigation, invention, inquiry, and decision making)?

0 Yes 0 No

Implementing Marzano’s last strategy…Implementing Marzano’s last strategy…

Have you included the use of cues, questions and advanced organizers in your lesson?

0 Yes 0 No

Congratulations you have completed integrating Marzano’s 9 Instructional Strategies that work into your lesson design! You can rest assured you are using research based, instructional strategies that are proven to

help meet the needs of your diverse classroom!

For more help incorporating Marzano’s 9 Instructional Strategies review Classroom Instruction that Works available from Marzano or see slide 5-11 for more details.

Next step: How does your lesson stack up against the Universal Design of Learning?

Have you included the use of cues, questions and advanced organizers in your lesson?

0 Yes 0 No

Congratulations you have completed integrating Marzano’s 9 Instructional Strategies that work into your lesson design! You can rest assured you are using research based, instructional strategies that are proven to

help meet the needs of your diverse classroom!

For more help incorporating Marzano’s 9 Instructional Strategies review Classroom Instruction that Works available from Marzano or see slide 5-11 for more details.

Next step: How does your lesson stack up against the Universal Design of Learning?

How do I know if I’ve followed the Universal Design of Learning

Guidelines?

How do I know if I’ve followed the Universal Design of Learning

Guidelines? First lets examine what the Universal Design of Learning

is…

Often referred to as UDL, Universal Design for Learning was developed to help educators meet the needs of all learners. Created by CAST (Center for Applied Special Technology), UDL provides an outline for creating flexible goals, methods, materials, and assessments that accommodate learner differences (CAST, 1999).

Researchers have learned that the brain processes information through a variety of different networks. One of which is the Recognition network; the way we recognize what we learn. CAST describes this as the what of learning. In addition, is the Strategic network, how we resolve problems and show what knowledge we possess. CAST describes this as the how of learning. Lastly, researchers have discovered the Affective network: how we connect and become stimulated. CAST describes this as the why of learning.

First lets examine what the Universal Design of Learning is…

Often referred to as UDL, Universal Design for Learning was developed to help educators meet the needs of all learners. Created by CAST (Center for Applied Special Technology), UDL provides an outline for creating flexible goals, methods, materials, and assessments that accommodate learner differences (CAST, 1999).

Researchers have learned that the brain processes information through a variety of different networks. One of which is the Recognition network; the way we recognize what we learn. CAST describes this as the what of learning. In addition, is the Strategic network, how we resolve problems and show what knowledge we possess. CAST describes this as the how of learning. Lastly, researchers have discovered the Affective network: how we connect and become stimulated. CAST describes this as the why of learning.

Examining UDL continued…Examining UDL continued…

From this research CAST has established a framework to help educators teach to diverse classrooms and learning populations. This framework is broken down into three areas based on the before mentioned brain networks. Incorporating this framework in your

lesson design will help to establish a successful learning environment accessible to all learners.

Area one: Teacher provides multiple means of representation.

Area two: Teacher provides multiple means of action and expression.

Area three: Multiple means of engagement.

From this research CAST has established a framework to help educators teach to diverse classrooms and learning populations. This framework is broken down into three areas based on the before mentioned brain networks. Incorporating this framework in your

lesson design will help to establish a successful learning environment accessible to all learners.

Area one: Teacher provides multiple means of representation.

Area two: Teacher provides multiple means of action and expression.

Area three: Multiple means of engagement.


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What does it mean to provide means of representation, multiple means of action,

expression and engagement?

What does it mean to provide means of representation, multiple means of action,

expression and engagement?Providing multiple means of representationInsures teachers are creating opportunities for students who may learn in

other way besides basic text or other traditional methods.

Providing multiple means of actions and expression Helps to insure that all students are able to understand, internalize, and express information presented in the classroom. Again not all students are able to respond or utilize conventional teaching instruction. Teachers are

now more aware of various differentiation strategies.

Providing multiple means of engagement

Assists teachers in motivating and interesting their students. Some students naturally thrive in a social classroom, where others tend to drawback and

abstain from activities. Incorporating this piece of the ULD framework will help provide an environment where all children can make connections.

Providing multiple means of representationInsures teachers are creating opportunities for students who may learn in

other way besides basic text or other traditional methods.

Providing multiple means of actions and expression Helps to insure that all students are able to understand, internalize, and express information presented in the classroom. Again not all students are able to respond or utilize conventional teaching instruction. Teachers are

now more aware of various differentiation strategies.

Providing multiple means of engagement

Assists teachers in motivating and interesting their students. Some students naturally thrive in a social classroom, where others tend to drawback and

abstain from activities. Incorporating this piece of the ULD framework will help provide an environment where all children can make connections.

Can teachers incorporate all three Learning Theories, Marzano’s Nine Instructional Strategies, and UDL into

their lesson plans daily?

Can teachers incorporate all three Learning Theories, Marzano’s Nine Instructional Strategies, and UDL into

their lesson plans daily?The answer is YES, you can! Here are some ideas you can use in your lesson

plan today - while meeting the needs of all learners and following the guidelines to creating effective lesson plans from the above mentioned

resources.

Integrating Similarities & Differences using UDL and:

Behaviorism Cognitivism ConstructivismChecklist and Rubrics KWL JigsawInclude graphics Problem Solving games Acting/SkitsAuditory software Debate Building on storiesDifferent colors and fonts Research based projects Peer editing and

collaborationVocab. cards with pictures/words Socratic Seminar Field TripsField Trips Ropes coursesYes/No WH questions SequencingClickers Red light/ Green lightThumbs up/Thumbs downSpelling Bee’sContracts for goal

The answer is YES, you can! Here are some ideas you can use in your lesson plan today - while meeting the needs of all learners and following the guidelines to creating effective lesson plans from the above mentioned

resources.

Integrating Similarities & Differences using UDL and:

Behaviorism Cognitivism ConstructivismChecklist and Rubrics KWL JigsawInclude graphics Problem Solving games Acting/SkitsAuditory software Debate Building on storiesDifferent colors and fonts Research based projects Peer editing and

collaborationVocab. cards with pictures/words Socratic Seminar Field TripsField Trips Ropes coursesYes/No WH questions SequencingClickers Red light/ Green lightThumbs up/Thumbs downSpelling Bee’sContracts for goal

Integrating Summarizing & Note-taking using UDL and:

Integrating Summarizing & Note-taking using UDL and:

Behaviorism Cognitivism Constructivism3 column notes Folder Notes Folder notesAssigned websites Symbols Flip bookBullets Folder notes Web questBig notes or sticky notes Pictures

Formal templates How & why questions

All: Thinking Maps

Behaviorism Cognitivism Constructivism3 column notes Folder Notes Folder notesAssigned websites Symbols Flip bookBullets Folder notes Web questBig notes or sticky notes Pictures

Formal templates How & why questions

All: Thinking MapsQuickTime™ and a decompressor

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Now that you are familiar with how to integrate Marzano’s Nine Instructional Strategies with UDL and the Learning Theories, you can continue designing your lesson plan incorporating the seven strategies we did not include.

Remember to think about how your students learn best and mix up how you use the learning theories. If you are stuck,

review Marzano’s Nine and the guidelines for UDL.

Now that you are familiar with how to integrate Marzano’s Nine Instructional Strategies with UDL and the Learning Theories, you can continue designing your lesson plan incorporating the seven strategies we did not include.

Remember to think about how your students learn best and mix up how you use the learning theories. If you are stuck,

review Marzano’s Nine and the guidelines for UDL.

NOW WHAT?You have now created a lesson designed to reach every child in your classroom. You have included the unique way your students

learn, you have remembered to not only differentiate the content in your lesson, but how you present the information

and how children will learn it!

BUT WHAT ABOUT TECHNOLOGY?

NOW WHAT?You have now created a lesson designed to reach every child in your classroom. You have included the unique way your students

learn, you have remembered to not only differentiate the content in your lesson, but how you present the information

and how children will learn it!

BUT WHAT ABOUT TECHNOLOGY?

First, what do the Technology Standards look like?

First, what do the Technology Standards look like?

The ISTE ( International Society for Technology in Education) National Educational Technology Standards (NETS :and Performance

Indicators for Students

1. Creativity & Innovation:

Students demonstrate creative thinking, construct knowledge,and developing innovative products and processes using technology.

Students:

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

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

c use models and simulations to explore complex systems and issues.

d. identify trends and forecast possibilities.

The ISTE ( International Society for Technology in Education)

National Educational Technology Standards (NETS :and Performance Indicators for Students

1. Creativity & Innovation:

Students demonstrate creative thinking, construct knowledge,and developing innovative products and processes using technology.

Students:

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

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

c use models and simulations to explore complex systems and issues.

d. identify trends and forecast possibilities.

ISTE Technology Standards continued…ISTE Technology Standards continued…2. Communication & Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual

learning and contribute to the learning of others.

Students:

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

b. communicate information and ideas effectively to multiple

audiences using a variety of media and formats. c. develop cultural understanding and global awareness by

engaging with learners of other cultures.

d. contribute to project teams to produce original works or solve problems.

2. Communication & Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual

learning and contribute to the learning of others.

Students:

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

b. communicate information and ideas effectively to multiple

audiences using a variety of media and formats. c. develop cultural understanding and global awareness by

engaging with learners of other cultures.

d. contribute to project teams to produce original works or solve problems.

ISTE Technology Standards continued…ISTE Technology Standards continued…

3. Research and Information Fluency

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

Students:

a. plan strategies to guide inquiry.

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

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

d. process data and report results.

3. Research and Information Fluency

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

Students:

a. plan strategies to guide inquiry.

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

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

d. process data and report results.

ISTE Technology Standards continued…ISTE Technology Standards continued…4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems,and make informed decisions using

appropriate digital tools and resources.

Students:

a. identify and define authentic problems and significant questions for investigation.

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

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

d. use multiple processes and diverse perspectives to explore alternative solutions.

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems,and make informed decisions using

appropriate digital tools and resources.

Students:

a. identify and define authentic problems and significant questions for investigation.

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

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

d. use multiple processes and diverse perspectives to explore alternative solutions.

ISTE Technology Standards continued…ISTE Technology Standards continued…5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Students:

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

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

c. demonstrate personal responsibility for life long learning.

d. exhibit leadership for digital citizenship.

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Students:

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

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

c. demonstrate personal responsibility for life long learning.

d. exhibit leadership for digital citizenship.

ISTE Technology Standards continued…ISTE Technology Standards continued…6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.

Students:

a. understand and use technology systems.

b. select and use applications effectively and productively.

c. troubleshoot systems and applications.

d. transfer current knowledge to learning of new technologies.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.

Students:

a. understand and use technology systems.

b. select and use applications effectively and productively.

c. troubleshoot systems and applications.

d. transfer current knowledge to learning of new technologies.

There are several other resources you can refer to to find standards and guidelines for teaching

and using technology in the classroom.

There are several other resources you can refer to to find standards and guidelines for teaching

and using technology in the classroom.

Information and Literacy Standards by the American Association of School Librarians (AASL): www.ala.org/aasl/standards/

Twenty-First Century Skills by NCREL/Metiri Group: www.unctv.org/education/teachers_childcare/.../skillsbrochure.pd

Information and Literacy Standards by the Association for Educational Communications and Technology (AECT): www.aect.org/affiliates/national/Standards.pdf

Colorado Department of Education technology standards for teachers: www.cde.state.co.us/edtech/download/st-7.pdf

Information and Literacy Standards by the American Association of School Librarians (AASL): www.ala.org/aasl/standards/

Twenty-First Century Skills by NCREL/Metiri Group: www.unctv.org/education/teachers_childcare/.../skillsbrochure.pd

Information and Literacy Standards by the Association for Educational Communications and Technology (AECT): www.aect.org/affiliates/national/Standards.pdf

Colorado Department of Education technology standards for teachers: www.cde.state.co.us/edtech/download/st-7.pdf

http://www.ala.org/aasl/standards/

http://www.unctv.org/education/teachers_childcare/.../skillsbrochure.pd

http://www.cde.state.co.us/edtech/download/st-7.pdf

http://www.ala.org/aasl/standards/

http://www.unctv.org/education/teachers_childcare/.../skillsbrochure.pd

http://www.cde.state.co.us/edtech/download/st-7.pdf

As you familiarize yourself with the Technology Standards it gradually become easier to

incorporate them naturally in your lesson. Here are a few ideas we have included as a jumping off

point!

As you familiarize yourself with the Technology Standards it gradually become easier to

incorporate them naturally in your lesson. Here are a few ideas we have included as a jumping off

point! Culture Grams: Culture grams can be used as a online research tool. It can be used in combination with flipbook, various graphic organizers, interactive whiteboards, etc.

iPad: Students can independently interact with the iPAd technology. Photos, internet, word processing, music, video, notes, and maps can be integrated into any lesson.

Interactive Whiteboards: Math – problems put on board, students can interact with problem with digital ink. Science – virtual dissections, Google Sky for Astronomy Social Studies – Google Earth for showing locations coupled with information, maps available instantly.

NetTrekker: NetTrekker can be used in various ways. Recommended for implementing research.

Moodle: Instruction that can integrate online services.

Culture Grams: Culture grams can be used as a online research tool. It can be used in combination with flipbook, various graphic organizers, interactive whiteboards, etc.

iPad: Students can independently interact with the iPAd technology. Photos, internet, word processing, music, video, notes, and maps can be integrated into any lesson.

Interactive Whiteboards: Math – problems put on board, students can interact with problem with digital ink. Science – virtual dissections, Google Sky for Astronomy Social Studies – Google Earth for showing locations coupled with information, maps available instantly.

NetTrekker: NetTrekker can be used in various ways. Recommended for implementing research.

Moodle: Instruction that can integrate online services.

You have now designed the Most Effective Lesson Plan or have the tools

to do so!

You have now designed the Most Effective Lesson Plan or have the tools

to do so!

Good Luck and thanks for being a teacher!

Good Luck and thanks for being a teacher!

QuickTime™ and a decompressorare needed to see this picture.QuickTime™ and a decompressor


QuickTime™ and a decompressorare needed to see this picture.





Documents

A Teacher’s Guide to Designing the Most Effective Lessons Using: The 3 Types of Learning Theories: Behaviorism, Cognitivism, and Constructivism Marzano’s