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CHECKPOINT 9.2
Facilitate personal coping skills and strategies
Some of my Math online assessment integrate brain breaks with breathing activities to help students learn mindfulness. I think in this case technology helps teach coping skills. Also as educators we are not trained in mindfulness or meditation and there is a large number of tech tools that we can use to teach these skills to our students.

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CHECKPOINT 5.2

Use multiple tools for construction and composition.
I think that checkpoint is technology oriented to help students being successful. Offering a choice of tools to answer a question can be a game changer for students who might struggled in writing for example. With the assistance of spelling test, text to speech or grammar check a student will feel more confident to show their content knowledge without struggling with the form of response.

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Jennifer Avondet
Checkpoint 7.2 optimize relevance, value and authenticity.
Students can use social media accounts- like Twitter- to present their hypotheses and get real feedback from communities that are knowledgeable or passionate about the content topic. For example, students could post their opinion on whether or not the revolutionary war was justified with the hashtag #revolutionarywar and instantly get feedback (or be ignored) by people who are interested in that topic. It would be fascinating to see what types of responses students might get and who chose to respond to their ideas. This would give them authentic, real world feedback.

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Jennifer Avondet
Checkpoint 4.1 Vary Methods for Response and Navigation.

A tool like flipgrid allows students to respond to a prompt by writing or creating a video. This allows students the time to reflect on and edit their responses. It also gives them the choice to make a visual recording or write depending on their comfort level.

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Lynnette Savage
Checkpoint 8.3 Foster collaboration & community.
Learning how to communicate effectively is extremely important. We live in the digital age and have many tools at our fingertips. In my Digital Literacy class we have been learning how important Slide Presentations are in communicating. Knowing how to put together a professional looking slide show will help with organizing your thoughts as well as gives a visual to those looking at it.

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Lynnette Savage
CHECKPOINT 6.4

Enhance capacity for monitoring progress
Since I teach 7th and 8th grade I work hard on teaching students how to be self reflective and give and receive constructive criticism. There is a video I like to show the students called Austin's Butterfly: Models, Critique, and Descriptive Feedback. It is a great little clip that shows how a very basic drawing of a butterfly ends up being a beautiful detailed picture. It's a great visual on why it's important to be able to evaluate your work and go back to the drawing board and not give up. I do this a lot with my 3D Printing class. Students are so eager to print what they made. Even though I know their print will not be what they are expecting based off their parameters, I print it anyway so they can see where their mistakes are and then I send them back to edit and revise their 3D model.

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Checkpoint: 8.1 Heighten salience of goals and objectives

In my Utah Studies class, there are several times where students are required to come up with a presentation. Part of the goals of this checkpoint is to allow for different formats (i.e. Slides, podcast, infographic, etc.). That way students can use technology as they wish. I also like the concept of breaking down a big objective into smaller pieces by having students take notes in an online concept map where each day is a separate section but the final result is a big picture.

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CHECKPOINT 6.2: Support planning and strategy development

Going along with the end of unit presentations we do in Utah History I want to incorporate more structural scaffolding. I can add additional assignments requiring students to submit their ideas for the presentation as well as their format of choice. I can also incorporate more think-pair-shares and peer reviews to increase student collaboration and feedback through the projects.

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Checkpoint 7.2: Optimize relevance, value and authenticity 

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Checkpoint 7.2: Optimize relevance, value and authenticity 

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Zoe Clegg

I think that there is so much potential to use technology in the arts to make the material more relevant and valuable to secondary students. So much of their world is already digitized, and I think tapping into creative expression through technology is a powerful way to make connections between the art we talk about in class and what students share with the world. One idea I had was to have a project where students have to make different tik toks showing the work they make throughout the term fun and interestingly. This project would have a twofold benefit; if the medium they worked on throughout the term was already digital, they now have to figure out how to convert and showcase their work in a new format. Using platforms that are relevant to students is a way to optimize engagement in the classroom!

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Checkpoint 5.1 Use Multiple Media for Communication

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Checkpoint 5.1 Use Multiple Media for Communication

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Zoe Clegg
This one jumped off the page for me! I think that it is so helpful for students to be given options and different ways they can fulfill project parameters using technology to communicate their ideas. I think that I would meet this checkpoint in art class by providing a project, (for example, responding to Monet's water Lilly from the angle of another contemporary artist) and give options of making a film short, reel, stop motion, flip photo, podcast, or make something that has a viewpoint and provides a different skill set to learn the new media. I think giving students options and letting them learn about how to use media that works for them is a fantastic way to encourage more action and engagement in class!

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CHECKPOINT 9.1
Promote expectations and beliefs that optimize motivation. Being a health teacher I will be literally teaching my students how to set goals so this is something that I will be requiring of them regularly. We talk about setting SMART goals as one of the very first units. We can use technology to track our progress with specific goals as well as potentially keeping an online journal of progress and self reflection. I think students will enjoy this way because they will be able to see their goals in their phone when ever they want and they are more likely to see the progress.

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CHECKPOINT 6.2
Support planning and strategy development.
Within this checkpoint we are encouraged to help students stop and think as well as to show and explain their work. As part of my students final grade I have thought about incorporating a portfolio project that is a Google folder that holds all of their major projects/assignments so that we can see their progress and learning over the semester. I also think that project based learning is very important to incorporate especially when students are required to show their work to their peers. I think using technology like google drive as well as powerpoints can help to accomplish this.

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Checkpoint 9.2 Facilitate personal coping skills and strategies

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Checkpoint 9.2 Facilitate personal coping skills and strategies

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Katie Ross
As part of health content I will actually be teaching my future students ways they can cope with stress. There are all sorts of things out there that can help with this. I can teach them breathing techniques and other ways of coping as well as provide them with apps that can help them. One example is fitbit. Those that have fitbits can use the app to track stress managements and mindfulness. It can help them see patterns in their heart rate, sleep, and how they are felling. And there are many other tools and technologies out there that can help with this. such as apps for guided meditation. I can also as a teacher help my students when I noticed that they seem stressed. By giving them reminders of things we have learned.

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Checkpoint 5.2 Use multiple tools for construction and composition.

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Checkpoint 5.2 Use multiple tools for construction and composition.

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Katie Ross
When I have students to projects or presentations I am planning on allowing them to present or do their project through multiple means. They could choose to make a video, podcast, PowerPoint/slides, or handmake a poster. I think that these allow students to make something that works for them and allows them to demonstrate their knowledge through different means.

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Check Point: 9.1 Promoting believes that students can self regulate.

I liked this checkpoint because it allows students the freedom to switch from a fixed mindset to a growth mindset. As we provide positive and timely feedback to students on what they're doing well they can gain the confidence to self regulate and stay engaged. This feedback is easily given by using Canvas. There are places for comments next to each assignment that I grade. I use this space to give praise, encouragement, and clear steps they can take to improve their mastery of the task.

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Checkpoint 5.3: Build fluency with graduated levels of support for practice and performance.

You can apply this checkpoint to writing an essay. You can start with a basic technology - post-it-notes. Students can use these notes to create a rough outline of what they want in an intro, body paragraph, and conclusion. I then have them go into groups to discuss their plan with their peers. Then I have them create google slide show of how they want their essay to flow and then finally I encourage them to use voice typing to merge the other steps into a completed essay.

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Check Point 9.2 Develop self-assessment and reflection
Using a google journal in their process during the class on leadership principles and thoughts they are experiencing and how they can be an influence to others. An electronic journal they will have for years to come for reflection.

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CHECKPOINT 4.1

Vary the methods for response and navigation.
I give the students a laissez-fair leadership example of letting them choose how they will turn in their midterm project. Different options can include, a slide presentation, essay, video and I had a song written for this last term which was hilarious. The students really liked having their own choice in how they wanted to provide proof of mastering the content.

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Check point 8.3 Fostering collaboration and community.

I like how this checkpoint has made a difference in my own classroom. With small group work and assigned roles for each student in the group it creates an environment where every students can participate and take an active role in learning. It also promotes peer communication and team work. It provides the 21 century skill of collaboration and communication.

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Checkpoint 9.1: Promote expectations and beliefs that optimize motivation.
My school has seen a dramatic shift ever since we made the change over to Google Classroom. Now that the students have the capability to check their grades & missing assignments whenever they want, they have been a lot more self-motivated to take their learning into their own hands. Instead of relying on teachers to tell them what they missed in class when they were absent, it's super easy for them to check it when they log on to Classroom. And something I'll do if a student turns in a lot of missing work is that I'll let them watch me enter the scores so that they can see how each assignment affects their grade. Seeing the impact motivates students to want to perform to the best of their abilities in class.

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Checkpoint 6.1: Guide appropriate goal-setting.
Since I teach at a small (38 students) RTC, we divide students into Academic Advising groups every semester. Between the 5 of us, each teacher has about 7 students who are their academic advisees. Every week, the academic advisor will go over each student's grades, missing assignments, transcripts, etc. At the start of each semester, what I do with my students is review their grades from the previous term, and then have them set a SMART (Specific, Measurable, Achievable, Realistic, Time-bound) goal of something academic that they want to accomplish that quarter (ex. have no missing assignments). When I go through with them as they set the goal, I have them explain the steps to me that they'll take in order to reach their desired goal. If they can't explain the steps to me, then it isn't realistic, and I have them set a different goal that they can map the steps to.

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Guideline: Sustaining effort and persistence.
Checkpoint 8.3 Foster Collaboration and Community

Utilize Canvas and other LMS tools, along with collaborative documents like Google docs to help students collaborate on their work. Students who are shy or uncomfortable with speaking up in class might be more likely to engage when reviews/feedback sessions can happen through writing.

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Guideline: Expression and Communication
Checkpoint: 5.1 Use multiple media for communication

Because I will be teaching English Language Arts, I love the idea of exposing students to many different genres of writing. I love the idea of students utilizing online tools like web-mapping or finding visual aids to help them verbalize a point. I think that integrating technology into the lessons will allow students opportunities for greater creativity.

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I feel like check point 9.2 (facilitate personal coping skills and strategies) will be one that I can utilize in the classroom due to it being a area topic that will be covered and a way to promote self regulation in my classroom. I think that by working with students and being flexible I can teach them coping skills and strategies when things get hard. I also think that by creating a safe space in my classroom students who do not normally participate in class may find a way to participate that they are comfortable with.

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Check point 6.1 talks about guiding appropriate goal settings. I think that this is an important executive function and again a topic that is taught in my content area. I think that if time is spent at the beginning of the semester creating goals for what students want out of the classroom, students will be able to more easily express what they have learned throughout the semester. I have thought about trying to a portfolio type of thing but I am how to implement that and include media as well. Maybe a Symbaloo.

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It seems fairly straightforward to use technology for it’s vast research resources to allow students to do work based on their interest in moments where the assignment allows, but also, when the content of the work is the connecting piece, allowing students to address the content in a variety of ways according to their interests would be equally helpful, such as allowing some students to create a podcast while others create a slideshow for a presentation project.
-Ash

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4.1 - vary methods for response and navigation 

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4.1 - vary methods for response and navigation 

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Similar to my point regarding engagement in 7.1, using technology to vary response and navigation methods seems fairly straightforward. With technology resources within the classroom, like Nearpod and Padlet, classroom discussions can be verbal and digital, while presentations can be as high or low tech as need be, according to the project and the students’ needs.
-Ash

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Checkpoint 5.1: Use multiple media for communication.
The video brings up that many students have difficulty with the "stand in front of the class" presentation. There are many ways around this if what we're after is for them to acquire knowledge and skills. While we can work with the students in improving their ability to publicly show themselves, we can also provide means for them to communicate their knowledge, even in front of their peers, without forcing them to stand and talk at the front of the class. I think video and audio options would be ideal here, but visual storytelling would be an interesting way as well.

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Mason Tubb 7.3 - Minimize Threats and Distractions

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Mason Tubb 7.3 - Minimize Threats and Distractions

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Something I've noticed is that technology is a bit of a double edged sword for most students, it offers an unlimited amount of resources, but also when used incorrectly it can dominate most of a students time management and ability to focus on other things. That being said, if the learning environment requires them to use technology in a positive way, the risk of distractions from things such as mobile phones is actually reduced, because it's not easy to actively participate in a lesson that requires you to be on a chrome book and be on your phone at the same time. That being said, I'd make multiple activities throughout the class, and a learning environment that actively promotes a positive technology use in the classroom.

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Mason Tubb 8.3 - Foster Collaboration and Communication

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Mason Tubb 8.3 - Foster Collaboration and Communication

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Going along with my idea for 7.3, if every student is committed to a classroom culture of using technology to follow along with work or have digital submission for work, then I can also implement online discussion groups for peers that sit next to each other in class, and re-arrange groups accordingly if they aren't working, for peer discussion and review of each others works, responding to each others feedback, and developing 21st century skills while also tying things back into why they are learning what they are.

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Mason Tubb - Checkpoint 5.3 Build Fluencies with Graduated Levels of Support for Practice and Performance

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Mason Tubb - Checkpoint 5.3 Build Fluencies with Graduated Levels of Support for Practice and Performance

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For teaching art, this can be done by having students submit checkpoints of their work throughout their creative process. It also serves as a way to help breakdown the assignment into parts for students who struggle with executive function or who are perfectionists about their work to be more satisfied with the process rather then expected the final execution to be flawless.

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Mason Tubb - Checkpoint 6.4 Enhance Capacity for Monitoring Progress

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Mason Tubb - Checkpoint 6.4 Enhance Capacity for Monitoring Progress

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This relates to how I'd also use 5.3, by creating multiple checkpoints for students to engage with, it allows them to monitor their own creative process, and since they will archiving and journaling that progress using photo's of their work as evidence of their creative process, it also will help me when grading their work. This makes the art class become more focused on the creative process then the actual outcome, but I would need to allow students to opt in/out of this if they are already proficient and doing such a thing would only hurt their performance due to time allocation. (I would try having it so opting into a checkpoint system would increase the grading opportunities, creating more assessments within, without changing the overall point value of the total assessment)