This particular substandard asks coaches to guide teachers in creating real-world units where technology enables students to take on authentic roles, collaborate with others, and produce meaningful products.
While it can be challenging to think outside of the box and make those local/global connections, the reward is that students have more authentic experiences in the classroom. This type of learning supports students in exploring real-world problems, thinking critically, and publishing work that is meaningful to an audience broader than just the teacher.
My first piece of evidence is a summary of my first ever coaching experience. I worked with an elementary school teacher in California to develop a Project Based Learning activity to wrap up a novel study.
My other piece of evidence is an excerpt of a blog post I wrote about Project Based Learning. I have included a variety of digital tools that can support students in working through Project Based Learning.