Established Goals:
Teachers will...
Teachers will be able to independently use their learning to:
T1 Model and Apply the ISTE Standards for Teachers
T2 Apply the ISTE Standards for Students into their curriculum
T3 Design lesson plans which enable students to use technological tools at all six stages of inquiry, thus applying 21st Century learning skills, which will transform learning for students
T4 Evaluate lesson plans and the use of technology according to the SAMR Model
T5 Think of ways to use technology to connect their specific content area with PLP's
Standards to be assessed in this unit include:
Teachers must design lessons, which meet Common Core State Standards Research and Media Skills and Understandings: According to the Common Core State Standards, One of the CCSS Key Design Considerations is that : "Research and media skills (are) blended into the Standards as a whole. To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and non-print texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section."
Also, according to the CCSS, students, who meet the CCSS, "...use technology and digital media strategically and capably."
College and Career readiness anchor Standards for Writing:
Production and Distribution of Writing ~ CCSS.ELA-LITERACY.CCRA.W.6
CCSS: Grades 9-10
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
CCSS: Grades 11-12
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information
Research to Build and Present Knowledge ~
CCSS: Grades 9-10 ~ CCSS.ELA-LITERACY.CCRA.W.7, CCSS.ELA-LITERACY.CCRA.W.8, CCSS.ELA-LITERACY.CCRA.W.9
7. Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
CCSS: Grades 11-12 ~ CCSS.ELA-LITERACY.CCRA.W.7, CCSS.ELA-LITERACY.CCRA.W.8, CCSS.ELA-LITERACY.CCRA.W.9
7. Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
ISTE Standards for Teachers:
According to ISTE "Effective teachers model and apply the ISTE Standards for Students (Standards•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators."
1. Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital Age Learning Experiences and Assessments
3. Model Digital Age Work and Learning
4. Promote and Model Digital Citizenship and Responsibility
5. Engage in Professional Growth and Leadership
ISTE Standards for Students:
According to ISTE "The ISTE Standards·S describe the skills and knowledge they need to learn effectively and live productively in an increasingly global and digital society."
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making
5. Digital Citizenship
6. Technology Operations and Concepts
Vermont Agency of Education Transferable Skills: Graduation Proficiencies and Performance Indicators ~
1. Clear and Effective Communication:
e. Demonstrate effective, expressive, and receptive communication, including oral, written, multi-media, and performance.
f. Use technology to further enhance and disseminate communication.
g. Collaborate effectively and respectfully.
2. Self-Direction:
a. Identify, manage, and assess new opportunities related to learning goals.
b. Integrate knowledge from a variety of sources to set goals and make informed decisions.
c. Apply knowledge in familiar and new contexts.
d. Demonstrate initiative and responsibility for learning.
e. Demonstrate flexibility, including the ability to learn, unlearn, and relearn.
f. Analyze the accuracy, bias, and usefulness of information.
g. Collaborate as needed to advance learning.
h. Persevere in challenging situations.
i. Use technology and digital media strategically and capably.
3. Creative and Practical Problem Solving:
a. Observe and evaluate situations in order to define problems.
b. Frame questions, make predictions, and design data collection and analysis strategies.
c. Identify patterns, trends, and relationships that apply to solutions.
d. Analyze, evaluate, and synthesize evidence, arguments, claims, and beliefs.
e. Generate a variety of solutions, use evidence to build a case for best responses, critically evaluate the effectiveness of responses, and repeat the process to generate alternate solutions.
f. Identify opportunities for innovation and collaboration.
g. Use a range of tools, including technology, to solve problems.
h. Persist in solving challenging problems and learn from failure.
4. Responsible and Involved Citizenship:
a. Participate in and contribute to the enhancement of community life.
b. Take responsibility for personal decisions and actions.
c. Demonstrate ethical behavior and the moral courage to sustain it.
d. Respect diversity and differing points of view.
e. Demonstrate a commitment to personal and community health and wellness.
f. Practice responsible digital citizenship.
5. Informed and Integrative Thinking:
a. Apply knowledge from various disciplines and contexts to real life situations.
b. Analyze, evaluate, and synthesize information from multiple sources to build on knowledge.
c. Apply systems thinking to understand the interaction and influence of related parts on each other, and on outcomes.
d. Use evidence and reasoning to justify claims.
e. Develop and use models to explain phenomena.
f. Use technology to support and enhance the critical thinking process.
American Association of School Librarians (AASL) Standards for the 21st Century Learner: Teachers should incorporate the following standards into the design of their curriculum, to ensure the following skills, dispositions in action, responsibilities, and self-assessment strategies, critical for student learning and success in the 21st Century, are modeled and acted upon.
1. Inquire, Think Critically, and Gain Knowledge
1.1 Skills:
1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.3 Develop and refine a range of questions to frame the search for new understanding.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions,main and supporting ideas, conflicting information, and point of view or bias.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.2 Dispositions in action
1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
1.2.2 Demonstrate confidence and self- direction by making independent choices in the selection of resources and information.
1.2.3 Demonstrate creativity by using multiple resources and formats.
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.
1.2.6 Display emotional resilience by persisting in information searching despite challenges.
1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.
1.3 Responsibilities
1.3.1 Respect copyright/ intellectual property rights of creators and producers.
1.3.2 Seek divergent perspectives during information gathering and assessment.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.3.4 Contribute to the exchange of ideas within the learning community.
1.3.5 Use information technology responsibly.
1.4 Self-assessment Strategies
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
1.4.4 Seek appropriate help when it is needed.
2. Share knowledge and participate ethically and productively as members of our democratic society.
2.1 Skills
2.1.1 Continue an inquiry-based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
2.2 Dispositions in action
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.
2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
2.2.4 Demonstrate personal productivity by completing products to express learning.
2.3 Responsibilities
2.3.1 Connect understanding to the real world.
2.3.2 Consider diverse and global perspectives in drawing conclusions.
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
2.4 Self-assessment Strategies
2.4.1 Determine how to act on information (accept, reject, modify).
2.4.2 Reflect on systematic process, and assess for completeness of investigation.
2.4.3 Recognize new knowledge and understanding.
2.4.4 Develop directions for future investigations.
3. Share Knowledge and Participate Ethically and Productively, as Members of our Democratic Society.
3.1 Skills
3.1.1 Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners. Share knowledge and participate ethically and productively as members of our democratic society.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.1.5 Connect learning to community issues.
3.1.6 Use information and technology ethically and responsibly.
3.2 Dispositions in action
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
3.2.3 Demonstrate teamwork by working productively with others.
3.3 Responsibilities
3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.
3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.
3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.
3.3.4 Create products that apply to authentic, real-world contexts.
3.3.5 Contribute to the exchange of ideas within and beyond the learning community.
3.3.6 Use information and knowledge in the service of democratic values.
3.3.7 Respect the principles of intellectual freedom.
3.4 Self-assessment Strategies
3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.
3.4.2 Assess the quality and effectiveness of the learning product.
3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.
4. Pursue Personal and Aesthetic Growth
4.1 Skills
4.1.1 Read, view, and listen for pleasure and personal growth.
4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.
4.1.4 Seek information for personal learning in a variety of formats and genres.
4.1.5 Connect ideas to own interests and previous knowledge and experience.
4.1.6 Organize personal knowledge in a way that can be called upon easily.
4.1.8 Use creative and artistic formats to express personal learning.
4.2 Dispositions in action
4.2.1 Display curiosity by pursuing interests through multiple resources.
4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements.
4.2.3 Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences.
4.3 Responsibilities
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
4.3.2 Recognize that resources are created for a variety of purposes.
4.3.3 Seek opportunities for pursuing personal and aesthetic growth.
4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.
4.4 Self-assessment Strategies
4.4.1 Identify own areas of interest.
4.4.3 Recognize how to focus efforts in personal learning.
4.4.4 Interpret new information based on cultural and social context.
4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed.
4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.
Teachers will...
- "Model and apply the ISTE Standards for Students" and "meet the ISTE standards and performance indicators" (ISTE, 2015) for Teachers, which is a critical 21st Century skill. S
- Know what is expected of teachers, to meet the requirements of: Act 77, the Vermont State Agency of Education student PLP's, applicable technology standards, as outlined below, the Inquiry Process, and how to keep current on the latest tech tools and developments, which can be incorporated into student lesson plans. K
- Create curriculum (content, skills, and assessments), specifically a unit, which integrates inquiry, and is threaded with technologies or tech tools, which will differentiate and transform student learning. The integration of inquiry, threaded with technology, is a core competency for students per CCSS, International Society for Technology in Education (ISTE) Standards for Teachers, ISTE Standards for Students, Vermont Agency of Education Vermont State Board of Education Quality Standards State Board Rule 2000, 2014, and Vermont Agency of Education: Transferable Skills Graduation Proficiencies and Performance Indicators, and critical for student learning and future success in the 21st Century. T
- Utilize the SAMR model to ensure that the technology used in the curriculum is transforming student learning S
- Connect classroom content to PLP's using technology via virtual and blended forms of learning, while integrating local and global connections into the curriculum, specifically the upgraded unit they will be asked to create. Act 77 requires that you use both blended learning and virtual learning. ' "Blended learning" means a formal educational program in which content and instruction are delivered in both a traditional classroom setting and through virtual learning... "Virtual learning" means learning in which the teacher and student communicate concurrently through real-time communication. "Virtual learning" also means online learning in which communication between the teacher and student does not occur concurrently and the student works according to his or her own schedule' (Act 77, pgs. 4 & 6). S
Teachers will be able to independently use their learning to:
T1 Model and Apply the ISTE Standards for Teachers
T2 Apply the ISTE Standards for Students into their curriculum
T3 Design lesson plans which enable students to use technological tools at all six stages of inquiry, thus applying 21st Century learning skills, which will transform learning for students
T4 Evaluate lesson plans and the use of technology according to the SAMR Model
T5 Think of ways to use technology to connect their specific content area with PLP's
Standards to be assessed in this unit include:
Teachers must design lessons, which meet Common Core State Standards Research and Media Skills and Understandings: According to the Common Core State Standards, One of the CCSS Key Design Considerations is that : "Research and media skills (are) blended into the Standards as a whole. To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and non-print texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section."
Also, according to the CCSS, students, who meet the CCSS, "...use technology and digital media strategically and capably."
College and Career readiness anchor Standards for Writing:
Production and Distribution of Writing ~ CCSS.ELA-LITERACY.CCRA.W.6
CCSS: Grades 9-10
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
CCSS: Grades 11-12
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information
Research to Build and Present Knowledge ~
CCSS: Grades 9-10 ~ CCSS.ELA-LITERACY.CCRA.W.7, CCSS.ELA-LITERACY.CCRA.W.8, CCSS.ELA-LITERACY.CCRA.W.9
7. Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
CCSS: Grades 11-12 ~ CCSS.ELA-LITERACY.CCRA.W.7, CCSS.ELA-LITERACY.CCRA.W.8, CCSS.ELA-LITERACY.CCRA.W.9
7. Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
ISTE Standards for Teachers:
According to ISTE "Effective teachers model and apply the ISTE Standards for Students (Standards•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators."
1. Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital Age Learning Experiences and Assessments
3. Model Digital Age Work and Learning
4. Promote and Model Digital Citizenship and Responsibility
5. Engage in Professional Growth and Leadership
ISTE Standards for Students:
According to ISTE "The ISTE Standards·S describe the skills and knowledge they need to learn effectively and live productively in an increasingly global and digital society."
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making
5. Digital Citizenship
6. Technology Operations and Concepts
Vermont Agency of Education Transferable Skills: Graduation Proficiencies and Performance Indicators ~
1. Clear and Effective Communication:
e. Demonstrate effective, expressive, and receptive communication, including oral, written, multi-media, and performance.
f. Use technology to further enhance and disseminate communication.
g. Collaborate effectively and respectfully.
2. Self-Direction:
a. Identify, manage, and assess new opportunities related to learning goals.
b. Integrate knowledge from a variety of sources to set goals and make informed decisions.
c. Apply knowledge in familiar and new contexts.
d. Demonstrate initiative and responsibility for learning.
e. Demonstrate flexibility, including the ability to learn, unlearn, and relearn.
f. Analyze the accuracy, bias, and usefulness of information.
g. Collaborate as needed to advance learning.
h. Persevere in challenging situations.
i. Use technology and digital media strategically and capably.
3. Creative and Practical Problem Solving:
a. Observe and evaluate situations in order to define problems.
b. Frame questions, make predictions, and design data collection and analysis strategies.
c. Identify patterns, trends, and relationships that apply to solutions.
d. Analyze, evaluate, and synthesize evidence, arguments, claims, and beliefs.
e. Generate a variety of solutions, use evidence to build a case for best responses, critically evaluate the effectiveness of responses, and repeat the process to generate alternate solutions.
f. Identify opportunities for innovation and collaboration.
g. Use a range of tools, including technology, to solve problems.
h. Persist in solving challenging problems and learn from failure.
4. Responsible and Involved Citizenship:
a. Participate in and contribute to the enhancement of community life.
b. Take responsibility for personal decisions and actions.
c. Demonstrate ethical behavior and the moral courage to sustain it.
d. Respect diversity and differing points of view.
e. Demonstrate a commitment to personal and community health and wellness.
f. Practice responsible digital citizenship.
5. Informed and Integrative Thinking:
a. Apply knowledge from various disciplines and contexts to real life situations.
b. Analyze, evaluate, and synthesize information from multiple sources to build on knowledge.
c. Apply systems thinking to understand the interaction and influence of related parts on each other, and on outcomes.
d. Use evidence and reasoning to justify claims.
e. Develop and use models to explain phenomena.
f. Use technology to support and enhance the critical thinking process.
American Association of School Librarians (AASL) Standards for the 21st Century Learner: Teachers should incorporate the following standards into the design of their curriculum, to ensure the following skills, dispositions in action, responsibilities, and self-assessment strategies, critical for student learning and success in the 21st Century, are modeled and acted upon.
1. Inquire, Think Critically, and Gain Knowledge
1.1 Skills:
1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.3 Develop and refine a range of questions to frame the search for new understanding.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions,main and supporting ideas, conflicting information, and point of view or bias.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.2 Dispositions in action
1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
1.2.2 Demonstrate confidence and self- direction by making independent choices in the selection of resources and information.
1.2.3 Demonstrate creativity by using multiple resources and formats.
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.
1.2.6 Display emotional resilience by persisting in information searching despite challenges.
1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.
1.3 Responsibilities
1.3.1 Respect copyright/ intellectual property rights of creators and producers.
1.3.2 Seek divergent perspectives during information gathering and assessment.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.3.4 Contribute to the exchange of ideas within the learning community.
1.3.5 Use information technology responsibly.
1.4 Self-assessment Strategies
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
1.4.4 Seek appropriate help when it is needed.
2. Share knowledge and participate ethically and productively as members of our democratic society.
2.1 Skills
2.1.1 Continue an inquiry-based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
2.2 Dispositions in action
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.
2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
2.2.4 Demonstrate personal productivity by completing products to express learning.
2.3 Responsibilities
2.3.1 Connect understanding to the real world.
2.3.2 Consider diverse and global perspectives in drawing conclusions.
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
2.4 Self-assessment Strategies
2.4.1 Determine how to act on information (accept, reject, modify).
2.4.2 Reflect on systematic process, and assess for completeness of investigation.
2.4.3 Recognize new knowledge and understanding.
2.4.4 Develop directions for future investigations.
3. Share Knowledge and Participate Ethically and Productively, as Members of our Democratic Society.
3.1 Skills
3.1.1 Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners. Share knowledge and participate ethically and productively as members of our democratic society.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.1.5 Connect learning to community issues.
3.1.6 Use information and technology ethically and responsibly.
3.2 Dispositions in action
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
3.2.3 Demonstrate teamwork by working productively with others.
3.3 Responsibilities
3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.
3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.
3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.
3.3.4 Create products that apply to authentic, real-world contexts.
3.3.5 Contribute to the exchange of ideas within and beyond the learning community.
3.3.6 Use information and knowledge in the service of democratic values.
3.3.7 Respect the principles of intellectual freedom.
3.4 Self-assessment Strategies
3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.
3.4.2 Assess the quality and effectiveness of the learning product.
3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.
4. Pursue Personal and Aesthetic Growth
4.1 Skills
4.1.1 Read, view, and listen for pleasure and personal growth.
4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.
4.1.4 Seek information for personal learning in a variety of formats and genres.
4.1.5 Connect ideas to own interests and previous knowledge and experience.
4.1.6 Organize personal knowledge in a way that can be called upon easily.
4.1.8 Use creative and artistic formats to express personal learning.
4.2 Dispositions in action
4.2.1 Display curiosity by pursuing interests through multiple resources.
4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements.
4.2.3 Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences.
4.3 Responsibilities
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
4.3.2 Recognize that resources are created for a variety of purposes.
4.3.3 Seek opportunities for pursuing personal and aesthetic growth.
4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.
4.4 Self-assessment Strategies
4.4.1 Identify own areas of interest.
4.4.3 Recognize how to focus efforts in personal learning.
4.4.4 Interpret new information based on cultural and social context.
4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed.
4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.