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				Related Standards 
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				<h4 class="subHeader">MEMO Recommended Standards for Information and Technology Literacy </h4>
				<a href="http://memotech.ning.com/page/memo-information-and">http://memotech.ning.com/page/memo-information-and</a>
				
				<h5>I. RESEARCH PROCESS: </h5>
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					Standard: The student will follow a systematic research process that involves formulating a question, 
					gathering, evaluating, and organizing information, drawing conclusions, presenting results 
					to an audience, and evaluating both the product and the process.
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				<h5> Conclude: </h5>
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					<li> Students recognize categories, trends and themes across multiple sources.</li>
					<li> Students analyze and interpret primary source artifacts and documents and the results of 
					    surveys, interviews, focus groups, experiments, etc.</li>
					<li> Students determine if evidence supports the conclusion.</li>
					<li> Students decide if more evidence or testing is needed to support claims.</li>
					<li> Students organize an argument using patterns such as logic, analogy, compare and contrast, 
					    problem and solution, or cause and effect in order to inform or persuade. </li> 
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				<h4 class="subHeader"><acronym title="International Society for Technology in Education">ISTE</acronym> Profile for Technology Literate Students  Grades 9-12:</h4>
				<a href="http://cnets.iste.org" target="_blank">International Society for Technology in Education <br />http://cnets.iste.org</a>
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					4. Employ curriculum-specific simulations to practice critical-thinking processes. (1, 4) 
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				<h4 class="subHeader"><acronym title="International Society for Technology in Education">ISTE</acronym> Educational Technology Standards for Student 2007:</h4>
				<a href="http://cnets.iste.org" target="_blank">International Society for Technology in Education <br />http://cnets.iste.org</a>
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					1. Creativity and Innovation <br />
					Students demonstrate creative thinking, construct knowledge, and develop innovative products 
					and processes using technology. Students: <br />
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						<li> a. apply existing knowledge to generate new ideas, products, or processes.</li>
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					3. Research and Information Fluency <br />
					Students apply digital tools to gather, evaluate, and use information. Students: </br >
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						<li> d. process data and report results.</li>
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					4. Critical Thinking, Problem Solving, and Decision Making <br />
					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: <br />
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						<li> b. plan and manage activities to develop a solution or complete a project. </li>
						<li> c. collect and analyze data to identify solutions and/or make informed decisions. </li>
						<li> d. use multiple processes and diverse perspectives to explore alternative solutions. </li>
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				<h4 class="subHeader"><acronym title="American Association of School Librarians">AASL</acronym> Information Literacy Standards for Student Learning</h4>
				<a href="http://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf" target="_blank">American Association of School Librarians <br />http://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf</a>
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					Standard 3 The student who is information literate uses information accurately and creatively. 
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					<li> Indicator 1. Organizes information for practical application </li>
					<li> Indicator 2. Integrates new information into one's own knowledge </li>
					<li> Indicator 3. Applies information in critical thinking and problem solving </li>
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				<h4 class="subHeader">Minnesota Content Standards:</h4>
				<a href="http://education.state.mn.us/mde/Academic_Excellence/Academic_Standards/index.html" target="_blank">http://education.state.mn.us/mde/Academic_Excellence/Academic_Standards/index.html</a>				
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					<strong>Social Studies</strong> <br />
					IV. Historical Skills <br />
					A.   Historical Inquiry <br />
					The student will analyze historical evidence and draw conclusions.
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				<h4 class="subHeader">Partnership for 21st Century Skills Framework Standards</h4>
				<a href="http://www.21stcenturyskills.org/index.php?option=com_content&amp;task=view&amp;id=254&amp;Itemid=120">http://www.21stcenturyskills.org/index.php?option=com_content&amp;task=view&amp;id=254&amp;Itemid=120</a>
				<h5>21st Century Standards</h5>
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					<li> Focuses on 21st century skills, content knowledge and expertise. </li>
					<li> Builds understanding across and among core subjects as well as 21st century interdisciplinary themes </li>
					<li> Emphasizes deep understanding rather than shallow knowledge </li>
					<li> Engages students with the real world data, tools, and experts they will encounter in college, 
							on the job, and in life&mdash;students learn best when actively engaged in solving meaningful problems </li>
					<li> Allows for multiple measures of mastery </li>
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