Zach's Infant Section BLE Development Guide, Oct 2017
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Infant Section BLE Development Guide
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Primary Edtech Continuums SubstituteAugmentModifyRedefine#SAMR/7-Traits Rubric
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PresentingWith the guidance of a teacher or parent, students take photos/video of their work and talk about it.


A, X
With teacher or parent support, students take photos and videos with their device, annotate the photos with a drawing tool, add audio, and/or share it with immediate classroom or year-level audience.

A, X, S
With the help of a teacher or parent, students develop collections of presentations using different media to show progress. These presentations are shared with a growing audience of community contributors and followers. Students are helped to return to their work to reflect verbally on past presentations.

A, X, S, C
Presentations are shared and developed through the use of social media. Contributors and followers help increase student learning potential by encouraging individual and group engagement. Knowledge developed in class contributes to the knowledge of others as students increasingly take on the role of teacher and demonstrator.

A, X, S, O, C, R, E
0Little or no evidence of leveraging tech to improve student learning
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1Tech is a tool substitute with no functional change in student learning
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2Tech is a tool substitute with some enhancements to student learning
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3Tech allows for significant lesson redesign to enhance learning
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4Tech allows for creation of new learning previously inconceivable
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DiscussingStudents communicate thoughts and questions through recorded discussions. Students record comments with adult support, including dictation while an adult types.


A, X
Students view student and teacher created work and have simple discussions about content. With teacher support, students communicate thoughts and questions through different media, both sending and responding to messages. Teachers respond and ask questions to extend student learning.

A, X
Parent-teacher-student discussions encourage the development of extended meanings or understandings. Parents and teachers have regular online exchanges to help create a more social and responsive learning environment.


A, X, C, S
Through discussions, students and their families demonstrate the knowledge, skills, and social behaviors of anytime anywhere learning. Parents and teachers are active partner-participants in classroom decision making and the development of student learning. Engagement of all sorts from all contributors within the courseroom is a ubiquitous element of the learning process.


A, X, C, S, R, O, E
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7 Traits of a Blended Learning Environment
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OOrganization
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RResources
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XExchanges
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JournalingWith the direction of an adult, students upload videos, photos, audios, and drawings to record their learning.



A, X
With the support of an adult, students upload videos, photos, audios, and drawings to enhance their learning. Journal entries include moments of simple reflection and/or evaluation of learning.


A, X, R
Student journal entries utilize varied media to demonstrate learning growth. These provide teachers and parents with multiple opportunities to communicate with students to promote a culture of inquiry. Student reflections and evaluations of learning are extended regularly by teacher and parent contributions.



A, X, R, C, S
Journaling and reflection activities are a natural part of the class environment. Journal entries provide teachers and parents with multiple, varied and regular opportunities to make exchanges, socialize, and communicate with each other to promote a culture of inquiry. Class journals, blogs, and similar tools develop into a learning resource center where students, parents, and teachers may inquire and help one another explore areas of interest and understandings.


A, X, R, C, S, O, E
AActivities
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SSocial
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CCommunication
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EEngagement
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NotetakingWith adult guidance, students draw pictures or simple words, and take video/photos on their device to support their learning.

A, X
With adult support, students take notes on their observations through different media, including student-dictated text. Parents and teachers contribute their own notes to the product, and communicate thoughts with students through audio comments.

A, X
With adult assistance, students take notes on observations and lessons with a combination of media, including video, photos, drawings and audio. Parents, teachers, and students are partners in recording and sharing learning moments as they occur. Courseroom notes lead to extended learning beyond the walls of the classroom.


O, X, A, C, E
Parents, teachers, and students are partners in inquiry-based notetaking. Class notes are used by families and teachers as an anywhere, anytime learning resource to develop new activities, ask questions, measure progress, and personalize the direction of student learning.


O, X, A, S, C, E, R
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TestingWith teacher or parent direction, students share and post their work. Teacher feedback is provided through text, audio, and video, as appropriate.


A, X
With teacher or parent support, students share and post work online, and add audio comments to explain their thinking. Ongoing teacher and parent feedback is provided through different media.


A, X, C
With adult assistance, students complete formative tasks that are varied and fit to purpose. Students may record work, and use various available tools. Work may demonstrate students asking questions, making creations, explaining products, or video discussions with adults to share their learning. Parents, teachers and students regularly refer back to their body of work to build on what they have learned.


A, X, C, O, R
Student work shows process beyond simple snapshots. Work is demonstrated in different contexts through audio/video reflections and parent-teacher exchanges. With help, students regularly refer back to their work to build on what they have learned. In the maintenance of an active social media presence, celebrations of learning have an effect on the broader learning community. Information gathered through personalized authentic assessments enables teachers to reliably report on student abilities and needs.

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