Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking, metacognition, and self-regulation)

As a digital education leader I emphasize the importance of these habits of mind in my classroom and in posts that I have written. In my Mission and Vision for Digital Education, I spent a significant amount of time devoted to the idea that teachers have to build in time to teach students mindfulness with the use of technology as well as moral and ethical use. In order to practice those skills, you have learn to engage in critical thinking, metacognition and self-regulation. All three of those skills are essential for healthy, contributing members of society so teaching those practices to students is of the utmost importance.

In my post on Empowering Students to Set and Achieve Learning Goals for Improved Outcomes, I reflect on how staying within a district ecosystem of approved apps or programs helps to simplify the process of tool selection for teachers. I still think this is a good practice. Energy used to find a new tool can instead be devoted to learning one that is already in use. For me that means using things like Google Forms or Google Docs to build reflection, metacognition and self-assessment into my teaching practices. In a recent class I took on Inquiry Based Learning, I came across these rubrics for Genius Hour in a blog post by Gallit Zvi that I think enable teachers to capture self-assessment and metacognitive  information from students in an uncomplicated way. The rubrics are either focused on the process of investigation and effort or ask students to assess themselves in a simple way following the single point rubric style. Additionally, many of these tools were created in a simple word document or spreadsheet to use with students.

In my work as a coach, I would like to expose teachers to these resources or make it a point to share the practice with them in the hope that all students will have the opportunity to learn to self-assess and reflect on their learning because teaching those essential skills will benefit students in the classroom and in their future work.

For more information about how I met this standard see my full post Empowering Students to Set and Achieve Learning Goals for Improved Outcomes and my post about My Vision & Mission as a Digital Education Leader


Zvi, G. (2013, May 2). 10 ways to provide feedback during genius hour. [Blog Post]. Retrieved from http://www.gallitzvi.com/my-blog/10-ways-to-provide-feedback-during-genius-hour

← Back to ISTE-C 2

→ Forward to ISTE-C 2e