‘Subject GradelAge Level: Tesson Topic [Fesson Topic: What lesson (not technology) is being taught? (ea, G2: Understands human interaction withthe environment.) | ee | ‘Write a brief statement of how this project demonstrates learning: then leaming through technology oo Triple E Evaluation Rubric: When to Use Technology by Liz Kolb his rubric a tool o measure how significantly the technology eects the student learning goals. This for educators who are evaluating Mt tween the technology in a lesson plan and the learning goals ofthe lesson plan. This includes details on reading the results and instructional moves to foster connection Engagement in the learning o-No |=Somewhat Tn troy si ssetstfoan te amigas wih ln action (hwo o!] o lo “he tecnsogy motivate sen vat ha waning os ol o lo (iramhoouseorceenggeren, ee mevmovetompaenen ‘ ao} a jo Enhancement ofthe lea ono "he elton srs dey enone a spss ho lonning ol ao lo‘Tre tchnology crates supports oF scafldfeaming) «ideas (eg. diferente, personalize “Te tectnelogy creates path for students o demonstrate heir understanding ofthe lacning goals in way that they could not do with ractional tools t=Somewhat 2aves for students to lor outside of teitypical schoo day. (24 ‘Te technology crates abridge between students’ school learning and her evanday if experiences (connects learing goale with real fe experiences ‘The technology aows students to bul authenti n use inher everyday ves Facing te Rosas 12-48 Point: Exceptional canection between lemming goals and too 7-12 Pots: Some connection between lasing Goals an oo! 1B 6 Points orbelow: Low connection between aang Goal an ool AB TotalUDL Guidelines (selectalthat appiy) ‘The UDL Guidelines ae a too! used inthe implementation of Universal Design for Learning a framaworktoimprove and optimize teaching and earning or ll, people ased on scieniificinsghis into how humans learn. These guidelines otra set of concrete suggestions that can be applied to any discipline or domain to.ensure that allleamers can access and participate in meaningful, challenging earning opportunites. Provide multiple means of Engagement ‘fective Networks ‘The WHY" of Learning Provide options for Rerun Interest) ‘Optimize invidual cole and aonony (7.1) ‘Optimize eevance value, nd autnentey (72) [Minima teats ana aatvactons 7.2) Prowde options for Sustaining Er & Persetence acne cto noc 8) Cry Snand snouts opine, sutewetoa Cosh clan ae conmuny 8) Sincease mastery overs feedback (6.4) Provide options fr Set Regulation ‘DPrometo expectations and bets that ‘optmze mation (2.1) ‘Fatt personal coping san sates 2 ‘SDevelpsetasessment and etecton 0.3) rovide multiple means of Representation Recognition Networks ‘The: WHAT" of Learning Provide options fr Perception (1 "HOter ways ofcustomzing the play of formation (1) ‘Oteratematvs for auditory ntrmaton (1.2) ‘Ofer atematves fr visual information (13) Provide options for Language & Symbols 2) [lity vocabulary and symbols 21) ‘Clay yetaand tet (22) ‘5Suppot decoding ot txt, mathematical notation an symeois(23) Promote understanding across languages (2.4) lsat though multiple medi (25) Provide options for Comprehension 3) [hata of sup beckreund kronledge (3.1) [EHighigh pattems, ria features, big es, andielatonanips (2) ‘ude information processing and visualization (2.9) Maerz ranstr ana generalization (24) rovide muliple means of Action & Expression tegie Networks ‘The "HOW" of Leeming Provide options fr Physics Action vary the metreds or response ana navigation (4.1) ‘Optimise oats and asst ecelages «2 Provide options for Expression & Communistion (5) {Use mutile medaer communication (5.1) {Use mutes for constuction andcompesion 62) ‘Bla ences with graduateaovels ot support or act and priormance 53) Provide options fr Executive Functions (6) [Guide appropriate goa-seting (6.1) Suppor planning and ttegy development (62) ‘Factate mansging infomation andrsouces (63) Enhance capacty for montoting progress (6.4) TESTEISTE Standards for Students (Select all that apply) “Today's students mustbe prepared thvein a constantly evolving technological landscape, The student section of the ISTE Standards is designed to “empower student voie and ensure thatlearring is a student-rven process. 1.1 Empowered Learner Students leverage technology to take an active role in choosing, achieving and demonstrating competency in thei learning goals, informed by the learning sciences. Students: (2a. artculate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect onthe learning process itso to improve learning outcomes. [b. build networks and customize ther learning environments in ways that support the learning process. ‘20, use technology to seek feedback that informs and improves thelr practice and to demonstrate thet learning in a variety of ways. 124, understand the fundamental concepts of technology operations, demonstrate the ably to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies. Ta digital Ciizen ‘Students recognize the rights, responsibilties and opportunities o living, learning and working in an interconnected digital world, and they act ‘and model in ways that are safe, legal and ethical, Students: ‘Ba. cultivate and manage their digital identity and reputation and are aware of the permanence oftheir actions in the digital word 'B. engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices, ‘De. demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property. ‘Bd. manage their personal data to maintain digital privacy and security and are aware of data-cllection technology used to track their navigation onlin.Ta Knowledge Constructor ‘Students citically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students: a. plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. 1B. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. ‘le. curate information from digital resources using a varity of tools and methads to create collections of artifacts that demonstrate meaningful connections or conclusions. i. build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. a innovative Designer ‘Students use a variety of tachnologies within a design process to dently and solve probloms by creating new, useful or imaginative solutions. Students: a. know and use a deliberate design process for generating ideas, testing theories, creating innovative atfacs or solving authentic problems. [Ob. select and use aligital tools to plan and manage a design process that considers design constraints and calculated risks. ‘Be. develop, test and refine prototypes as part of a cyclical design process. ‘Bd. exhibit tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.15 Computational Thinker ‘Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to ‘develop and test solutions. Students: a. formulate problem definitions sulted for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in ‘explacing and finding solutions. 1b. collect data or identiy relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem- solving and decision-making, ‘Ge, break problems into component parts, extract key information, and develop descriptive models to understand complex systems of {aciltato problem-solving ‘Bd. understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solution. 8 Creative Communicator ‘Students communicate clearly and express themselves creatively fora varoty of purposes using the platforms, tools, styles, formats and digital ‘media appropriate to their goals. Students: a. choose the appropriate platforms and tools for meeting the desired objectives oftheir creation or communication [2b. create original works or responsibly repurpose or remix digital resources into new creations. ‘De. communicate complex ideas clearly and effectively by creating or using a varety of digital objects such as visualizations, models or simulations, ‘Bd. publish or present content that customizes the message and medium for ther intended audiences."17 Global Collaborator Sudents use digital tools to broaden thelr perspectives and enrich thelr learning by collaborating with others and working effectively in teams. locally and globally. Students: a. use digital tools to connect with leamers from a variety of backgrounds and cultures, engaging wth them in ways that broaden mutual understanding and learning, 2. use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems ‘rom muitiple viewpoints. ‘Be. contribute constructively o project teams, assuming various roles and responsibilties to work effectively toward a common goal ‘Bd. explore local and global issues and use collaborative technologies to work with others to investigate solutions.