2.1 Develop student understanding and mastery of lesson objectives

Students demonstrate through work or comments that they understand this connection

2.3 Engage students in academic content

Teacher effectively integrates technology as a tool to engage students in academic content

2.4 Check for understanding

2.5 Modify instruction as needed

Teacher designs learning experiences that incorporate digital tools to enhance individualized learning

2.6 Develop higher level of understanding through rigorous instruction and work

Domain 3: Classroom Environment

Teachers promotes problem solving through collaborative tools and digital resources

3.2 Create classroom culture of respect and collaboration

Students are given opportunities to collaborate and support each other

Teachers can set up a wall for electronic exit tickets. 

Students can demonstrate a skill such as how to use semi-colon or a vocabulary word in a sentence. 

Teachers can gather anonymous opinions about a political issue.

Collaborative

Instead of a reaction journal, students can research and incorporate a current multimedia element to use to expand on class discussion of course material.

Students can collaborate on an essay, presentation, or website.

Teachers and peers can comment on students' drafts.

Teachers can post images (or text) related to the unit under study and "flip" the classroom by providing a model oral analysis.

Students can contribute their thoughts to a group discussion or debate centered on issues presented in a given image(s).

Written work can be loaded in as images for oral peer responding.

Students upload essay drafts and then the teacher creates a Peer Revision assignment.

PLCs can share a notebook of resources.

Students can share a notebook and contribute resources and lecture notes.

Teachers can share a living notebook of annotated resources with a class.

Teachers can share a living list of annotated resources and provide that link on their website. 

Students can electronically collect and annotate research articles or free-to-use images to build a class library.

Teachers can divide students into small groups to debate an issue or to contribute resources for a project.

PLCs can share resources and discuss progress.

Ideas for use (BYOD): (Show on-screen)

Audience of a Socratic Seminar can post their input during the session.

Students can pose questions to the teacher and each other during a focus lesson.

Teacher can check comprehension of a vocab word or semi colons (etc.) by having students use one in a sentence.

Students contribute links to web resources under a common hash tag.

Students tweet facts learned that day as an exit slip.

Students live tweet questions during speeches.

Teachers create a class list of experts in a field for students to follow so they can begin to build a Professional Learning Network (PLN).

Teachers create a shared living folder of resources onto the class website.