Students use cell phones,
tablets, or digital cameras
to collect examples of
geometric shapes used
in physical structures.
(No evidence of the
standard)
Students use a geometry
drawing tool (GeoGebra,
www.geogebra.org) to
construct polygons with
certain characteristics.
(Some evidence
of the standard)
Relying on their knowledge
of polygons and structures,
students design stick
bridges using prototypes
and software with a goal
of spanning the greatest
distance with the least
material.
(Obvious evidence
of the standard)
Absent: There is no
generation of new ideas,
products, or processes.
Absent: The students need
to recall some geometry,
but only to follow directions.
Met: Students are given a
product to create, but its
execution requires them to
innovate using mathematics.
Absent: There is no creation
of original works besides
collecting the images.
Absent: Again, the students
are not invited to create
original work.
Met: The product is
constrained by physics but
otherwise can incorporate
student invention and
aesthetics.
Absent: There is no
exploration of complexity,
only recognition of shapes.
Addressed: The students
are using tools that can
provide lots of information
on objects as they are
created.
Met: Students use and
choose their tools.
Absent: There is nothing
open ended about the
assignment.
Absent: The assignment
is treated as a geometry
cookbook.
Met: Experimentation
or trial and error is intrinsic
to the assignment.
number of NETS indicators you see depends on
which day you look for them. If you’re visiting a
classroom as part of a program evaluation, you
have to find out where the lesson you observe fits
into the overall learning experience.
Note what happens when there are more opportunities to meet a standard: Students have
more active engagement, resources, and choice.
Plenty of activities go through the motions of
creativity and innovation, such as using drill-and-practice simulations, spinning off ideas, or
following step-by-step construction procedures.
These all may be useful and may address other
standards. However, the more the teacher or textbook dictates products and procedures, the less a
lesson will address creativity and innovation.
Because meeting the indicators involves a lot
of learner responsibility, young children (or any
learners encountering a new topic) are unlikely
to be able to meet the criteria for most indicators. Teachers can address a student standard by
providing age-appropriate learning opportunities. But the standards can only be met by the
students themselves. That is why there are separate standards for teachers and administrators.
Tell us what you think. Comment on this column at www.
surveymonkey.com/s/stand1.
Talbot Bielefeldt is the senior research
associate in ISTE’s Research & Evaluation
department. As part of ISTE’s program
evaluation services, he has been conducting
NETS observations in classrooms since 1999.
