Instructional Standards in the Global Monster Project
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The Project-based Learning approach used in the Monster Project actively addresses Common Core standards for using technology, objectives and skills in: Math, Literacy, Social/Emotional, Fine Arts, Social Studies, Foreign Language,  National Educational Technology Standards. and the National Council of the Social Studies standards. 

Because this is a Global Project, the Common Core standards are used.

This project requires students to 

work with Content in an authentic global Context

while problem solving, designing, compromising, making decisions, using tools, and working globally in a  

21st century Community of Practice. 


Students of all ability levels participate in a scaffolded environment where the teacher guides the activities and keeps the students involved with the larger group of classrooms around the world. Teachers have the opportunity to join a personal learning network of other education professionals, sharing ideas and questions across boundaries and borders: Past participants - USA, Canada, Australia, New Zealand, Japan, Taiwan, United Kingdom, Uganda, Turkey, Pakistan, and other countries.


Common Core
The following standard examples are excerpts from various grades to demonstrate how students working in a collaborative, classroom-to-classroom  Internet project employ targeted skills of interpreting, communicating, reading, designing, producing media, collaborating with others, comparing/contrasting, and integrating visual information from print and digital texts.

SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail

RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing or idea in the text and illustration

W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

RI.1.5 Know and use various text  structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information

RI.2.5  Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information

RI3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently

W.3.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others

SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally

L.4.4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies

SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes

RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding

SL.5.5. Include multimedia components (e.g., graphics sound) and visual displays in presentations when appropriate to enhance the development of main ideas

W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. 

RH.6.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts

SL.6.2.Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue. 

National Council of the Social Studies  and National Educational Technology Standards (NETS)

National Council of the Social Studies (NCSS):

Culture -
Students will identify elements of culture as well as similarities and differences among cultural groups across time and place.
People, Places & Environments - Learners develop an understanding of the growth of national and global regions, as well as the technological advances that connect students to the world beyond their personal locations.
Global Connections -  First-hand experiences, young learners become aware of how things happen in one part of the world cam impact other parts of the world. Students in early grades explore various types of global connections as well as basic issues and concerns.

General Standards:

Social Studies
Identify physical characteristics of places, both local and global.
Identify the characteristics/purposes of geographic representations including maps, globes, graphs, photographs, software, digital images and be able  locate specific places using each.
Identify folklore from different cultures which became part of the heritage of the United States.  

Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials.
Read age-appropriate material aloud with fluency and accuracy.
Demonstrate focus, organization, elaboration and integration in written compositions  (e.g., short stories, reports).

Create media compositions or productions which convey meaning visually for a variety of purposes.
Produce and format compositions for specified audiences using available technology.
Use speaking skills and procedures to participate in group discussions.

Compare the numbers of objects in groups.
Determine whether exact values or approximations are appropriate.
Apply ratios and proportions to solve practical problems.
Measure length, volume and weight/mass using rulers, scales and other appropriate measuring instruments in the customary and metric systems.

Determine and communicate possible methods for estimating a given measure, selecting proper units in both customary and metric systems.
Describe relationships in a simple scale drawing.
Construct or draw figures with given perimeters and areas.
Identify, describe and extend simple geometric and numeric patterns.
Identify related two- and three-dimensional shapes including circle-sphere, square-cube, triangle-pyramid, rectangle-rectangular prism/basic properties.

Draw two-dimensional shapes.
Describe and draw repre­sen­ta­tions of geometric relationships, patterns, symmetries, and designs in two- and three-dimensions with and without technology.

Fine Arts
Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.
Compare and contrast the elements and principles in two or more art works that share similar themes.
Identify the distinctive roles of artists and audiences.

Foreign Language
Use common forms of courtesy, greetings and leave-takings appropriate to the time of day and relationship. (example hola, ni hao, bonjour, adios, ciao, etc.).
Identify different types of literature (e.g., poetry, short stories, plays, legends) in the target language.
Recognize important people and events (e.g., special celebrations) in the history of areas where the target language is spoken.

Social Emotional
Set a short-term goal and make a plan for achieving it.
Use listening skills to identify the feelings and perspectives of others.
Demonstrate how to work effectively with those who are different from oneself.
Make positive choices when interacting with classmates.
Identify ways to work and play well with others.
Demonstrate appropriate social and classroom behavior.

Apply constructive approaches in resolving conflicts.
Identify and perform roles that contribute to one’s classroom.

Evaluate how responsible decision making affects interpersonal and group relationships.  



National Educational Technology Standards (NETS)

  1. Creativity and Innovation : Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.

2. Communication and Collaboration:
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency : Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making : Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship : Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts : Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.  



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