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Intel® Teach Elements and Alignment to
Common Core English Language Arts Capacities
of the Literate Individual
March 2012
Lisa Palacios
American Institutes for Research
20 North Wacker Drive, Suite 1231
Chicago, IL 60606-2901
800-356-2735 312-288-7600
www.air.org
Copyright © 2012 American Institutes for Research. All rights reserved. 1752_02/12
Contents
Introduction ...............................................................................................................................................................................................1
Intel Teach Elements: Thinking Critically With Data ..............................................................................................................................2
Module 1 .............................................................................................................................................................................................2
Module 2 .............................................................................................................................................................................................3
Module 3 .............................................................................................................................................................................................4
Module 4 .............................................................................................................................................................................................5
Module 5 .............................................................................................................................................................................................6
Intel Teach Elements: Assessment in 21st Century Classrooms ..............................................................................................................7
Module 1 .............................................................................................................................................................................................7
Module 2 .............................................................................................................................................................................................7
Module 3 .............................................................................................................................................................................................8
Module 4 .............................................................................................................................................................................................9
Module 5 ...........................................................................................................................................................................................10
Intel Teach Elements: Project-Based Approaches ..................................................................................................................................12
Module 1 ...........................................................................................................................................................................................12
Module 2 ...........................................................................................................................................................................................13
Module 3 ...........................................................................................................................................................................................14
Module 4 ...........................................................................................................................................................................................15
Module 5 ...........................................................................................................................................................................................15
Intel Teach Elements: Educational Leadership in the 21st Century .......................................................................................................16
Module 1 ...........................................................................................................................................................................................16
Module 2 ...........................................................................................................................................................................................17
Module 3 ...........................................................................................................................................................................................18
Intel Teach Elements: Collaboration in the Digital Classroom ..............................................................................................................19
Module 1 ...........................................................................................................................................................................................19
Module 2 ...........................................................................................................................................................................................20
Module 3 ...........................................................................................................................................................................................21
Module 4 ...........................................................................................................................................................................................22
Module 5 ...........................................................................................................................................................................................23
Appendix. Common Core State Standards: English Language Arts Capacities of the Literate Individual ............................................24
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—1
Introduction
Intel Teach Elements courses help teachers deliver Common Core State Standards by reinforcing the capacities of the literate
individual. (This standards document is available in the Appendix.) The pedagogy that teachers acquire through taking the Elements
courses support their implementation of the Common Core State Standards by: providing instruction and practice in using data;
creating and using assessments; teaching with a project-based approach; leading their school; and digital collaboration. Teachers who
have mastered the content of the Intel Teach Elements courses will be able to teach English language arts using the skills that will
provide students with college and career readiness. At the time of this analysis, five Intel Teach Elements courses were available for
analysis. The document lists each Elements course separately and indicates the alignment to the Common Core English Language Arts
Capacities of the Literate Individual. This alignment study was completed by Lisa Palacios of American Institutes for Research on
February 2, 2012.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—2
Intel Teach Elements: Thinking Critically With Data
Thinking Critically With Data is an interactive e-learning course that examines critical thinking with a focus on data analysis in our
information-rich world. In this course, teachers explore practical skills and strategies they can draw on when teaching students to think
critically about the information around them. Teachers will understand how to design student projects and assessments that address critical-
thinking skills when collecting and analyzing data. Additionally, they will see how technology can support students’ collection, organization,
and presentation of data. The course also offers practical tips for implementing projects that ask students to think critically with data.
Intel Teach Elements: Thinking Critically With Data, Module 1
Course Outcomes
Understand the importance
of thinking critically about
information in contemporary
society
Examine how thinking
critically about data spans all
subject areas
Explore examples of critical
thinking with data using the
Data Project Process
Common Core State Standards: English Language Arts
They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter by engaging with works of
quality and substance. They become proficient in new areas through research and study. They read
purposefully and listen attentively to gain both general knowledge and discipline-specific expertise.
They refine and share their knowledge through writing and speaking.
They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to
understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s
assumptions and premises and assess the veracity of claims and the soundness of reasoning.
They value evidence.
Students cite specific evidence when offering an oral or written interpretation of a text. They use
relevant evidence when supporting their own points in writing and speaking, making their reasoning
clear to the reader or listener, and they constructively evaluate others’ use of evidence.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—3
Intel Teach Elements: Thinking Critically With Data, Module 2
Course Outcomes
Investigate projects that
focus on thinking critically
with data
Review standards and
objectives related to thinking
about and with data
Understand the assessment
of critical-thinking skills
Explore data resources,
including online primary
sources and data sets
Common Core State Standards: English Language Arts
They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter by engaging with works of
quality and substance. They become proficient in new areas through research and study. They read
purposefully and listen attentively to gain both general knowledge and discipline-specific expertise.
They refine and share their knowledge through writing and speaking.
They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to
understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s
assumptions and premises and assess the veracity of claims and the soundness of reasoning.
They value evidence.
Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant
evidence when supporting their own points in writing and speaking, making their reasoning clear to the
reader or listener, and they constructively evaluate others’ use of evidence.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—4
Intel Teach Elements: Thinking Critically With Data, Module 3
Course Outcomes
Learn the appropriate skills
and attitudes students need
for collecting data
Explore critical-thinking
skills students need to
analyze information quality,
patterns, and relationships
Understand the process of
drawing conclusions from
data and recognize common
errors of data interpretation
Identify effective ways for
students to share the results
of data gathering and
analysis
Common Core State Standards: English Language Arts
They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter by engaging with works of
quality and substance. They become proficient in new areas through research and study. They read
purposefully and listen attentively to gain both general knowledge and discipline-specific expertise.
They refine and share their knowledge through writing and speaking.
They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to
understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s
assumptions and premises and assess the veracity of claims and the soundness of reasoning.
They value evidence.
Students cite specific evidence when offering an oral or written interpretation of a text. They use
relevant evidence when supporting their own points in writing and speaking, making their reasoning
clear to the reader or listener, and they constructively evaluate others’ use of evidence.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—5
Intel Teach Elements: Thinking Critically With Data, Module 4
Course Outcomes
Explore tools that support
the collection, organization,
and analysis of data
Learn best practices for
displaying information
graphically
Learn how to create graphs
and charts for data
presentation and how to
recognize misrepresented
data
Understand how to use data
with the Showing Evidence
Tool to present and evaluate
an argument
Common Core State Standards: English Language Arts
They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter by engaging with works of
quality and substance. They become proficient in new areas through research and study. They read
purposefully and listen attentively to gain both general knowledge and discipline-specific expertise.
They refine and share their knowledge through writing and speaking.
They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to
understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s
assumptions and premises and assess the veracity of claims and the soundness of reasoning.
They value evidence.
Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant
evidence when supporting their own points in writing and speaking, making their reasoning clear to the
reader or listener, and they constructively evaluate others’ use of evidence.
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and
language use. They tailor their searches online to acquire useful information efficiently, and they
integrate what they learn using technology with what they learn offline. They are familiar with the
strengths and limitations of various technological tools and mediums and can select and use those best
suited to their communication goals.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—6
Intel Teach Elements: Thinking Critically With Data, Module 5
Course Outcomes
Learn instructional strategies
and tools for helping
students think critically
Explore tools and resources
to help manage projects for
which students use data
Learn how to create graphs
and charts for data
presentation and how to
recognize misrepresented
data
Review tips and resources
for organizing data
collection experiences
outside the classroom
Common Core State Standards: English Language Arts
They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter by engaging with works of
quality and substance. They become proficient in new areas through research and study. They read
purposefully and listen attentively to gain both general knowledge and discipline-specific expertise.
They refine and share their knowledge through writing and speaking.
They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to
understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s
assumptions and premises and assess the veracity of claims and the soundness of reasoning.
They value evidence.
Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant
evidence when supporting their own points in writing and speaking, making their reasoning clear to the
reader or listener, and they constructively evaluate others’ use of evidence.
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and
language use. They tailor their searches online to acquire useful information efficiently, and they
integrate what they learn using technology with what they learn offline. They are familiar with the
strengths and limitations of various technological tools and mediums and can select and use those best
suited to their communication goals.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—7
Intel Teach Elements: Assessment in 21st Century Classrooms
Assessment in 21st Century Classrooms is an interactive e-learning experience that offers an in-depth look at assessment that meets
the needs of 21st century teaching and learning. In this course, teachers see how assessment strategies can benefit their teaching
practices and their students’ learning. Teachers learn how to plan, develop, and manage student-centered assessment. They follow
three teachers and see how the three teachers are implementing embedded and ongoing assessment methods in their classrooms. The
course offers opportunities to apply the assessment concepts with action-planning exercises.
Intel Teach Elements: Assessment in 21st Century Classrooms, Module 1
Course Outcomes
Understand the
characteristics of 21st
century classrooms
Review 21st century skills
and how they are assessed
Learn how formative and
summative assessment are
used in 21st century
classrooms
Common Core State Standards: English Language Arts
No direct alignment found.
Intel Teach Elements: Assessment in 21st Century Classrooms, Module 2
Course Outcomes
Understand the purposes of
assessment in 21st century
classrooms
Identify assessment methods
and instruments
Learn characteristics of
effective rubrics
Become familiar with the
Assessing Projects library
Common Core State Standards: English Language Arts
No direct alignment found.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—8
Intel Teach Elements: Assessment in 21st Century Classrooms, Module 3
Course Outcomes
Understand how assessment
is integrated into
instructional activities
Explain the benefits of
self-assessment and peer
assessment
Learn how student–teacher
conferences enhance
assessment
Explore how portfolios are
used to assess learning over
time
Review assessment
instruments for different
purposes
Common Core State Standards: English Language Arts
They demonstrate independence.
Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of
types and disciplines, and they can construct effective arguments and convey intricate or multifaceted
information. Likewise, students are able independently to discern a speaker’s key points, request
clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and
confirm they have been understood. Without prompting, they demonstrate command of standard English
and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners,
effectively seeking out and using resources to assist them, including teachers, peers, and print and digital
reference materials.
They respond to the varying demands of audience, task, purpose, and discipline.
Students adapt their communication in relation to audience, task, purpose, and discipline. They set and
adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They
appreciate nuances, such as how the composition of an audience should affect tone when speaking and
how the connotations of words affect meaning. They also know that different disciplines call for
different types of evidence (e.g., documentary evidence in history, experimental evidence in science).
They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to
understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s
assumptions and premises and assess the veracity of claims and the soundness of reasoning.
They value evidence.
Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant
evidence when supporting their own points in writing and speaking, making their reasoning clear to the
reader or listener, and they constructively evaluate others’ use of evidence.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—9
Intel Teach Elements: Assessment in 21st Century Classrooms, Module 4
Course Outcomes
Learn how to plan
assessment around standards
and 21st century skills
Develop an assessment plan
Create assessments for a
project or unit
Common Core State Standards: English Language Arts
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and
language use. They tailor their searches online to acquire useful information efficiently, and they
integrate what they learn using technology with what they learn offline. They are familiar with the
strengths and limitations of various technological tools and mediums and can select and use those best
suited to their communication goals.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—10
Intel Teach Elements: Assessment in 21st Century Classrooms, Module 5
Course Outcomes
Learn strategies for students’
new roles in assessment
Create activities and
resources to support self-
assessment
Learn how to manage
ongoing assessment
Plan how to use assessment
data
Create a process to use
assessments for grading
Common Core State Standards: English Language Arts
They demonstrate independence.
Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of
types and disciplines, and they can construct effective arguments and convey intricate or multifaceted
information. Likewise, students are able independently to discern a speaker’s key points, request
clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and
confirm they have been understood. Without prompting, they demonstrate command of standard English
and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners,
effectively seeking out and using resources to assist them, including teachers, peers, and print and digital
reference materials.
They respond to the varying demands of audience, task, purpose, and discipline.
Students adapt their communication in relation to audience, task, purpose, and discipline. They set and
adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They
appreciate nuances, such as how the composition of an audience should affect tone when speaking and
how the connotations of words affect meaning. They also know that different disciplines call for
different types of evidence (e.g., documentary evidence in history, experimental evidence in science).
They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to
understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s
assumptions and premises and assess the veracity of claims and the soundness of reasoning.
They value evidence.
Students cite specific evidence when offering an oral or written interpretation of a text. They use
relevant evidence when supporting their own points in writing and speaking, making their reasoning
clear to the reader or listener, and they constructively evaluate others’ use of evidence.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—11
Intel Teach Elements: Assessment in 21st Century Classrooms, Module 5
Common Core State Standards: English Language Arts (continued)
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and
language use. They tailor their searches online to acquire useful information efficiently, and they
integrate what they learn using technology with what they learn offline. They are familiar with the
strengths and limitations of various technological tools and mediums and can select and use those best
suited to their communication goals.
They come to understand other perspectives and cultures.
Students appreciate that the twenty-first-century classroom and workplace are settings in which people
from often widely divergent cultures and who represent diverse experiences and perspectives must learn
and work together. Students actively seek to understand other perspectives and cultures through reading
and listening, and they are able to communicate effectively with people of varied backgrounds. They
evaluate other points of view critically and constructively. Through reading great classic and
contemporary works of literature representative of a variety of periods, cultures, and worldviews,
students can vicariously inhabit worlds and have experiences much different than their own.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—12
Intel Teach Elements: Project-Based Approaches
Using specific classroom scenarios, teachers explore characteristics and benefits of Project-Based Learning (PBL). Throughout the
course, teachers consider their own teaching practices as they follow a teacher new to project-based learning who discusses strategies
with a mentor teacher. Teachers also consider the ways that technology supports project-based approaches. Planning and project
design modules guide teachers through organizing the curriculum, the classroom, technology, and students for successful 21st century
projects. The assessment module demonstrates strategies for assessing students’ 21st century skills throughout an open-ended project.
The course offers opportunities to apply the PBL concepts with action-planning exercises.
Intel Teach Elements: Project-Based Approaches, Module 1
Course Outcomes
Recognize what makes a
project approach unique
Understand the benefits of
projects
Identify characteristics of
projects
Common Core State Standards: English Language Arts
They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter by engaging with works of
quality and substance. They become proficient in new areas through research and study. They read
purposefully and listen attentively to gain both general knowledge and discipline-specific expertise.
They refine and share their knowledge through writing and speaking.
They come to understand other perspectives and cultures.
Students appreciate that the twenty-first-century classroom and workplace are settings in which people
from often widely divergent cultures and who represent diverse experiences and perspectives must learn
and work together. Students actively seek to understand other perspectives and cultures through reading
and listening, and they are able to communicate effectively with people of varied backgrounds. They
evaluate other points of view critically and constructively. Through reading great classic and
contemporary works of literature representative of a variety of periods, cultures, and worldviews,
students can vicariously inhabit worlds and have experiences much different than their own.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—13
Intel Teach Elements: Project-Based Approaches, Module 2
Course Outcomes
Understand the steps of
project design
Identify standards, 21st
century skills, and learning
objectives for a project plan
Learn the purposes and
components of Curriculum-
Framing Questions
Common Core State Standards: English Language Arts
They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter by engaging with works of
quality and substance. They become proficient in new areas through research and study. They read
purposefully and listen attentively to gain both general knowledge and discipline-specific expertise.
They refine and share their knowledge through writing and speaking.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—14
Intel Teach Elements: Project-Based Approaches, Module 3
Course Outcomes
Understand the different
purposes, methods, and
instruments for assessing
projects
Create an assessment
timeline to plan ongoing
assessment throughout
projects
Explore ways to assess 21st
century skills
Review methods to grade
project work
Common Core State Standards: English Language Arts
They respond to the varying demands of audience, task, purpose, and discipline.
Students adapt their communication in relation to audience, task, purpose, and discipline. They set and
adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They
appreciate nuances, such as how the composition of an audience should affect tone when speaking and
how the connotations of words affect meaning. They also know that different disciplines call for
different types of evidence (e.g., documentary evidence in history, experimental evidence in science).
They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to
understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s
assumptions and premises and assess the veracity of claims and the soundness of reasoning.
They value evidence.
Students cite specific evidence when offering an oral or written interpretation of a text. They use
relevant evidence when supporting their own points in writing and speaking, making their reasoning
clear to the reader or listener, and they constructively evaluate others’ use of evidence.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—15
Intel Teach Elements: Project-Based Approaches, Module 4
Course Outcomes
Develop a project timeline to
plan for a successful project
Review strategies for
managing projects
Plan the details of a project
using an implementation
plan
Common Core State Standards: English Language Arts
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and
language use. They tailor their searches online to acquire useful information efficiently, and they
integrate what they learn using technology with what they learn offline. They are familiar with the
strengths and limitations of various technological tools and mediums and can select and use those best
suited to their communication goals.
Intel Teach Elements: Project-Based Approaches, Module 5
Course Outcomes
Learn questioning strategies
to enhance student learning
Integrate instruction on
collaboration, self-direction,
information literacy, and
reflection throughout a
project
Common Core State Standards: English Language Arts
They come to understand other perspectives and cultures.
Students appreciate that the twenty-first-century classroom and workplace are settings in which people
from often widely divergent cultures and who represent diverse experiences and perspectives must learn
and work together. Students actively seek to understand other perspectives and cultures through reading
and listening, and they are able to communicate effectively with people of varied backgrounds. They
evaluate other points of view critically and constructively. Through reading great classic and
contemporary works of literature representative of a variety of periods, cultures, and worldviews,
students can vicariously inhabit worlds and have experiences much different than their own.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—16
Intel Teach Elements: Educational Leadership in the 21st Century
Educational Leadership in the 21st Century provides an interactive e-learning experience to support exploration and discussion of
school leadership in our students’ technological 21st century world. School leaders review best practices, examine leadership
behaviors, and develop strategies to better support their teachers. They follow two administrators who work together to better use
technology to support teachers and improve student achievement. Participants discuss ideas and strategies with other leaders in the
course and apply them to their own practice. Extension activities provide opportunities to explore more in-depth topics of interest.
Intel Teach Elements: Educational Leadership in the 21st Century, Module 1
Course Outcomes
Understand how leaders can
impact 21st century
education by using standards
to guide administrative
actions and decisions
Explore effective
professional development
ideas for technology
integration
Examine tools and resources
for 21st century schools
Common Core State Standards: English Language Arts
They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter by engaging with works of
quality and substance. They become proficient in new areas through research and study. They read
purposefully and listen attentively to gain both general knowledge and discipline-specific expertise.
They refine and share their knowledge through writing and speaking.
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and
language use. They tailor their searches online to acquire useful information efficiently, and they
integrate what they learn using technology with what they learn offline. They are familiar with the
strengths and limitations of various technological tools and mediums and can select and use those best
suited to their communication goals.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—17
Intel Teach Elements: Educational Leadership in the 21st Century, Module 2
Course Outcomes
Investigate online tools to
support collaboration and
communication
Consider policies and
practices to ensure safe and
ethical online experiences
Learn how online
communities can create a
professional environment for
sharing expertise, resources,
and ideas
Common Core State Standards: English Language Arts
They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter by engaging with works of
quality and substance. They become proficient in new areas through research and study. They read
purposefully and listen attentively to gain both general knowledge and discipline-specific expertise.
They refine and share their knowledge through writing and speaking.
They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to
understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s
assumptions and premises and assess the veracity of claims and the soundness of reasoning.
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and
language use. They tailor their searches online to acquire useful information efficiently, and they
integrate what they learn using technology with what they learn offline. They are familiar with the
strengths and limitations of various technological tools and mediums and can select and use those best
suited to their communication goals.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—18
Intel Teach Elements: Educational Leadership in the 21st Century, Module 3
Course Outcomes
Consider the possibilities of
new, more mobile
technologies and online
access
Explore the benefits and
challenges of online learning
Investigate the features and
advantages of electronic
textbooks
Common Core State Standards: English Language Arts
They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter by engaging with works of
quality and substance. They become proficient in new areas through research and study. They read
purposefully and listen attentively to gain both general knowledge and discipline-specific expertise.
They refine and share their knowledge through writing and speaking.
They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to
understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s
assumptions and premises and assess the veracity of claims and the soundness of reasoning.
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and
language use. They tailor their searches online to acquire useful information efficiently, and they
integrate what they learn using technology with what they learn offline. They are familiar with the
strengths and limitations of various technological tools and mediums and can select and use those best
suited to their communication goals.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—19
Intel Teach Elements: Collaboration in the Digital Classroom
Collaboration in the Digital Classroom is an interactive e-learning experience that offers an in-depth look at collaboration with a focus
on online collaborative tools. In this course, teachers see how collaboration helps students develop 21st century thinking skills, deepen
content understanding, and prepare them for the global world. Teachers learn how to plan and manage collaboration activities that
integrate online collaborative tools increasingly part of our globally connected workplaces. They follow two teachers as they
implement collaborative experiences in their classrooms. The course offers opportunities to apply the collaboration concepts with
action-planning exercises.
Intel Teach Elements: Collaboration in the Digital Classroom, Module 1
Course Outcomes
Understand why
collaboration is an important
skill for now and the future
Become familiar with the
Digital Collaboration
Framework
Understand the benefits and
challenges of a collaborative
classroom
Become familiar with the
traits of collaboration
Common Core State Standards: English Language Arts
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and
language use. They tailor their searches online to acquire useful information efficiently, and they
integrate what they learn using technology with what they learn offline. They are familiar with the
strengths and limitations of various technological tools and mediums and can select and use those best
suited to their communication goals.
They come to understand other perspectives and cultures.
Students appreciate that the twenty-first-century classroom and workplace are settings in which people
from often widely divergent cultures and who represent diverse experiences and perspectives must learn
and work together. Students actively seek to understand other perspectives and cultures through reading
and listening, and they are able to communicate effectively with people of varied backgrounds. They
evaluate other points of view critically and constructively. Through reading great classic and
contemporary works of literature representative of a variety of periods, cultures, and worldviews,
students can vicariously inhabit worlds and have experiences much different than their own.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—20
Intel Teach Elements: Collaboration in the Digital Classroom, Module 2
Course Outcomes
Learn how different
collaboration purposes can
achieve learning objectives
Understand how to use the
Digital Collaboration
Framework to design
purposeful collaborative
experiences
Review methods and
instruments for assessing
collaboration processes
Common Core State Standards: English Language Arts
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and
language use. They tailor their searches online to acquire useful information efficiently, and they
integrate what they learn using technology with what they learn offline. They are familiar with the
strengths and limitations of various technological tools and mediums and can select and use those best
suited to their communication goals.
They come to understand other perspectives and cultures.
Students appreciate that the twenty-first-century classroom and workplace are settings in which people
from often widely divergent cultures and who represent diverse experiences and perspectives must learn
and work together. Students actively seek to understand other perspectives and cultures through reading
and listening, and they are able to communicate effectively with people of varied backgrounds. They
evaluate other points of view critically and constructively. Through reading great classic and
contemporary works of literature representative of a variety of periods, cultures, and worldviews,
students can vicariously inhabit worlds and have experiences much different than their own.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—21
Intel Teach Elements: Collaboration in the Digital Classroom, Module 3
Course Outcomes
Understand the differences
between the old Web and the
new, more collaborative
Web
Review different types of
Web-based tools and how
they can support
collaboration
Learn how to find and
choose the best tools for the
job
Common Core State Standards: English Language Arts
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and
language use. They tailor their searches online to acquire useful information efficiently, and they
integrate what they learn using technology with what they learn offline. They are familiar with the
strengths and limitations of various technological tools and mediums and can select and use those best
suited to their communication goals.
They come to understand other perspectives and cultures.
Students appreciate that the twenty-first-century classroom and workplace are settings in which people
from often widely divergent cultures and who represent diverse experiences and perspectives must learn
and work together. Students actively seek to understand other perspectives and cultures through reading
and listening, and they are able to communicate effectively with people of varied backgrounds. They
evaluate other points of view critically and constructively. Through reading great classic and
contemporary works of literature representative of a variety of periods, cultures, and worldviews,
students can vicariously inhabit worlds and have experiences much different than their own.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—22
Intel Teach Elements: Collaboration in the Digital Classroom, Module 4
Course Outcomes
Build on the digital skills
students use daily to support
digital collaboration
Investigate strategies to help
students become skilled
digital collaborators
Examine ways to help
students behave ethically
online
Common Core State Standards: English Language Arts
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and
language use. They tailor their searches online to acquire useful information efficiently, and they
integrate what they learn using technology with what they learn offline. They are familiar with the
strengths and limitations of various technological tools and mediums and can select and use those best
suited to their communication goals.
They come to understand other perspectives and cultures.
Students appreciate that the twenty-first-century classroom and workplace are settings in which people
from often widely divergent cultures and who represent diverse experiences and perspectives must learn
and work together. Students actively seek to understand other perspectives and cultures through reading
and listening, and they are able to communicate effectively with people of varied backgrounds. They
evaluate other points of view critically and constructively. Through reading great classic and
contemporary works of literature representative of a variety of periods, cultures, and worldviews,
students can vicariously inhabit worlds and have experiences much different than their own.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—23
Intel Teach Elements: Collaboration in the Digital Classroom, Module 5
Course Outcomes
Understand and promote
appropriate and safe online
behavior
Learn how to manage and
support collaborators
Learn strategies to set up
and provide access to
technology for collaboration
Prepare for unexpected
challenges that can occur
with online collaboration
and technology
Common Core State Standards: English Language Arts
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and
language use. They tailor their searches online to acquire useful information efficiently, and they
integrate what they learn using technology with what they learn offline. They are familiar with the
strengths and limitations of various technological tools and mediums and can select and use those best
suited to their communication goals.
They come to understand other perspectives and cultures.
Students appreciate that the twenty-first-century classroom and workplace are settings in which people
from often widely divergent cultures and who represent diverse experiences and perspectives must learn
and work together. Students actively seek to understand other perspectives and cultures through reading
and listening, and they are able to communicate effectively with people of varied backgrounds. They
evaluate other points of view critically and constructively. Through reading great classic and
contemporary works of literature representative of a variety of periods, cultures, and worldviews,
students can vicariously inhabit worlds and have experiences much different than their own.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—24
Appendix
Common Core State Standards:
English Language Arts Capacities of the Literate Individual
They demonstrate independence.
Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they
can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to
discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas,
and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a
wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them,
including teachers, peers, and print and digital reference materials.
They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They
become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general
knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.
They respond to the varying demands of audience, task, purpose, and discipline.
Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading,
writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an
audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different
disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science).
They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an
author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims
and the soundness of reasoning.
American Institutes for Research Intel® Teach Elements and Alignment to Common Core ELA Capacities of the Literate Individual—25
They value evidence.
Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting
their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate
others’ use of evidence.
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their
searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn
offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those
best suited to their communication goals.
They come to understand other perspectives and cultures.
Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent
cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand
other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied
backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works
of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have
experiences much different than their own.