1. ISTE Student Standard overview (materials needed: sticky notes, ISTE-S standard poster, ISTE-S standard handouts)
  1. Read each general description for the ISTE student standards (1-7) and jot down a few words/image about what it means to you and your students on a sticky note. (or digital version TBD)
  1. Large group - Each table group is responsible for one standard
  1. Whip-around and share your thoughts for each standard and put your sticky on the correct standard on the poster.
  1. Large group- Each table group puts their notes on poster and groups rotate around to each standard making mental notes. After every group has rotated and made it back to start, each group gives brief (1 min) presentation on their standard poster.
  1. Please identify one standard you feel you have a firm grasp on and one standard you feel you need to work on.
  1. Large group- Discuss with your table group and then post in Google Classroom one area/standard you can focus on.


  1. ISTE Student Sub-Standard review 1 (materials needed: chart paper, ISTE-S standard poster, ISTE-S standard handouts
  1. Read one sub-standard of the ISTE-S standards out loud to the group as they read along silently
  2. Whip-around the group and have them state 1-2 assumptions (facilitator may need to provide examples) they have about the sub-standard as it pertains to their class and students. Group scribe will list assumptions of group on chart paper. (digital version)
  3. Have the group identify 1-2 assumptions from the list and discuss these questions: Are they accurate/true, if so why? What data informs them? What might be alt interpretation to the same data? Are they generalizable or situational?

  1. ISTE Student Sub-Standard review 2 (materials needed: chart paper, ISTE-S standard poster, ISTE-S standard handouts, stickers/markers)
  1. Read one sub-standard of the ISTE-S standards out loud to the group as they read along silently
  2. Brainstorm ideas for accomplishing sub-standard in class or examples of when it has already happened and list on chart paper. (digital version TBD)
  3. Allow time for group to ask any clarifying questions on list of ideas/examples.
  4. Give 3 mins for group to mark three of the ideas/examples they think they could implement or would work well for their class.

  1. ISTE Student Sub-Standard review 3 (materials needed: chart paper, chart paper, ISTE-S standard poster, ISTE-S standard handouts)
  1. Read one sub-standard of the ISTE-S standards out loud to the group as they read along silently
  2. Post T-chart with sub-standard listed one side “forces for” & “forces against”
  3. Have group list at least 4 items in each column for what would help accomplish and hinder accomplishment of particular sub-standard. (some items can be applied to both columns)
  4. Have the group determine the 2 strongest forces on each side.
  5. Have a dialogue about how the forces against might be made weaker and the forces for might be strengthened.
  6. See if the group can select one or more to work on/improve

  1. ISTE Student Sub-Standard review 4 (materials needed: chart paper, chart paper, ISTE-S standard poster, ISTE-S standard handouts)
  1. Have a wheel drawn on chart paper with a ISTE-S sub-standard in the middle.
  2. Identify two positive consequences and two negative consequences of trying to accomplish the sub-standard. (Try and have them be as different as possible)
  3. Continue to work out from each consequence at least one more layer, having discussion when necessary.
  4. Take an overview of the layers created and discuss how the group can move forward using this information in their own classes.

  1. ISTE Student Sub-Standard review 5 (materials needed: chart paper, chart paper, ISTE-S standard poster, ISTE-S standard handouts, three column worksheets)
  1. Distribute three-column worksheets and explain the purpose of each column is “Here’s What” listing a specific ISTE-S sub-standard, “So What” for an interpretation of that sub-standard, and “Now What” for a prediction, implication, or question about the sub-standard.
  2. Have the group complete the chart in pairs
  3. Conduct a full-group dialogue about what they came up with