While I need to understand the ten InTASC standards thoroughly, I'm preparing a presentation for my cohort about the InTASC standard 5

Application of content:

In order to show an outstanding understanding and performance of Standard 5, the candidate should be able to connect concepts, employ various perspectives to engage learners in developing and applying some of the 21st century skills, such as critical thinking, creativity, collaborative problem solving, related to authentic local and global issues. These objectives highly resonate with the goals of the subject I'm teaching - "Design technology (DT)" - where we help students apply design thinking and other important skills (research, collaboration, problem solving, creativity) and knowledge to solve an authentic, appropriate problem that addresses a need in their community, and/or a problem that considers SDG. Additionally, the learners in DT, when researching about the problem and are coming up with a solution, should apply IB learners' profile attributes (open-minded, risk-taker, communicator, caring, etc.)

I'm teaching Middle and High School students: grades 9-11 (IB MYP 4,5, DP 1).

To demonstrate the element 1 of standard 5: Being able to design and implement lessons and projects to address age-appropriate real world problems - I plan lessons where students can analyze problems, situations, and are able to design solutions with the goal of improving performance, sustainability, efficiency, etc. for the user. I guide them with questions that support critical thinking, I incorporate various tools, formats, differentiate instructions, design age-appropriate summative and formative assessments, recognize students' differences, special needs and adjust my instructions accordingly. The example of a project: Grade 11 students are now working on a unit where they need to design a chair or a sofa high-fidelity prototype for our school's lobby. For the first stages of their project, they were researching current situation, taking photos, creating questionnaires for potential chair/sofa users. Next they will be working with sketch up or procreate softwares to create sketches of the potential solution, etc. On some tasks they work independently, and on some collaboratively in teams. There are a lot of opportunities for them (as well as for me as a teacher) to practice and improve skills required for Standard 5. An example of a formative assessment would be to work in teams/or with a partner (groups are based on academic performance, SEL and behavioral levels) - to analyze a case study (e.g. "Google glass (for "Innovation" unit)", or Volkswagen beetle (for "Classic design" unit) - to solve tasks/answer questions, present in front of the class, etc.) Within the Standard 5 - I can vary the product, process, environment, and content.

For element 2 of Standard 5: Being able to integrate multiple perspectives into interdisciplinary lessons - I, as a teacher, would need to intentionally design lessons with the goal of making them interdisciplinary. Nothing in the world exists independently, including school subjects - they, one or in another way, influence each other, relate to one another (math and physics, language, culture and performing arts, design and arts and engineering, and so on). This appoach makes any subject more meaningful and relevant. At any point I would make sure to support and encourage students by providing feedback, utilize student feedback. I will encourage them to ask questions providing multiple perspectives, as well as to listen to each other with respect embracing and celebrating diverse cultural, language, values backgrounds. Example: Grade 10 students are now working on a unit "cover it up" - they are creating laptop covers for their classmate from a recycled material (IB learner profile: caring). Grade 9 students are creating educational toys for Grade 1 students. Both are examples where students are working on interdisciplinary themes (besides learning about tools (sewing machine, saw, plastic benders, laser cutters, etc. they also learn a lot how to communicate to customers, about sustainability, about art and design, math, economics, etc.))

I'm feeling comfortable presenting this Standard and I will try to do my best to include examples, photos from my experience, in addition to letting my cohort members to answer questions and participate in activities to learn more about Standard 5. I'm excited to collaborate and present with my classmate - Seun as he is a specialist in his field, and he can share about his experience of teaching English as well as Drone design? Now a question to a reader, how do you apply (or plan to apply) Standard 5 in the subject that you teach?

​

​