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Marysville School District
Slideshow ISTE Standards
  • Facilitate and Inspire Student Learning and Creativity
    Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity and innovation in both face-to-face and virtual environments.
  • Design and Develop Digital Age Learning Experiences and Assessments
    Teachers design, develop and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills and attitudes identified in the ISTE Standards.
  • Engage in Professional Growth and Leadership
    Teachers continuously improve their professional practice, model lifelong learning and exhibit leadership in their school and professional communities by promoting and demonstrating the effective use of digital tools and resources.
Time Topic / Activity
8:00 – 8:30


Warm-up: Elevator Pitch


8:30 – 9:45  What Are OERs? (Video)

Jigsaw Article Read

  1. Free is Good (Edutopia)
  2. Transitioning to Open Educational Resources (Edutopia)
  3. Open Educational Resources Meet Instructional Design (Edutopia)
  4. A Guide to Using OER in the Classroom (
  5. How do you find OER? (learning personalized)
9:45-10:00  The Year Open Data Went Worldwide (Video)
10:00 – 10:15 Sign Up for SpeedGeeking on this Padlet
10:15 – 10:30 Break
10:30 – 11:30 Activity: Put your search skills from Training 1 to work! Find some OER that are relevant for your subject area & then you’ll be sharing with a small group:

  • How did you go about searching for it?
  • What did you find?
  • How are you going to use it?

Here are some good places to start:

Use this GDoc to document & share what you found

11:30 – 12:00 Activity: Subject / Grade-level Share
1:00 – 1:15 Purpose:  Reflective practitioners take time to pause and reflect on the impact their teaching has on student learning. As our 12 trainings come to an end, we will take advantage of the opportunity to create a short “documentary” that shows the three main perspectives influenced by the 1:1 program (or many more devices) in Marysville School District classrooms.

Your final project needs to includes:

  • 3 videos (5 minutes max for each one) to be edited together, comprised of:
    • Student learning in action (we will add voiceovers etc in the editing process time in Training 12)
    • Personal video reflection(s)
      Potential prompts to help you get started: where are you in your learning right now with having these devices in the classroom. What have you learned during this journey of Professional Development; What are you excited about? Where are you going next?
    • Student video reflection(s) – interview a student (or students)
      Potential prompts to help your students get started: How has learning changed for you now that you have these devices? What impact has this device had on your learning? How is learning different for you now that you have this device?
  • All videos must be recorded by Training 4 (early December / early March)
  • We will edit the videos together with us in the next training (early December/early March)

Note: YouTube Editor is gone – we will explore some online video editing tools available to us and our students.

1:15 – 2:00 Speedgeeking
2:00 – 2:15 Break
2:15 – 2:45 Revisiting Social Media

Creating & Sharing Your OER

2:45 – 3:30 Unit planning time
3:30 – 3:45 Sharing Your Unit Planner
3:45 – 4:00 Review new LMS

Link to Feedback Survey

Reminder – Between now and Training 12 you will need to:

Collect evidence of student learning to create a end of training reflective video in our last training (Training 12). It can be projects, evidence of learning, images and video footage that you can use to create a final reflective project.

Tour the new Eduro Learning Courses and Clock Hour opportunities

All Marysville parents get the Parenting Certificate Courses for Free – Ask Scott for the code for parents you want/need to recommend this course for.


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