Standard 1: Facilitate and Inspire Student Learning and Creativity

1. Promote, support, and model creative and innovative thinking and inventiveness.                    When I taught my technology-integrated lesson in the fourth grade classroom, I taught the metric conversion lesson using an online game called "Horrendous Soup". It helped my students understand how to use the KHDBDCM chart effectively to answer conversion questions while having them use their creativity through the game. I tend to learn and think visually as a teacher and student; so when I teach, there is always a visual behind the lesson that students can use and remember key points from. I also make sure that activities that are attached to the lesson are open-ended so that my students can use their creativity as much as possible while applying what they learned.
2. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.                                                                                                                       Also through the metric conversion lesson, I was able to engage students in exploring real-world issues and solving authentic problems using digital tools and resources. Since I had my students work on the online game, the online game showed students how they can apply metric conversion knowledge through adding ingredients to recipes. They were able to choose the ingredients that they wanted to add to the soup and then, using the recipe card, they were able to convert within the metric system in order to insert the correct amount of each ingredient.
3. Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.                                With my science lesson for my classmates, I taught my lesson on the solar system using a KWL chart on a Word document along with the Prezi online slideshow. Prior to the lesson/activity, I had them fill out a KWL chart for what they know about the solar system and what they want to know more about. So, there was a prior reflection for students as well as information I could gain from knowing in order to understand what they need to know during the lesson. The KWL chart that was posted on the board helped students learn from each other as well. When it came time to work on the presentation of the planets on Prezi, students would be able to learn from their peers on what occurs in the solar system and then be able to go back to the KWL chart afterwards and fill out the Learned section.
4. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual  environments.                                              During the activity process of the metric conversion lesson, I allowed my students to partner up at a certain point so that they could work together on creating the most horrendous soup imaginable. They worked together to choose the ingredients and then also to check each others work on the recipe cards. There was an activity sheet that they could work on after they partnered up on the online game. It gave them additional practice and also gave them a chance to share their individual soups. I observed and helped my students understand the concept if they were stuck on the conversions. At the beginning of the lesson, I had students share examples of what ingredients they could put in the soup and also examples of how to convert units.