Understanding and Applying Standards in a Nutshell

During the last few weeks, we have been delving into the process of developing units and lesson plans that are founded in educational standards. This can be -- no, IS -- a daunting task at the outset
However, when the approaches of unpacking a standard, backwards mapping, and writing objectives are utilized in a systematic approach, it all begins to make much more sense, and all the pieces begin to fall into place.

Identifying Standards
The first step is identifying the standards you are to work with. In my case I am teaching iinformation technology and computer skills. There are a number of different sets of standards one may use to address these skill sets. As Computer Skills is not a Core course, there is a lot of variety and freedom in our choice and approach to the subject. I had identified and have used up to three different sets of standards, and had to determine what set was going to be required for our school going forward with our new curriculum. After some discussion about the various options out there, I settled on using the International Society for Technology in Educational (ISTE) standards.

Unpacking Standards
The first step in this process is to break down the standard, or unpack it, into meaningful, bite-sized chunks. By first identifying the key verbs and nouns in the standard and its' objectives, it becomes easier to identify the key concepts and competencies that the standard actually addresses.
This was very powerful as it transforms the idea expressed into easily stated, specific steps and processes that can be addressed, one by one, in simple specifically designed lessons.

Backwards Mapping 
This technique, called Backwards Mapping is very helpful method for ensuring that units and lessons will lead to the desired end result. The idea is to first identify the end produce you would like students to produce -- a presentation, a report, a model, website, or other project. Then, identify the objectives to be met in producing the end product and then develop lessons based on meeting those objectives. This method helps to keep the focus of each lesson pointed in the right direction, so that ultimately, they are like building blocks towards the end product.

SMART and SWBAT Way to Write Objectives

Once you have identified the end produce and "backward mapped" from there, to identify the specific objectives you'd like to meet with a particular activity, the next step is to break those objectives down in to easily digestible parts, each one delivered in a strategically planned and accessible lesson. 

Objectives need to be SMART, both literally and figuratively speaking, in that they should be;

• Specific
• Measurable or observable
• Attainable for the audience
• Relevant and results oriented
• Target to learner and desired level of learning

A great tool that can help one to meet these criteria is to use the following acronym SWBOT, as a guideline. This stands for:

Students Will Be Able To...

By using this guideline, one can more easily frame ones objectives so that they meet the SMART criteria for specific measurable and attainable objectives that are relevant to and targeted to the learner's desired level of learning.

Taken together, these three basic methods for developing units and the lessons within them, provide an unshakable foundation for building a solid educational experience for our students.

Backward Mapping for Technology Learning

In today's world learning about technology is no longer as simple as knowing the components of a computer, or how to format a Word document. We've moved beyond these rudiments, as if they are the letters of the alphabet as compared to the words and concepts of a novel. By Middle School students are (or should be) competent with many of these rudiments, and are (or should be) embarking on learning journeys that allow them to explore the myriad of ways technologies may be put to use to collaborate, investigate, use, and create information.

Technology changes so rapidly, that the skills required now are the ability to self-instruct, to seek solutions, and create new methods using the variety of technologies available, and to to quickly adopt and adapt to the many new technologies that are emerging every day. Computer skills classes must rise to meet these challenges.

The rapidly changing, bubbling conflict, and even outright explosive controversy that are characteristic of this ever evolving field, are reflected in the myriad of confusing points of view and demands regarding the aims and directions of educational standards for technology education. The Common Core, AERO, and other major curriculum guides have mixed views,  and, for the Computer Tech Teacher, confusing messages as to what students are expected to learn.

In their wake, the organization ISTE - the International Society for Technology in Education - has become a leading voice with regard to standards in Technology Education. This June they formally introduced their latest version of the standards by which Computer Tech teachers may develop their classes, and guide their students towards the 21st century - and their  future in it.

This year we are embarking on a completely new design for our Middle School into High School IT (Computer Tech) classes, using the ISTE standards to frame teh development of these courses. As an example, let us examine the first of the ISTE Standards - Standard 1: Empowerd Learners.

This year, in each of my classes, from grade 6 to the grade 9/10 elective, I will be teaching students methods for developing their own learning strategies, creating their own learning networks, and sharing their learning resources with others. 

For example, in the 9th 10th grade elective, called Future Technology, students are learning about the process of discovery, inspiration, to creation and invention. They are exploring how technology innovations have taken root in the past, where technology innovations may be leading us in the future, and the impacts of those technologies on our ever evolving world and society.

This topic lends itself to the exercise of developing Empowered Learners, as students must not only learn the history of technological innovation, but learn to broaden their perspectives and be creative in their vision, applying history their own unique world views and cultural perspectives, to help envision an unknowable future. To do so will involve identifying an area of interest that they would like to explore, then researching the developments in that area, identify the experts and leading thinkers in the area, and following their thinking towards future ends, and sharing their newly attained understanding, as well as evolving questions with others.

To that end, One of several activities that these 9th/10th  grade students will engage in will be to create a blog where they will share their discoveries each week. They will be expected to read or watch relevant videos, websites, or books, annotate those materials, and then summarize their findings in a brief blog post. Once each week, one student will present their post, and engage the class in a discussion.

Proficiencies Developed

Through this activity, students will develop proficiences around Standard 1 parts 1a, 1b and 1c:

• 1a - Articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
• 1b - Students build networks and customize their learning environments in ways that support the learning process.
• 1c - Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. 

Asessment 1: Student Driven Learning Log
For proficiency in articulating and setting personal learning goals, students will be taught to create a Google Document logbook, listing questions that they want to explore, related to their are of interest. The list will be developed both from an assessment of their current skill set, as well as from personal interests related to the course theme.

The document will be shared with me, initially, and in another lesson, they will extend the list to sharing with an appropriate faculty member. Through this tool, students will begin to gain access to select resources that can become a part of their learning. Working together with me, they will develop strategies and identify appropriate resources.

Asessment 2:  Reflecting on Learning
Another aspect of this lesson will revolve around learning to annotate and reflect on their learning. They will use various technologies for helping them to reflect on their learning materials. If they are using videos, they may use a service called Videopath for annotating the videos. Or, if reading webpages online, they may using highlighting tools, such as Pith.Li  or Marker.to  to highlight and annotate these text sources.

They will be assessed regularly, using a rubric that will evaluate both the quality of their annotations, and the summary that will be posted in the blog.

Assessment 3: Building Networks, Sharing Learning
A third measure of student achievement will occur when the student presents his or her learning to the class. Through this presentation, the student will bring his classmates into his learning circle, taking in their feedback - their observations, arguments, concerns, viewpoints, and ideas,  and allowing them to inform their learning and discovery process. Later, the blog will be shared with appropriate others, whether faculty or other outside experts and peers, as part of the process of developing their network.

They will be evaluated using a rubric that addresses not only their performance skills, but also the quality of the dialog their presentation inspires, and their ability to promote discussion by identifying provocative key points or questions, and then driving the discussion based on the topic and materials they have submitted, and the key points they have identified for discussion.

Through activities such as these, we can begin to develop empowered learners who are capable of creating their own learning methods and strategies. They will have the ability to use technologies in ways that help them to explore and expand on their learning, as well as share their learning with others.