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If you give your mentee a few different ideas or resources, it is ok if they only like one of them.  I should look at it as a success that my mentee liked one idea and is excited about using it.  I shouldn't be upset that they didn't like the others.

This technique would be appropriate to use as a technology coach when presenting ideas to teachers. It would work whether you were working with one teacher or a group of teachers. I would come to a coaching session with 3 or 4 tech resources. I would ask the people in my group to choose one or two resources they would like to try out. I would then schedule a time to meet again to talk about which resources they tried, which ones they liked, and which ones they didn't.  This would also give teachers a chance to learn from each other as well as me.

A resource that works well with this strategy is Edpuzzle.  This resource lets teachers browse a library of educational videos by topic and then create or use a pre-made quiz on the topic.  This can be used as a formative assessment to see what students know about a topic or it can be used after a formative assessment as a reteaching tool.  Edpuzzle allows teachers to track student use by letting them know which students have watched the assigned video and how they did on the quiz.  Teachers can find videos on many topics in any grade level.

A goal I have around this technique is to make sure that every time I meet with my mentee or a group of teachers, I make sure to bring 1 or 2 resources that they can try with their classes. I will also ask them to come back for the next session and tell me and other teachers if they liked the resource or not and why.

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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This technique is called Go Slow to Go Fast because it asks technology coaches to make sure not to overwhelm teachers with too much technology.  I think it is important to assess the comfort level of teachers.  If they are not comfortable with technology, it is a good idea to give those teachers one or two simple ways to integrate technology to help increase their comfort level.

This technique would be appropriate to use as a technology coach because many teachers are uncomfortable with technology. It is important to give those teachers a couple of simple resources that they can use and raise their comfort level and confidence.

A technology resource that would fit with this technique is Youtube.  Teachers can look up the read aloud of a book they want to share with their class, and project it on their screen.  That is a good first step for teachers to integrate technology in their classroom.

A goal I have around this technique is to make sure that I assess the comfort level of each teacher I work with around technology. I could have each person fill out a Google Forms quiz about what technology they have used and try to find resources that fit their comfort levels.

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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If a teacher is complaining about how hard something is, look for ways to make things easier.

This technique would be appropriate to use as a technology coach when working one on one with a teacher. It would be a good way to build a positive relationship with your mentee. Sometimes teachers just need to vent about what is frustrating them.  If they feel that you are listening to them, they will trust you more. A way to facilitate this would be to say: "What I hear you saying is...."  Followed by "A good resource to help with this could be...."

A good resource to help facilitate this conversation is the edtechconnectnc website that I have linked above. If a teacher is frustrated about technology, he or she can go to the website and click on a particular grade level and subject to look for tech resources that might fit that subject. if a teacher can accesss resources easily, it may make them feel less burdened.  It will also help build trust between mentee and mentor if you can provide resources as well as listen to their frustrations.

A goal that I have around this technique is to make sure that I take time in every coaching session to listen to my mentee.  I will make sure to ask the following questions during each session:
What is the most frustrating thing that is happening in your class right now?

How can I help with this?

What resources do you need?

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Students will work to develop an academic goal using the SMART goal framework. SMART stands for Specific, Measurable, Attainable, Relevant and Timely. They will use digital tools to create, share and monitor their personal learning goals.

This instructional idea has students breaking down a narrative into its component parts, which is the purpose for the original outline. Next, by answering the questions and then recreating the plot line based on their responses, students are developing descriptive models for alternatives to the narrative.

This instructional activity walks the students through the engineering design process to create and develop unique solutions to real-world problems. This activity can be adapted for many different subject areas and grade levels. It promotes collaboration and problem-solving skills. Students will design and produce original solutions and share these solutions ... Continued

This instructional idea requires students to create a problem statement focused on increasing the amount of books their peers checkout from a classroom or school library, and that statement must include ideas for collecting and analyzing data. In a follow-up learning activity, students can implement their ideas, which will address ... Continued

Students set a goal of reading a certain number of texts (e.g., online articles, young adult literature, short stories, etc.) over a period of time (e.g., a month, semester, or school year) and keep a reading log. In the reading log, students write an entry for each text that includes ... Continued

Students first select a mathematical principle (e.g., law, theorem, or other property). Next, students locate an article or image that represents the principle being used in daily life. For example, construction workers using the Pythagorean theorem when determining the length of a staircase. Students will then summarize the information - ... Continued

Students will set a foundation for using multiple strategies and perseverance to pursue difficult tasks or answers. This activity asks students to perform engaging "minute to win it" games to perform challenging tasks and altering approaches to better reach ideal outcomes.

Students analyze their own carbon footprint and then share their results with group mates before posting an idea for reducing their footprint on a collaborative digital board.

Students will learn and utilize a design thinking process through the art of writing. The students will learn a systematic writing process that directly aligns to the design thinking process, focused on a purpose and pursuit of improvement.

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3rd - 5th | Grade Levels | ISTE Student Standards

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Students will work to develop an academic goal using the SMART goal framework. SMART stands for Specific, Measurable, Attainable, Relevant and Timely. They will use digital tools to create, share and monitor their personal learning goals. This instructional idea has students breaking down a narrative into its component parts, which is the purpose for the original outline.