Pre-Assessment for Knowledge Construction

As you get started in exploring the Digital Learning Pathways by ISTE and Metiri Group you will notice that there are six different pathways for exploring content. Unlike traditional courses, the content within the Digital Learning Pathways has been designed so users can start with what interests them the most, their areas of need, or even their areas of strength. What that means for you as a professional learner is that you can move sequentially through the course, or you can navigate materials by “jumping” from one Pathway to another.

As a reminder, as you review your results below, you can copy and paste them into the Notes feature at the bottom of the page to access at a later date.

The Pathways for this course are described below:

Pathway 1: Foundational Knowledge.
In this pathway you will be able to gain an understanding of the ISTE Standards for Students (this will highlight the history and purpose of the ISTE Standards). Also in this pathway you will find foundational knowledge on knowledge constructor. If you don’t know what it means to be a knowledge constructor we suggest you start here so that you can really understand what it means to be a savvy and effective knowledge constructor in today’s digital age. As you progress through Pathway 1 you will engage with background knowledge on why the ISTE Standard for Knowledge Constructors is so essential to students in today’s classrooms. This background knowledge will help you to understand the “why” of the Knowledge Constructor standard and be able to contextualize some of the materials throughout the Digital Learning Pathway. Last, in the first Pathway you will be introduced to four key areas that develop knowledge constructors. These are areas that are malleable and can be influenced in the classroom, and by attending to these areas teachers will have a greater capacity to “move the needle” for students in developing their ability to be knowledge constructors.

Pathway 2: Instructional Strategies.
Building from the four key areas that are introduced in Pathway 1, this Pathway provides an overview and introduction, and then specific research-based instructional strategies for the four areas including knowledge seeking, information investigation, contemporary reasoning, and knowledge representation. Each of the four areas provides a set of instructional strategies that can be implemented with or without technology (in most cases). These instructional strategies are accompanied by a definition, a student profile, and specifics about each of the several strategies that are included.

Pathway 3: Digital Learning Framework and Strategies.
Both ISTE and Metiri Group believe strongly that different tools can be used to achieve different levels of learning and growth. To get started on understanding specific technologies that can help you to develop knowledge constructors at the classroom level, this Pathway provides a framework that highlights types of tools and genres that help teachers to understand if those tools are helping students to consume, experience, create, capture, analyze, produce, reflect on, communicate, or organize and manage their learning. Included in this framework are roles and responsibilities for the district and school administrator, the classroom teacher, and the student. If you are concerned about the level of technology that you have access to, or are interested in challenging yourself and your students to increase their depth of understanding and application with technology, this Pathway is a good place to start. Also included in this Pathway are rich vignettes that are separated by age-band. These vignettes provide examples of how real classrooms teachers integrate technology to promote the development of those malleable skills that result in knowledge constructors.

Pathway 4: Instructional Examples.
In this Pathway instructional examples are provided to help bring to life the foundational knowledge and strategies that are shared in Pathway 1. In this Pathway you will see scenarios that demonstrate rich examples of how teachers are developing students as knowledge constructors in their classes (by age band). In addition, this Pathway provides users with a flexible set of lesson plans that are intended to contribute to the development of students as knowledge constructors. The sample lesson plans (available by age band) are intended to demonstrate the integration of ISTE Standards for Students, and in turn demonstrate the development of students as knowledge constructors. The scenarios provide you with a description of an actual classroom teacher that is using multiple instructional strategies, multiple technology integration strategies, and various types of digital tools to develop students as knowledge constructors. If you are unsure what a classroom that develops multiple facets of knowledge constructors looks like, this is a great place to start as the scenarios will provide a glimpse into what classrooms look like when students are being actively prepared to be participatory, effective, savvy knowledge constructors.

Pathway 5: Rubrics and Reflections.
If you are interested in reflection on your own practice, or rubrics that help you to understand what specific knowledge, skills, and dispositions you should be looking for in your students this is the Pathway to start at. First you will be provided with access to a learning environment checklist that will ask you a series of questions and provide you an overview of your current practice, as well as possible steps forward. Both ISTE and Metiri Group strongly believe that the learning environment has to support the instructional and pedagogical choices that are being made. This tool will help you to see how your learning environment supports the development of knowledge constructors. Also in this Pathway is the teacher reflection tool. This will provide you an overview of your current practice in relation to how you are supporting the development of knowledge constructors through your own actions and choices. Both of these tools are meant to be a starting point for conversations and help you to understand where you might be able to grow, and where you should celebrate your success. Finally, you will find the ISTE Student Standard rubric for Knowledge Constructor. This incredibly rich document breaks the Knowledge Constructor standard down by indicators and then criterion. This document is not available outside of this Digital Learning Pathway and by completing this Pathway you will have a better understanding of how knowledge constructors look and what they should be able to do in their classes.

Pathway 6: Reflection and Collaboration Guide.
In this Pathway you are provide a guide that could be of assistance as you move through the Digital Learning Pathways. If you are the type of learner that appreciates reflection and guidance, beginning with this Pathway may be a wise choice. The materials can be used by individuals, teams, teachers, administrators, or even PLNs that work together virtually through the course. This may be a good tool to use if you need to show some accountability to complete the Digital Learning Pathway, or are working directly with a community within your own school or district to better understand what it means to develop knowledge constructors in today’s schools.

Where should you start?

Given your responses we suggest that you jump right into Pathway 4 and review the rich scenarios of practice. These might jump start your thinking. From there, you may want to progress into the four key areas in Pathway 1 or the instructional strategies for those key areas in Pathway 2. To continue to challenge your own thinking about your practice and acknowledge successes as well as potential areas of growth, jump into Pathway 5 to review the teacher evaluation and reflection tools. While you are there take some time to look at the rubrics for the Knowledge Constructor standard. These might further differentiate how you are thinking about fostering knowledge constructors and what kinds of work you might need to do to further the opportunities for your students. As you continue to make decisions about how you will move through the course it may be advantageous for you to explore the Team Collaboration guide located in Pathway 6.

As you get started in exploring the Digital Learning Pathways by ISTE and Metiri Group you will notice that there are six different pathways for exploring content. Unlike traditional courses, the content within the Digital Learning Pathways has been designed so users can start with what interests them the most, their areas of need, or even their areas of strength. What that means for you as a professional learner is that you can move sequentially through the course, or you can navigate materials by “jumping” from one Pathway to another.

As a reminder, as you review your results below, you can copy and paste them into the Notes feature at the bottom of the page to access at a later date.

The Pathways for this course are described below:

Pathway 1: Foundational Knowledge.
In this pathway you will be able to gain an understanding of the ISTE Standards for Students (this will highlight the history and purpose of the ISTE Standards). Also in this pathway you will find foundational knowledge on knowledge constructor. If you don’t know what it means to be a knowledge constructor we suggest you start here so that you can really understand what it means to be a savvy and effective knowledge constructor in today’s digital age. As you progress through Pathway 1 you will engage with background knowledge on why the ISTE Standard for Knowledge Constructors is so essential to students in today’s classrooms. This background knowledge will help you to understand the “why” of the Knowledge Constructor standard and be able to contextualize some of the materials throughout the Digital Learning Pathway. Last, in the first Pathway you will be introduced to four key areas that develop knowledge constructors. These are areas that are malleable and can be influenced in the classroom, and by attending to these areas teachers will have a greater capacity to “move the needle” for students in developing their ability to be knowledge constructors.

Pathway 2: Instructional Strategies.
Building from the four key areas that are introduced in Pathway 1, this Pathway provides an overview and introduction, and then specific research-based instructional strategies for the four areas including knowledge seeking, information investigation, contemporary reasoning, and knowledge representation. Each of the four areas provides a set of instructional strategies that can be implemented with or without technology (in most cases). These instructional strategies are accompanied by a definition, a student profile, and specifics about each of the several strategies that are included.

Pathway 3: Digital Learning Framework and Strategies.
Both ISTE and Metiri Group believe strongly that different tools can be used to achieve different levels of learning and growth. To get started on understanding specific technologies that can help you to develop knowledge constructors at the classroom level, this Pathway provides a framework that highlights types of tools and genres that help teachers to understand if those tools are helping students to consume, experience, create, capture, analyze, produce, reflect on, communicate, or organize and manage their learning. Included in this framework are roles and responsibilities for the district and school administrator, the classroom teacher, and the student. If you are concerned about the level of technology that you have access to, or are interested in challenging yourself and your students to increase their depth of understanding and application with technology, this Pathway is a good place to start. Also included in this Pathway are rich vignettes that are separated by age-band. These vignettes provide examples of how real classrooms teachers integrate technology to promote the development of those malleable skills that result in knowledge constructors.

Pathway 4: Instructional Examples.
In this Pathway instructional examples are provided to help bring to life the foundational knowledge and strategies that are shared in Pathway 1. In this Pathway you will see scenarios that demonstrate rich examples of how teachers are developing students as knowledge constructors in their classes (by age band). In addition, this Pathway provides users with a flexible set of lesson plans that are intended to contribute to the development of students as knowledge constructors. The sample lesson plans (available by age band) are intended to demonstrate the integration of ISTE Standards for Students, and in turn demonstrate the development of students as knowledge constructors. The scenarios provide you with a description of an actual classroom teacher that is using multiple instructional strategies, multiple technology integration strategies, and various types of digital tools to develop students as knowledge constructors. If you are unsure what a classroom that develops multiple facets of knowledge constructors looks like, this is a great place to start as the scenarios will provide a glimpse into what classrooms look like when students are being actively prepared to be participatory, effective, savvy knowledge constructors.

Pathway 5: Rubrics and Reflections.
If you are interested in reflection on your own practice, or rubrics that help you to understand what specific knowledge, skills, and dispositions you should be looking for in your students this is the Pathway to start at. First you will be provided with access to a learning environment checklist that will ask you a series of questions and provide you an overview of your current practice, as well as possible steps forward. Both ISTE and Metiri Group strongly believe that the learning environment has to support the instructional and pedagogical choices that are being made. This tool will help you to see how your learning environment supports the development of knowledge constructors. Also in this Pathway is the teacher reflection tool. This will provide you an overview of your current practice in relation to how you are supporting the development of knowledge constructors through your own actions and choices. Both of these tools are meant to be a starting point for conversations and help you to understand where you might be able to grow, and where you should celebrate your success. Finally, you will find the ISTE Student Standard rubric for Knowledge Constructor. This incredibly rich document breaks the Knowledge Constructor standard down by indicators and then criterion. This document is not available outside of this Digital Learning Pathway and by completing this Pathway you will have a better understanding of how knowledge constructors look and what they should be able to do in their classes.

Pathway 6: Reflection and Collaboration Guide.
In this Pathway you are provide a guide that could be of assistance as you move through the Digital Learning Pathways. If you are the type of learner that appreciates reflection and guidance, beginning with this Pathway may be a wise choice. The materials can be used by individuals, teams, teachers, administrators, or even PLNs that work together virtually through the course. This may be a good tool to use if you need to show some accountability to complete the Digital Learning Pathway, or are working directly with a community within your own school or district to better understand what it means to develop knowledge constructors in today’s schools.

Where should you start?

Given your responses, we suggest that you begin with Pathway 1, perhaps focusing on the Introduction to the Knowledge Constructor standard and the four key areas to develop knowledge constructors. As you continue to think about how you will connect this work to your instructional practice, take time to quickly review the instructional strategies in Pathway 2. These may provide you with an understanding of what you are already doing to develop knowledge constructors. In addition, the teacher assessments in Pathway 5 might also be of benefit to understand your current practice as a bridge to really digging into what it means to be a knowledge constructor. As you continue to make decisions about how you will move through the course it may be advantageous for you to explore the Team Collaboration guide located in Pathway 6.

As you get started in exploring the Digital Learning Pathways by ISTE and Metiri Group you will notice that there are six different pathways for exploring content. Unlike traditional courses, the content within the Digital Learning Pathways has been designed so users can start with what interests them the most, their areas of need, or even their areas of strength. What that means for you as a professional learner is that you can move sequentially through the course, or you can navigate materials by “jumping” from one Pathway to another.

As a reminder, as you review your results below, you can copy and paste them into the Notes feature at the bottom of the page to access at a later date.

The Pathways for this course are described below:

Pathway 1: Foundational Knowledge.

In this pathway you will be able to gain an understanding of the ISTE Standards for Students (this will highlight the history and purpose of the ISTE Standards). Also in this pathway you will find foundational knowledge on knowledge constructor. If you don’t know what it means to be a knowledge constructor we suggest you start here so that you can really understand what it means to be a savvy and effective knowledge constructor in today’s digital age. As you progress through Pathway 1 you will engage with background knowledge on why the ISTE Standard for Knowledge Constructors is so essential to students in today’s classrooms. This background knowledge will help you to understand the “why” of the Knowledge Constructor standard and be able to contextualize some of the materials throughout the Digital Learning Pathway. Last, in the first Pathway you will be introduced to four key areas that develop knowledge constructors. These are areas that are malleable and can be influenced in the classroom, and by attending to these areas teachers will have a greater capacity to “move the needle” for students in developing their ability to be knowledge constructors.

Pathway 2: Instructional Strategies.

Building from the four key areas that are introduced in Pathway 1, this Pathway provides an overview and introduction, and then specific research-based instructional strategies for the four areas including knowledge seeking, information investigation, contemporary reasoning, and knowledge representation. Each of the four areas provides a set of instructional strategies that can be implemented with or without technology (in most cases). These instructional strategies are accompanied by a definition, a student profile, and specifics about each of the several strategies that are included.

Pathway 3: Digital Learning Framework and Strategies.

Both ISTE and Metiri Group believe strongly that different tools can be used to achieve different levels of learning and growth. To get started on understanding specific technologies that can help you to develop knowledge constructors at the classroom level, this Pathway provides a framework that highlights types of tools and genres that help teachers to understand if those tools are helping students to consume, experience, create, capture, analyze, produce, reflect on, communicate, or organize and manage their learning. Included in this framework are roles and responsibilities for the district and school administrator, the classroom teacher, and the student. If you are concerned about the level of technology that you have access to, or are interested in challenging yourself and your students to increase their depth of understanding and application with technology, this Pathway is a good place to start. Also included in this Pathway are rich vignettes that are separated by age-band. These vignettes provide examples of how real classrooms teachers integrate technology to promote the development of those malleable skills that result in knowledge constructors.

Pathway 4: Instructional Examples.

In this Pathway instructional examples are provided to help bring to life the foundational knowledge and strategies that are shared in Pathway 1. In this Pathway you will see scenarios that demonstrate rich examples of how teachers are developing students as knowledge constructors in their classes (by age band). In addition, this Pathway provides users with a flexible set of lesson plans that are intended to contribute to the development of students as knowledge constructors. The sample lesson plans (available by age band) are intended to demonstrate the integration of ISTE Standards for Students, and in turn demonstrate the development of students as knowledge constructors. The scenarios provide you with a description of an actual classroom teacher that is using multiple instructional strategies, multiple technology integration strategies, and various types of digital tools to develop students as knowledge constructors. If you are unsure what a classroom that develops multiple facets of knowledge constructors looks like, this is a great place to start as the scenarios will provide a glimpse into what classrooms look like when students are being actively prepared to be participatory, effective, savvy knowledge constructors.

Pathway 5: Rubrics and Reflections.

If you are interested in reflection on your own practice, or rubrics that help you to understand what specific knowledge, skills, and dispositions you should be looking for in your students this is the Pathway to start at. First you will be provided with access to a learning environment checklist that will ask you a series of questions and provide you an overview of your current practice, as well as possible steps forward. Both ISTE and Metiri Group strongly believe that the learning environment has to support the instructional and pedagogical choices that are being made. This tool will help you to see how your learning environment supports the development of knowledge constructors. Also in this Pathway is the teacher reflection tool. This will provide you an overview of your current practice in relation to how you are supporting the development of knowledge constructors through your own actions and choices. Both of these tools are meant to be a starting point for conversations and help you to understand where you might be able to grow, and where you should celebrate your success. Finally, you will find the ISTE Student Standard rubric for Knowledge Constructor. This incredibly rich document breaks the Knowledge Constructor standard down by indicators and then criterion. This document is not available outside of this Digital Learning Pathway and by completing this Pathway you will have a better understanding of how knowledge constructors look and what they should be able to do in their classes.

Pathway 6: Reflection and Collaboration Guide.

In this Pathway you are provide a guide that could be of assistance as you move through the Digital Learning Pathways. If you are the type of learner that appreciates reflection and guidance, beginning with this Pathway may be a wise choice. The materials can be used by individuals, teams, teachers, administrators, or even PLNs that work together virtually through the course. This may be a good tool to use if you need to show some accountability to complete the Digital Learning Pathway, or are working directly with a community within your own school or district to better understand what it means to develop knowledge constructors in today’s schools.

Where should you start?

Given your responses, we suggest that you begin with Pathway 1 and get a good handle on the Foundational Knowledge. You may also benefit from reviewing the Scenarios in Pathway 4. As you continue to make decisions about how you will move through the course, it may be advantageous for you to explore the Team Collaboration guide located in Pathway 6. If you begin moving through Pathway 1 and find yourself not being able to connect with the content, you may want to jump into Pathway 5 and take the quick teacher assessments as these may help you begin thinking about your practice and how the content will connect with your work.