6 QUESTIONS TO ASK YOURSELF
WHEN CREATING A TECH-RICH LESSON
HOW IS WHAT I’M ASKING
MY STUDENTS TO DO
RELEVANT TO THEIR
LIVES TODAY?
What aspects allow students to tie the
knowledge and understanding back to
theirINSURANCE,
personal lives inLICENSE,
the time period
for which they
live? IfFEES
a student was to
PERMIT
ask you “why does this matter to me
today?” what would your answer be?
WHAT KEY KNOWLEDGE
AND SKILLS WILL MY
STUDENTS ACQUIRE AS A
RESULT OF THIS AND HOW
WILL I MEASURE THOSE?
The task must be designed and directly
linked to having students be able to
achieve the understandings, answer
the essential questions, and
demonstrate the desired outcomes.
WHAT PURPOSEFUL AND
AUTHENTIC TASK WILL
ALLOW MY STUDENTS TO
DEMONSTRATE THEIR
UNDERSTANDING(S)?
Task is designed at least at the applying
level or higher on Bloom’s Taxonomy.
Examples are: Creating a new product;
Justifying a stand or decision;
Distinguishing between different parts;
Using information in a new way
HOW DOES THIS TASK
REDEFINE OR TRANSFORM
STUDENT LEARNING?
Using the SAMR Model of Technology
Integration, the technology used
allows for significant redesign of a
task (Modification) or a new task now
possible because of the use of
technology (Redefinition)
ARE MY STUDENTS
CREATING A PRODUCT /
PRODUCING QUALITY WORK
USING PROFESSIONAL
TOOLS?
Choose the right/best tool for the job!
Will the technology tool(s) help
students produce quality work and
meet the learning objectives?
IS THERE AN
OPPORTUNITY TO SHARE
AND/OR GET FEEDBACK
ON OUR LEARNING
GLOBALLY?
Opportunities to share learning helps
build authentic audience and purposeful
learning. It also raises the quality of work
and can be very motivating for students
to know others are looking at their work.
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