Module 4 Overview

Creating Samples of Learning

Pair and Share

Incorporating the Internet into Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.01
Share: Ideas for how your students will use the Internet for research, collaboration,
and communication

Pedagogical Practices
Helping Students Adapt to a Project-Based,
Student-Centered Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.02
Discuss: How to help your students adapt to a project-based classroom

Activities
Activity 1: Examining Student Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.03
View: Student sample presentations, publications, wikis, and blogs
Discuss: How a student sample demonstrates student learning

Activity 2: Planning My Student Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.05

Review: Project approaches to learning
Consider: How your student sample will address Curriculum-Framing Questions,
objectives, and 21st century skills
Identify: The best tool for the job
Plan: A student sample

Activity 3: Looking at Learning from a Student Perspective. . . . . . . . . . . . . . . . 4.11

Create: A student sample presentation, publication, wiki, or blog

Activity 4: Revisiting My Unit Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.14

Review: The Unit Plan Checklist
Draft: Instructional Procedures for your Unit Plan

(continued)

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Creating Samples of Learning

Activities (continued)
Activity 5: Reflecting on My Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.15
Review: Key points of the module
Create: A blog entry that reflects on your learning

Planning Ahead
Reflecting on My Student Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.16
Self-Assess: Your student sample and Unit Portfolio

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.17

Module Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.18

Intel® Teach Program Copyright 2008 Intel Corporation.

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 Module 4

Creating Samples of Learning

Module 4

Creating Samples of Learning

Description: In a student-centered classroom, students create products
that require the proficient use of 21st century skills and reflect the depth
of their content learning. In this module, you plan and share ways to
incorporate the Internet into your unit. You also plan and create
a student sample presentation, publication, wiki, or blog to target specific
learning objectives in your unit. You assess your student sample using
questions based on the Portfolio Rubric and update your Unit Portfolio
Presentation in preparation for the next module’s Pair and Share.

Pair and Share: Incorporating the Internet into Units

Description: In this activity, you discuss using the Internet with the same group you
worked with in the Pair and Share activity in Module 3. You may want to reference your
notes from the Planning Ahead activity on page 3.19.

Discuss the following with your group:

1. What is your unit about? What are your Curriculum-Framing Questions?

2. How will you incorporate the use of the Internet in your unit for research,
collaboration, and communication?

3. How will the use of the Internet help students develop 21st century and higher-order
thinking skills?

4. What feedback or additional ideas are you looking for during this time?

List any ideas from your group:

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Your facilitator may choose to have

you brainstorm ideas on this topic
Pedagogical Practices: Helping Students Adapt to a
in a wiki in order to more easily Project-Based, Student-Centered Classroom
capture and share ideas from each
group. If so, use the same wiki as While developing your student sample, you may have struggled a little with technology or
was used in Module 3. Your login with decisions about language, design, and content. Similarly, in a student-centered
information may be located on classroom, students may struggle with making decisions about their projects or their
page vii or in your Login learning tasks. In this Pedagogical Practices discussion, you explore ways to help students
Information document.
successfully adapt to and actively participate in a project-based, student-centered
classroom.

Units with project approaches help address the individual needs and interests of each
student. Projects often expect students to make choices about content, process, and
products. Projects also allow students to pursue topics more deeply, try out new skills,
take advantage of skills they already have, and create products and performances that
reflect their individualities. In projects, students are called on to make decisions, work
collaboratively, take initiative, and make public presentations—all of which may be
challenging for students at first.

Many students have difficulty transitioning from their role in a teacher-centered

classroom—one that focuses primarily on receiving information, answering closed
questions, completing worksheets, and taking written tests—to a classroom that
promotes open-ended questions, authentic tasks, and multiple types of assessment.
"Students who have grown used to being tacit observers or 'sleepy onlookers' may well
resent having to work harder, especially when such passive learning roles are the norm in
other subjects" (Black & Wiliam, 1998).

Form groups to discuss how can we help all students successfully complete project tasks
with the ability to:

• Set manageable goals

• Manage timelines and adjust as necessary

• Generate and investigate questions about their work

• Work productively with others

• Reflect and plan for improvement

4.02 Intel® Teach Program

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 Module 4

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Activity 1: Examining Student Samples

Developing a sample student product from a student's point of view enables you to decide
if the project requirements are appropriate for your students. It also helps you determine
the availability of relevant resources and identify content and processes that need to be
addressed through instruction.

In this module, you design and create the evidence of student learning (the student
sample). In later modules, you will create assessments, activities, and scaffolding to
support student learning.

During this activity, you examine a variety of student samples to analyze their learning
outcomes and obtain ideas for your unit's student sample. If you are collaborating with
other teachers on your Unit Portfolio, you may want to view and discuss these samples
together.

1. Open a student sample presentation, newsletter/newspaper, poster, wiki, or blog

from the Student Samples folder on the Curriculum Resource CD. The student
samples are in Unit Plans arranged by grade level. Read through the descriptions and
click the links of interest. The links take you directly to Unit Plan examples from the
Intel® Education Designing Effective Projects resource.

2. Return to the student samples list on the Curriculum Resources CD and click the
appropriate Unit Plan or click Return to [Unit Plan name] at the bottom left of the
student sample. Read through the unit, paying particular attention to the Curriculum-
Framing Questions, targeted standards, and learning objectives.

3. Review the procedures, and note how the activities in the classroom support the
creation of the student product or performance.

4. Review the Assessment Plan and assessments, and note how the assessments and
strategies provide the necessary information to assess student learning demon-
strated in the sample.

5. Think about the following questions:

• What 21st century skills does the student sample demonstrate?

Note: The list of 21st Century Skills is available in the Thinking folder on the
Curriculum Resource CD.

• How does the student sample help to answer the Curriculum-Framing Questions?

• How does the chosen technology tool enable students to enhance their learning,
increase productivity, and promote creativity?

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6. Discuss your responses to the preceding questions with a partner and note them
below.

Optional:

1. Review several other student samples on the Curriculum Resource CD as time

permits.

2. View additional student samples on the Intel® Education Web site:

a. Go to www.intel.com/education/DesignProjects or open the site from your

tagged or bookmarked Web sites.

b. Click Unit Plan Index.

c. View units of interest by grade or subject area. Links to student samples are
within the Instructional Procedures section.

Notes:

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Activity 2: Planning My Student Sample

As you plan your student sample, consider the Curriculum-Framing Questions, standards
and objectives, higher-order thinking skills, and 21st century skills you want to address in
your student sample. Then, determine the types of technology that would best support
the learning and skills you want your students to be able to demonstrate by the end of
the unit.

Student products can be created at different points during the unit and for different
purposes. For example, students can create a presentation to set up a community service
project or a publication to synthesize their learning at the end of a unit.

Note: This step is available in Module 4, Activity 2, Step 1: Reviewing Project Design in
your Notebook.

Step 1: Reviewing Project Design

Think about how a project-approach to learning can help your students meet your learning
goals. Consider a project scenario in which your students take on real-world roles—such as
reporter, engineer, or statistician—to solve a problem.

Note: This planning area is available in Module 3, Planning Ahead, Step 1: Thinking about
My Unit Plan and Project Design of your Notebook.

• What real-world connections are possible for your unit?

• What scenarios might help your students make those real-world connections?

• What roles might your students play

• What tasks might your students complete as they carry out roles?

Note: You may also want to refer to the Project Characteristics Checklist on page A.07
and in the Assessment folder on the Curriculum Resource CD.

Notes:

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Step 2: Connecting My Student Sample to Questions, Objectives,

and 21st Century Skills
Before choosing the type of technology, identify what your students need to include and
how they will demonstrate learning. Complete the following to help you plan your student
sample.

Note: This step is available in Module 4, Activity 2, Step 2: Connecting My Student Sample
to Questions, Objectives and 21st Century Skills in your Notebook.

1. Open your Unit Plan, and review your standards and learning objectives.

• What concepts, skills, and knowledge do you want students to demonstrate

through their student product?

• What 21st century skills do you want students to demonstrate through their
product?

• Which Curriculum-Framing Questions will your sample address and in what ways?

2. Math literacy improves analytical and logical thinking, which has a place across the
curriculum. Consider ways to use math to improve your students’ thinking skills.

a. Formulate questions

b. Collect, organize, and display data using charts and graphs

c. Analyze data

d. Develop and evaluate inferences and predictions

e. Analyze cycles and change

f. Use measuring, scaling, ratio, and proportion

g. Use statistical measures to analyze trends

h. Apply concepts of probability

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i. Make reasonable estimates

j. Understand patterns, relations, and functions

k. Use systems thinking

l. Solve problems involving rates (speed, velocity, density, and so forth)

m. Use modeling and projections to represent and understand relationships

n. Use accounting, finance, budget, and market analysis

o. Use geometry, fractals, and symmetry

p. Develop arguments

q. Analyze characteristics

r. Use visual and spatial reasoning

s. Use graphic organizers to represent thinking

t. Represent and analyze mathematical situations

3. Record your thoughts in your Notebook. You will review these ideas during Module 5.

Step 3: Choosing the Best Tool for the Job

How will your students demonstrate their learning? What tools will they use to
demonstrate their learning? Think about the strengths of the following technology tools
and the type of content best served by each. Which technology tools are you considering
for your students' use in your unit? What would be the purpose or goals for their use?
Consider the age of your students, the type of content you expect them to publish or
work with, and their intended audience.

Using the following table, develop possible ideas for your student sample in the
brainstorming section, keeping in mind your answers to the questions in the previous two
steps and your ideas from the Module 3 Planning Ahead activity on page 3.19. In the next
activity, you choose one of the following tools that most appropriately supports the
development of a sample student product that meets the learning objectives and
expectations for student learning.

Note: The following table is available in Module 4, Activity 2, Step 3: Choosing the Best
Tool for the Job in your Notebook.

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Strength/Purpose of the Tool Possible Student Use/Purpose

Presentation

An aid to oral presentations to an • Present research, proposal, or findings to an

audience; use of short sentences or authentic audience outside of the classroom
incomplete sentences; various
• Create a portfolio of student work
multimedia elements, such as images,
sound, video, hyperlinks to Web sites • Create a digital picture storybook
or other files, and so forth
• Show the results of surveys and questionnaires

• Present science fair projects

• Present nonlinear projects

• Provide an information kiosk without a presenter

Your ideas:

Publication (newsletter, newspaper, or brochure)

Text-oriented, full sentences, usually • Create a newsletter for a community organization,

meant to be read by one person at a school club, or fictional organization
time; combination of text and
• Create a fictional newsletter for a historical group
images; possibly charts and graphs
• Create a fictional newspaper for a particular period
in time

• Prepare a guidebook or travel brochure

• Create an informational or persuasive brochure

Your ideas:

(continued)

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Strength/Purpose of the Tool Possible Student Use/Purpose

Publication (poster)

Limited text, few sentences; images • Create flyers or other announcements for a
important to support and reinforce nonprofit group, school, community event, or service
meaning; "published" for mass project
communication; suitable for younger
• Design informational, persuasive, or instructional
students with limited writing skills
posters

• Create an invitation or program for a special

presentation, meeting, or concert

• Create a menu with appropriate period-specific or

culture-specific foods

Your ideas:

Web-based Resource (wiki)

Web-based, text-oriented with • Create student portfolios

possible hyperlinks and images;
• Provide a graphic organizer for research
subpages and categories possible;
editing history available; publication • Provide a space for collaborative understanding of
of current information or research readings, experiments, music, art, and so on
for an audience beyond the
• Provide a space for collaborative writing (plays,
classroom; communication with a
stories, or articles)
worldwide audience; collaborative
writing with other students and/or • Organize and collect links to student blogs
experts; contribution to real-world
• Showcase opinion pieces
research and problem solving;
sharing or reflection of learning or • Organize and present information for science fair
process projects

Your ideas:

(continued)

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Strength/Purpose of the Tool Possible Student Use/Purpose

Web-based Resource (blog)

Web-based, text-oriented with • Reflect on reading or classroom discussions

possible hyperlinks and images;
• Investigate topics online and then report on
journal-like format, date-stamped
research
entries with current information on
top; responses from readers; • Record group progress on a project
publication of current information or
• Talk about shared classroom experiences
research for an audience beyond the
classroom; gathering and sharing • Copy and paste thought-provoking quotes from
information with others outside the other blogs or Web resources, and then offer
classroom; sharing or reflection of thoughts on the topic
learning or process
• Ask professional writers to review the blogs and
provide feedback

(Jackson, 2005)

Your ideas:

Step 4: Planning the Content

If desired, use the checklist and storyboard templates available in the Student Samples,
Templates folder on the Curriculum Resource CD to plan your student sample.

Remember that you are creating your sample as if you are a student. Consider the age of
your students and the type of content you expect them to present as you develop the
project. Think about how targeted student learning objectives will be achieved and how
the final product will help you achieve your learning goals.

1. Open the Portfolio Rubric in the Assessment folder on the Curriculum Resource CD or
on page A.05.

2. Review the Technology Integration and Instructional Design sections specifically

1:1 Tip: Providing templates, focusing on the items that address student work and student use of technology.
checklists, and storyboards on a
Keep these criteria in mind as you plan your student sample.
classroom wiki is an easy way
to provide resources for 3. Open and review the checklist and storyboard templates of interest in the Student
students in a one-to-one
Samples, Templates folder on the Curriculum Resource CD.
computing environment.

4.10 Intel® Teach Program

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 Module 4

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4. If desired, print the planning documents for the type of student sample you want to
create (presentation, newsletter/newspaper, brochure, poster, wiki, or blog) or type
your ideas directly in the document. If you want to save the files, save them in your
student_sample folder.

Note: If you are collaborating with other teachers on your unit portfolio, plan how you
can best work as a team on this activity. Consider using the online collaborative Web
site or a wiki to share and edit your work on the student sample.

Activity 3: Looking at Learning from a Student Perspective

During this activity, you create one student sample based on your decisions in the
previous activity—a presentation, publication, or web-based resource. The student
sample should demonstrate how you expect your students to meet the targeted student
learning objectives. Consider also how your sample addresses higher-order thinking skills,
21st century skills, and your unit's Curriculum-Framing Questions.

Go to the appropriate option on the following pages, depending on which tool you
identified as most appropriate for your unit:

• Option 1: Creating a student sample presentation (page 4.11)

• Option 2: Creating a student sample publication (newsletter, newspaper,

brochure, or poster) (page 4.13)

• Option 3: Creating a student sample wiki (page 4.13)

• Option 4: Creating a student sample blog (page 4.13)

Option 1: Creating a Student Sample Presentation

Refer to the Intel® Education Help Guide, as needed, if you choose to create a Refer to the following skills in
presentation. New ideas for types of design and formatting skills are noted below. the Help Guide for this section:

• Multimedia Groups 1–9

Creating a Presentation

1. Create the content and design of your student sample presentation. Make sure that
your presentation’s content and design align with your expectations and demonstrate
what your students would create during this unit. (See all Multimedia Groups.)

2. Review the following additional design features to see if any ideas can be used to
enhance your presentation.

3. Save your presentation in the student_sample folder of your Portfolio folder.

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Refer to the following skills Enhancing a Presentation

in the Help Guide for this
section:
Consider whether any of the following enhancements would be beneficial for your
student sample:
• Multimedia Skill 7.4: To
record your voice or • Record a sound or voice narration.
another sound on a
single slide Your students can enhance their presentations by adding their voice or a sound to a
• Multimedia Skill 7.5: To slide or narrating their presentation. This may be helpful for young students.
add narration to an Narration is best used when a presentation will run by itself (such as at an open
entire presentation house, science fair, information kiosk, and so forth). Your computer must be equipped
• Multimedia Skill 7.3: To with a sound card, microphone (internal or external), and speakers before you can
play a CD audio track in record and hear a narration. (See Multimedia Skill 7.4 and 7.5)
your presentation

• Multimedia Group 8:
• Add music from a CD.
Adding Animation and
If your students choose to add music to their presentation, be sure to ask them to
Special Effects
review the Fair Use guidelines pertaining to music. They should add any music
• Multimedia Group 9:
sources to their Works Cited document. (See Multimedia Skill 7.3.)
Setting Up and Playing a
Presentation • Add custom animations.
• Multimedia Skill 1.10: To
Students can animate text, graphics, sounds, movies, charts, and other objects on
save a presentation as a
Web page their slides to focus on key points, control the flow of information, and add interest to
their presentation. By customizing the animations of their text and graphics, they can
set their text to appear by word, paragraph, or bullet point. Animations can be set to
occur automatically without having to click the mouse. (See Multimedia Group 8.)

• Set up a show to run automatically.

If presenters will not be available to show the presentation (such as at an open house,
science fair, kiosk, and so forth), students can set up their presentations so that they
will run unattended and automatically restart (or loop) when they finish. (See
Multimedia Group 9.)

• Save presentation.

Students may want to save the presentation in various formats. One such format
allows viewers to open and view the slideshow without showing the menus before
and after the show. Students can also save the presentation as a Web page, which
allows the audience greater interaction and choice of which slides to view.
Presentations saved as Web pages can be viewed with any web browser, without a
need for the application used to create the presentation in order to view it. (See
Multimedia Group 9 and Multimedia Skill 1.10.)

4.12 Intel® Teach Program

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• Print presentation. Refer to the following skills in

the Help Guide for this section:
After the presentation is complete, students can print slides for transparencies or
• Multimedia Skill 9.1: To print
handouts. (See Multimedia Skill 9.1.)
your presentation
Option 2: Creating a Student Sample Publication • Word Processing Groups 1–12

In this option, you create a student sample publication that can take the form of a
newsletter, newspaper, brochure, or poster. Use the Help Guide if you need assistance in
completing any technology skills identified below.

Creating a Publication

1. Use the prompts from Module 1 (pages 1.25–1.27) for the basic steps needed to
create a publication, as well as the references to the Help Guide, to guide your
creation of a publication. (See all Word Processing Groups.)

2. Save your publication in the student_sample folder of your Portfolio folder.

Option 3: Creating a Student Sample Wiki

If you plan to create a student sample wiki, scan the following ideas and types of content,
design, and formatting skills:

1. Open Wiki Sites in the Collaboration folder on the Curriculum Resource CD.

2. Use the online help or forum available in each wiki-creation Web site for instructions
on creating your wiki. Consider including the following:

• Links to Web sites in the context of your discussion

• Pictures that support the content

• Uploaded files

• Navigation to other pages and content in your wiki

3. Write down the URL of the wiki site, your login ID, and password on page vii of the
Introduction and/or type the information in the Login Information document available
in the course_resources folder in your Portfolio folder (if previously saved) or in the
About This Course folder on the Curriculum Resource CD.

Option 4: Creating a Student Sample Blog

If you plan to create a student sample blog, scan the following ideas and types of content,
design, and formatting skills:

1. Open Blogging Sites in the Collaboration folder on the Curriculum Resource CD.

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Note: You may want to use the same site as the one used in Module 1 and the rest of
the modules for the reflection activities (page 1.27); however, sign up for a new blog
to keep your course reflection entries separate from your student samples.

2. Use the online help available in each blog-creation Web site for instructions on
creating your blog. Consider including the following features and formatting:

• Links to Web sites within the context of your discussion

• Pictures that support the content

• Uploaded files

3. Write down the URL of the blogging site, your login ID, and password on page vii of
the Introduction and/or type the information in the Login Information document
available in your Portfolio folder (if previously saved) or in the About This Course
folder on the Curriculum Resource CD.

Activity 4: Revisiting My Unit Plan

Now that you have created your student sample, you probably have a better idea of the
of content and skills you will need to address during instruction. During this activity, you
modify sections of your Unit Plan and begin drafting the Instructional Procedures
section. This section describes the learning activities in which your students are
engaged throughout your unit. Also, plan how to integrate Curriculum-Framing Questions,
assessment, and 21st century skills throughout the Instructional Procedures. Be sure to
sequence the instructional cycle so activities build on each other and support student
learning.

1. Open and review the Instructional Procedures section of the Unit Plan Checklist in the
unit_plan folder of your Portfolio folder.

Note: To view some examples of procedures, view the Unit Plans of interest in the
Unit Portfolios folder of the Curriculum Resource CD or the Unit Plans in Designing
Effective Projects (www.intel.com/education/designprojects).

2. Draft the Instructional Procedures section of your Unit Plan using the guidelines from
the checklist.

3. As you write your Instructional Procedures, you may find you need to modify your
standards and objectives, and revise if necessary. Review the standards and
objectives sections on the Unit Plan Checklist for guidance..

4. Save your Unit Plan.

4.14 Intel® Teach Program

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 Module 4

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Activity 5: Reflecting on My Learning

Step 1: Reviewing the Module

Review the guiding questions and key points for Module 4 on page 4.18, and think about
the materials or ideas you created that can be used in your classroom, instruction, or
planning.

In the following modules, you will build on these concepts as you discuss ways to support
and encourage higher-order thinking skills through the creation of effective assessments
and student support materials.

Step 2: Blogging My Journey

Now that you are halfway through the course, think about how the unit you are
developing is answering the course's Essential Question.

Reflect on the activities, skills, and approaches addressed in this module in your personal
blog. Remember that you will be sharing your blog entries with a colleague in Module 8
and discussing how your understanding and knowledge have changed over time.

1. Go to your personal blog, create an entry titled, Module 4 Reflection, and copy and If you have difficulties with

paste the question in your entry. Consider how the work in this module added to your the blogging site, use the
journal template located in the
perspective on the Essential Question:
Portfolio Assessment folder on the
How can technology be used most effectively Curriculum Resource CD to
complete your reflection.
to support and assess student learning?

2. Write about any other insights, questions, or concerns you want to address in your
reflection.

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Planning Ahead
Reflecting on My Student Sample
In this activity, you use the Portfolio Rubric to self-assess the student sample you have
created for your Unit Portfolio..

In preparation for the Pair and Share in the next module, use the Portfolio Rubric to assess
how the student sample you created in the module meets your design goals. Review your
student sample as if a student in your classroom created it.

As you self-assess your student sample, think about how students can use a project
assessment to monitor how they are meeting project expectations. "Student self-
assessment is not about saving teachers from the work of grading papers. When used in
a way that develops student thinking, it can be a deeply principled practice that serves both
metacognitive and motivational purposes. ...The real metacognitive work takes place as
students begin to learn the meaning of rubric components by trying to interpret them and
apply them to their own work." (Shepard, 2005, p.69)

1. Based on your self-assessment, make any necessary revisions to your student sample.

2. Record your thoughts on how your student sample addresses the following traits from
the Portfolio Rubric:

• Instructional Design

o Standards and objectives

o 21st century skills

o Curriculum-Framing Questions

o Project approaches

o Student differences

• Technology Integration

o Content learning

o 21st century skills

o Student and classroom needs

Note: If you uploaded your student sample to the wiki, follow the site’s directions for
modifying an uploaded file on the wiki.

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3. Consider what feedback you would like from your colleagues to help you improve your
student sample and enter it on your presentation or your wiki page.

Note: You have an opportunity to revise the student sample in the next module after you
create an assessment for your student sample.

Notes:

References
Jackson, L. (2005). Blogging basics: Creating student journals on the Web. Education World.
Retrieved from www.educationworld.com/a_tech/techtorial/techtorial037print.shtml

Shepard, L. (2005). Linking formative assessment to scaffolding. Educational Leadership,

63(3), 66–70.

Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Alexandria,
VA: Association for Supervision and Curriculum Development.

Copyright 2008 Intel Corporation.

©
All rights reserved.
Intel® Teach Program
Version 10.1 Essentials Course
4.17
Module 4

Creating Samples of Learning

Module 4 Summary
Review the guiding questions and key points of Module 4 and think about the ideas and
materials you have created that can be used in your classroom, instruction, or planning to
help improve student learning.

Module Questions:
• How can the creation of a student sample help me clarify unit expectations and improve my
instructional design?

• How can I ensure students will achieve the learning objectives when creating their student
projects?

Module 4 Key Points:

• Planning and developing a student product requires:

• Answering the unit's Curriculum-Framing Questions

• Demonstrating understanding of concepts, skills, and knowledge

• Demonstrating higher-order thinking and 21st century skills

• Creating real-world connections for students

• Using technology appropriately and effectively

• The decision to use a particular technology should be based on its strengths in

supporting the desired content and learning objectives. Examples of tools
appropriate for student projects are:

• Presentations—for oral presentations, enhanced with pictures, graphs, charts, sounds,

video, and hyperlinks to other resources

• Publications—for text-based communication, enhanced with pictures, graphs, and

charts

• Wikis—for web-based, text-oriented content that allows multiple editors

• Blogs—for web-based, text-oriented journals that encourage responses from readers

In the following modules, you will build on these concepts as you discuss ways to support
and encourage higher-order thinking skills through the creation of effective assessments
and student support materials.

Copyright 2008 Intel Corporation. All rights reserved.

©
Intel, the Intel logo, Intel Education Initiative, and the Intel
Teach Program are trademarks of Intel Corporation in the

4.18 Intel® Teach Program

Essentials Course Version 10.1
U.S. and other countries. *Other names and brands may be
claimed as the property of others.