October 26, 2017
Blogger’s Update: This post has been revised with The #Hashtag180 App post on November 27th, 2020, and also with the official launch of the #Hashtag180 App on March 4, 2020. End Blogger’s Update
Special Note: North Carolina Curriculum Hashtags also available in Google Doc and PDF.
Blogger’s Note: #Hashtag180 is a living, breathing work in progress. Check back often! We want your feedback! We’re all in this together to share learning and teaching resources to become better for our learners.
WHY: 10 Reasons Why You Should Hashtag Curriculum
HOW To Hashtag…
1–North Carolina Professional Teaching Standards
North Carolina Professional Teaching Standards–Evaluation Checklist
North Carolina Professional Teaching Standards–Detailed Descriptions
| How to Hashtag: | # + NCPTS + (standard number) + (substandard letter) |
Example: North Carolina Professional Teaching Standard 1
| Standard 1 | #NCPTS1 | Teachers demonstrate leadership. |
| Standard 1A | #NCPTS1A | Teachers lead in their classroom. |
| Standard 1B | #NCPTS1B | Teachers demonstrate leadership in their school. |
| Standard 1C | #NCPTS1C | Teachers lead the teaching profession. |
| Standard 1D | #NCPTS1D | Teachers advocate for schools and students. |
| Standard 1E | #NCPTS1E | Teachers demonstrate high ethical standards. |
Apply this format when hashtagging all NC Professional Teaching Standards.
I hashtag curr objs to ensure that I align my instruction with NC Standard Course of Study. #NCPTS3A #NCSCOS #NBPTS https://t.co/LYcM9qOTvv pic.twitter.com/uwDKdYzlD7
— Kyle Hamstra (@KyleHamstra) October 25, 2017
2–North Carolina Science Essential Standards (K-8)
North Carolina Science Essential Standards
| How to Hashtag: | # + sci + (grade) + (domain) + (standard) + (objective) |
Example: North Carolina Fifth Grade Science Essential Standard 5.E.1
| 5.E.1 | #sci5E1 | Understand weather patterns and phenomena, making connections to the weather in a particular place and time. |
| 5.E.1.1 | #sci5E11 | Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns. |
| 5.E.1.2 | #sci5E12 | Predict upcoming weather events from weather data collected through observation and measurements. |
| 5.E.1.3 | #sci5E13 | Explain how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation. |
Apply this format when hashtagging all K-8 NC Science Essential Standards.
They just can't keep their hands off! Current-ly manipulating+@Seesaw-ing sea/land & mt/valley breeze, rainshadow models. #sci5E13 #sci5P31 pic.twitter.com/VkUzqi8wbu
— Kyle Hamstra (@KyleHamstra) March 28, 2017
Plan ahead! What would you do to protect your house from hurricane flooding? #sci1E21 #sci3E22 #sci4E23 #sci5E11 #ddestem #hashtag180 pic.twitter.com/k9enw8ejH1
— Kyle Hamstra (@KyleHamstra) September 15, 2017
3–North Carolina Science Essential Standards (9-12 Coming Soon)
North Carolina Science Essential Standards
4–North Carolina Social Studies Essential Standards (K-8)
North Carolina Social Studies Essential Standards
| How to Hashtag: | # + ss + (grade) + (domain) + (standard) + (objective) |
Special Note: Omit all punctuation (including &) when hashtagging.
Example: North Carolina Fourth Grade Social Studies Essential Standard 4.C&G.2
| 4.C&G.2 | #ss4CG2 | Analyze the North Carolina Constitution. |
| 4.C&G.2.1 | #ss4CG21 | Analyze the preamble and articles of the North Carolina Constitution in terms of rights and responsibilities. |
| 4.C&G.2.2 | #ss4CG22 | Give examples of rights and responsibilities of citizens according to the North Carolina Constitution. |
| 4.C&G.2.3 | #ss4CG23 | Differentiate between rights and responsibilities reflected in the North Carolina Constitution. |
Apply this same format when hashtagging all K-8 NC Social Studies Essential Standards.
Who's in the hallway? 4th gr Ss uploading Constitution PSAs to @Seesaw. Engaged learning, @christylpurdy! #ss4CG22 pic.twitter.com/LulwHPm5eg
— Kyle Hamstra (@KyleHamstra) February 19, 2016
5–North Carolina Social Studies Essential Standards (9-12 Coming Soon)
North Carolina Social Studies Essential Standards
6–Common Core Math Standards (Traditional K-8)
| How to Hashtag: | # + math + (grade) + (domain) + (standard number) + (obj letter) |
Special Note: Not all math standard numbers have supporting objective letters.
Special Note: Omit the cluster letter (A, B, or C) immediately following domain letters.
Example: Fifth Grade Common Core Math Standards
| CCSS.MATH.CONTENT.5.NBT.A.3 | #math5NBT3 | Read, write, and compare decimals to thousandths. |
| CCSS.MATH.CONTENT.5.NBT.A.3.A | #math5NBT3A | Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). |
| CCSS.MATH.CONTENT.5.NBT.A.3.B | #math5NBT3B | Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. |
| CCSS.MATH.CONTENT.5.OA.A.1 | #math5OA1 | Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. |
| CCSS.MATH.CONTENT.5.NBT.A.1 | #math5NBT1 | Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. |
| CCSS.MATH.CONTENT.5.NF.A.1 | #math5NF1 | Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) |
| CCSS.MATH.CONTENT.5.NF.B.5.A | #math5NF5A | Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. |
| CCSS.MATH.CONTENT.5.MD.C.5.B | #math5MD5B | Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. |
| CCSS.MATH.CONTENT.5.G.B.4 | #math5G4 | Classify two-dimensional figures in a hierarchy based on properties. |
Apply this same format when hashtagging all common core math standards.
13 boxes L
3 boxes W
5 boxes H
1 box on top
12 donuts per box
Total donuts = ? #math5MD5 #math5NBT7 @K2Challenge pic.twitter.com/9BTgcLc4xx— Kyle Hamstra (@KyleHamstra) February 6, 2016
7–Common Core Math Standards (Traditional 9-12 Coming Soon)
8–Common Core English Language Arts Standards (Traditional K-12)
Common Core English Language Arts Standards
| How to Hashtag: | # + ELA + (domain) + (standard number) + (obj number) + (obj letter) |
Special Note: Not all ELA objective numbers have supporting objective letters.
Special Note: Omit all punctuation (including dashes) when hashtagging standards.
Example: Multi-Grade Common Core English Language Arts Standards
| CCSS.ELA-LITERACY.RL.1.3 | #ELARL13 | Describe characters, settings, and major events in a story, using key details. |
| CCSS.ELA-LITERACY.RL.7.3 | #ELARL73 | Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). |
| CCSS.ELA-LITERACY.RI.3.2 | #ELARI32 | Determine the main idea of a text; recount the key details and explain how they support the main idea. |
| CCSS.ELA-LITERACY.RI.9-10.6 | #ELARI9106 | Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. |
| CCSS.ELA-LITERACY.RF.3.3.C | #ELARF33C | Decode multisyllable words. |
| CCSS.ELA-LITERACY.W.4.2.B | #ELAW42B | Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. |
| CCSS.ELA-LITERACY.W.11-12.2.E | #ELAW11122E | Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. |
| CCSS.ELA-LITERACY.SL.5.1.B | #ELASL51B | Follow agreed-upon rules for discussions and carry out assigned roles. |
| CCSS.ELA-LITERACY.SL.8.1.D | #ELALS81D | Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. |
| CCSS.ELA-LITERACY.L.K.1.A | #ELALK1A | Print many upper- and lowercase letters. |
| CCSS.ELA-LITERACY.L.6.1.B | #ELAL61B | Use intensive pronouns (e.g., myself, ourselves). |
Apply this same format when hashtagging all common core ELA standards.
9–ISTE Student Standards
ISTE Standards–Comprehensive (students, educators, admins, coaches, CS educators)
| How to Hashtag: | # + iste + SS + (standard number) + (indicator letter) |
Examples: Empowered Learner, Knowledge Constructor, Creative Communicator
| 1–Empowered Learner | #isteSS1 | Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. |
| 1-Empowered Learner–b | #isteSS1b | Students build networks and customize their learning environments in ways that support the learning process. |
| 3–Knowledge Constructor | #isteSS3 | Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. |
| 3–Knowledge Constructor–d | #isteSS3d | Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. |
| 6–Creative Communicator | #isteSS6 | Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. |
| 6–Creative Communicator–d | #isteSS6d | Students publish or present content that customizes the message and medium for their intended audiences. |
Apply this same format to all ISTE Standards for Students.
Bc their intended audience is NOT the T–It's their peers–they customize their message to be perfect. #flipgridfever #isteSS6d #ddestem pic.twitter.com/D3bg8G5V1L
— Kyle Hamstra (@KyleHamstra) September 15, 2017
#Whatif we could learn-experience-share @iste Student Standards together? #ISTEStandards #iste18 #HamstraHighlights https://t.co/rJXokKeuz5 pic.twitter.com/PMvTw1b1Fp
— Kyle Hamstra (@KyleHamstra) October 19, 2017
10–ISTE Educator Standards
ISTE Standards–Comprehensive (students, educators, admins, coaches, CS educators)
| How to Hashtag: | # + iste + ES + (standard number) + (indicator letter) |
Examples: Empowered Learner, Knowledge Constructor, Creative Communicator
| 2–Leader | #isteES2 | Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning. Educators: |
| 2–Leader–b | #isteES2b | Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students. |
| 4–Collaborator | #isteES4 | Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. Educators: |
| 4–Collaborator–a | #isteES4a | Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology. |
| 7–Analyst | #isteES7 | Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators: |
| 7–Analyst–a | #isteES7a | Provide alternative ways for students to demonstrate competency and reflect on their learning using technology. |
Apply this same format to all ISTE Standards for Educators.
11–North Carolina Digital Learning Competencies for Teachers
North Carolina Digital Learning Competencies
North Carolina Digital Learning Competencies for Teachers
North Carolina Digital Learning Competencies for Administrators
| How to Hashtag: | # + NCDLC + (competency number) + (indicator letter) |
| #NCDLC1 | Leadership in Digital Learning: Teachers will demonstrate leadership in accelerating their integration of digital teaching and learning pedagogies. |
| #NCDLC1a | Engage in virtual and face-to-face learning communities to expand mastery of technological applications for professional growth and student learning. |
| #NCDLC1b | Take initiative with own professional growth to inform practice. |
| #NCDLC1c | Demonstrate leadership for technology innovation beyond my own classroom. |
| #NCDLC1d | Engage in peer collaborative problem solving through continuous planning, designing, testing, evaluation, and recalibration of teaching methods using appropriate digital technology. |
| #NCDLC1e | Promote open, lifelong learning as an iterative process of success, failure, grit, and perseverance. |
| #NCDLC2 | Digital Citizenship: Teachers will model and teach digital citizenship by the ethical, respectful, and safe use of digital tools and resources that support the creation of a positive digital school culture. |
| #NCDLC2a | Demonstrate understanding of intellectual property rights by abiding by copyright law, intellectual property, and fair use guidelines. |
| #NCDLC2b | Teach and require the use of copyright law and fair use in student work and creation. |
| #NCDLC2c | Engage in responsible and professional digital social interaction. |
| #NCDLC2d | Integrate digital citizenship curriculum into student learning. |
| #NCDLC2e | Demonstrate global awareness through engaging with other cultures via advanced communication and collaboration tools. |
| #NCDLC2f | Ensure full, equitable access and participation of all learners through high-quality technology tools and resources. |
North Carolina Digital Learning Competencies Continue…
| #NCDLC3 | Digital Content and Instruction: Teachers will know and use appropriate digital tools and resources for instruction. |
| #NCDLC3a | Design technology-enriched learning experiences that encourage all students to pursue their individual interests, preferences, and differences. |
| #NCDLC3b | Lead all students in becoming active participants in setting educational goals, managing learning, and assessing their progress through digital tools. |
| #NCDLC3c | Identify, evaluate, and utilize appropriate digital tools and resources to challenge students to create, think critically, solve problems, establish reliability, communicate their ideas, collaborate effectively. |
| #NCDLC3d | Immerse students in exploring relevant issues and analyze authentic problems through digital tools and resources. |
| #NCDLC3e | Evaluate and appropriately modify the form and function of the physical learning environment to create a conducive digital learning environment. |
| #NCDLC4 | Data and Assessment: Teachers will use technology to make data more accessible, adjust instruction to better meet the needs of a diverse learner population, and reflect upon their practice through the consistent, effective use of assessment. |
| #NCDLC4a | Integrate digitally enhanced formative and summative assessments as a part of the teaching and learning process. |
| #NCDLC4b | Use performance data and digital tools to empower student metacognition for self-assessment & self-monitoring their own learning progress. |
| #NCDLC4c | Utilize multiple and varied forms of assessment including examples of student work products. |
| #NCDLC4d | Utilize technology and digital tools to synthesize and apply qualitative and quantitative data to:
● Create individual learner profiles of strengths, weaknesses, interests, skills, gaps, preferences. ● Inform, personalize, and calibrate individual learning experiences. ● Identify specific plans of action related to weaknesses, gaps, and needed skills as identified in the learner profile. ● Reflect and improve upon instructional practice. |
This is a work in progress. To be continued…
1-Teachers Demonstrate Leadership, 2-Teachers Establish a Respectful Environment for a Diverse Population of Students, 3-Teachers Know the Content They Teach, 4-Teachers Facilitate Learning for Their Students, 5-Teachers Reflect on Their Practice, 6-Teachers Contribute to the Academic Success of Students