21 st century literacy skills

Slide 1

F-Shaped Reading Pattern

http://www.useit.com/alertbox/reading_pattern.html

Digital Readers: What are the skills students will need to be literate in the 21st century?

What is the same?

What is new?

What is enhanced?21st Century Literacywww.polleverywhere.com

http://www.polleverywhere.com/free_text_polls/LTE3MTA4MTQzMQThe illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn.

Alvin TofflerSue Z. Beers, 2006 [email protected] it! ConnectingLearning: Whats happening inside the students mind; how content is being processed, organized and connected.Instruction: What the teacher does to create the opportunities for students to engage in the learning process and how the teacher knows if students have learned the intended outcomes.Content: What the expected learnings (benchmarks) are, the prerequisite skills needed, and how student readiness to learn the content is considered.Kids: What impacts students ability to learn: individual readiness to learn, background and experience, motivation, personal needs, learning style and interests.Sue Z. Beers, 2006 [email protected] it KIDS

Kids dont care how much you know until they know how much you care. Are they ready to learn? Do they have adequate background knowledge about the topic? Are there personal problems that might get in the way of the learning? What is their learning style(s)? What interests them? What level of skill do they have relative to the task? Do they see the task as relevant and meaningful?Sue Z. Beers, 2006 [email protected] it LEARNING PROCESSThe brain only pays attention to that which is meaningfuland you cant learn something new if you cant connect it to something you already know. How prepared are students to learn? How are students processing the knowledge and what evidence is there of their thought processes? What thinking is involved in achieving the expected learning? Are students evaluating their own effort / learning and do they have the skills to adjust their thinking when needed? How is a joy of learning fostered? Are students engaged in reflective activities?

Sue Z. Beers, 2006 [email protected] it CONTENTPreparing students for their future What is the essential / important learning? Is it the right stuff? How will content be differentiated for students of varying ability? How rigorous is the content? Do all students have equal access to the curriculum? What background knowledge or prerequisite skills are needed to learn the new content? How can the content be connected to other topics / other subjects / life? What will it look like when students master the content?

Sue Z. Beers, 2006 [email protected] it INSTRUCTIONIf teaching were the same as telling, wed all be so smart we could hardly stand it.- Mark Twain Do activities match the learning that is expected? How will classroom structure and grouping patterns be used? What resources will be used? How will the needs of all students be met (differentiation)? Is the intended learning being measured? How is the assessment data used to guide instruction? Do all students have equal opportunity in the classroom? How is a climate of comfort, order and safety established? Are the classroom activities / work the best use of time? Do they reflect best practice?

Sue Z. Beers, 2006 [email protected] Sample CLICKsSue Z. Beers, 2006 [email protected]

Sue Z. Beers, 2006 [email protected]

Whats Different Today?

What is different about kids today?Students CANTBUT, Students CAN Digital Natives

ScreenagersStudents are:Input / Experience

Intensity / DurationHyperlinked Mind:New Thinking PatternsNeuroplasticity:Neural Networks- Visual memory- Processing- Learning skills

Processing Information

Intensive / Progressively challenging stimulation over extended periods of timeDigital Generation2,500 pictures90 % accuracy after several days10 second exposure1 year = 63%

Oral information: 10% after 72 hours

Add picture content = 65% retentionRetention and Visuals Changing How Students LearnBy Age 21:10,000+ hours of video games250,000 emails and texts10,000 hours on phones20,000+ hours of TV500,000+ commercials9,000 hours in school4,000 hours reading (mostly unengaged!)= Different preferences for learning!Understanding the Digital Generation / 21st Century Fluency Project8-18 year olds in the US spend one quarter of their media time using multiple media24% of 12-18 year olds use another media most of the time while watching TV

Receive information quickly from multimedia sources

at twitch speedLearning Preference #1Parallel Processing

MultitaskingLearning Preference #2Students want pictures, sound, color, video FIRST and then text

Instruction generally presents text first and then pictures, sound, color, video.

Visual learnersLearning Preference #3Classroom instruction delivered in logical linear sequential order

Students process by random access / hyperlink / connectionsLearning Preference #4Classroom Students working alone

Students Digital Weapons of Mass Collaboration Twitter, Facebook, Social Networking, Blogs, TextingLearning Preference #5Just in case vs. Just in time

RELEVANCE!Learning Preference #6Motivation matters

What motivates?- Autonomy (choice)- Challenge- Mastery

Students want - Instant gratification- Immediate and deferred rewardsLearning Preference #7Relevant

Active

Instantly useful

Fun!!!Learning Preference #8For more information:The Digital Generation by Ian Jukes, etal

21st Century Fluency Project :www.21stcenturyfluency.com

Clear Targets!Professionalism/ Work EthicOral / Written CommunicationTeamwork / CollaborationCritical Thinking / Problem-SolvingReading Comprehension- Are They Really Ready to Work, 2006Top Skills Employers Want:Its not what you know, its what you can DO with what you knowMoral of the StoryCore subjectsLearning skills21st Century toolsReal-world applicationsInterdisciplinary themes21st Century assessmentsSix Key Elements

Common Core State Standardswww.corestandards.org

www.21stcenturyascd.wikispaces.com Templates page Hold kids accountable for reading make them read! Give them the tools and strategies they need to be successful in their reading.Lessons from My KidsTHINKING from words on a pageWhat is Reading?Reading is the key to success in all content areas.

42If you want students to learn your subject area, they need to be able to become competent readers of the subject area text.Reading in school is different

CHOICEPURPOSEINTERESTBACKGROUND KNOWLEDGEmore likely to be employed, to have higher-status jobs, and to earn significantly more.less likely to receive public assistance (or, if they do, they receive it for a shorter time).more likely to read to their children, talk to them about school, and help with homework.more likely to vote and to volunteer in their communities.

Adults who have strong literacy skills are2003 National Assessment of Adult Literacy

Intensive Intervention:1-2 grade levels behind Based on specific needs Extend to content areas Reading specialist

Engaging Text Discussion Relevant Follow-up Small group

Comprehension Teach explicitly Variety of texts Guided and independent practice

Vocabulary Explicit instruction Independent strategies Multiple contextsComponents of the Reading ProcessThe Learner:Attitudes, Ability and PerceptionsClassroom Environment: Comfort, Order, SafetyResearch-Based Classroom InstructionReading Task:ClarityPurposeBackground KnowledgeText Features:Text CuesOrganizational PatternsText SelectionProcessing Strategies:Pre-readingDuring-readingPost-Reading49Independent Strategic ReadersKnow how to make text make senseHave strategies to useKnow how to struggle with textDevelop the patience and stamina to stick with a textKnow what is separating them from success with the textKnow what they should do to fix the problem50 INDEPENDENT STRATEGIC READERS:Know how to approach new words and increase vocabulary.Connect new knowledge to make personal meaning.Think ahead to what might be coming.Continually evaluate own understanding.Create images of what is read.Periodically summarize what is read.Use text features, cues and organizational patterns.Have a plan for how to approach the reading task.51How you give the assignment can make a huge difference in how much and how well students read and comprehend the text.A Marsden GiberterGlis was very fraper. She had dernarpen Farfles marsden. She did not talp a giberter for him. So, she conlanted to plimp a marsden binky for him. She had just sparved the binky when he jibbed in the gorger.Clorsty marsden! she boffed.That s a crouistish marsden binky, boffed Farfle, but my marsden is on Stansan. Agsan is Kelsan.In that ruspen, boffed Glis, I wont wrenk you your giberter until Stansan.52How much do you understand? What is your comprehension level? Lets take a testA Marsden GiberterGlis was very fraper. She had dernarpen Farfles marsden. She did not talp a giberter for him. So, she conlanted to plimp a marsden binky for him. She had just sparved the binky when he jibbed in the gorger.Clorsty marsden! she boffed.That s a crouistish marsden binky, boffed Farfle, but my marsden is on Stansan. Agsan is Kelsan.In that ruspen, boffed Glis, I wont wrenk you your giberter until Stansan.Why was Glis fraper?What did Glis plimp?Who jibbed the gorger when Glis sparved the blinky?Why didnt Glis wrenk Farfle his giberter?53How many of these questions can you answer? How much understanding do you have about the content? Do you think any of your students see the test they read in your subject area in the same fashion?

You can answer the questions correctly without having any comprehension of what the story is about

Wordle.net

Wordsift.com

Wordsift.com

Wordsift.com

College- and Career-Ready Reading Proficiency

Reading Offline vs. Online

Pollhttp://www.polleverywhere.com/free_text_polls/MjA0MDg5NDY1Nw

Online ReadersIdentify questions and find potential resourcesNew York Times, July 27, 2008. Based on the work of Donald Leu and Julie Coiro.

Evaluate and synthesize the information

Communicate!Visual-syntactic text formatting (VSTF) has been developed to improve reading comprehension of natural language presented digitally.VSTF FormattingVisual-Syntactic Text Formatting:A New Method to Enhance Online Reading, Walker, etal.http://www.readingonline.org/articles/r_walker/VSTF FormattingTraditional Text FormatVSTF Formatted Text

VSTF Formatting

VSTF Formatting.

VSTF Formattinghttp://liveink.winternet.com/HtmlCR/HtmlClipRead80.htm

Web Parsing Sites:

www.diigo.comReadabilityQuick NoteRead Later First

Some Tools for Online Reading

Creating Wikipedia Books

Core subjectsLearning skills21st Century toolsReal-world applicationsInterdisciplinary themes21st Century assessmentsSix Key ElementsProfessionalism/ Work EthicOral / Written CommunicationTeamwork / CollaborationCritical Thinking / Problem-SolvingReading Comprehension- Are They Really Ready to Work, 2006Top Skills Employers Want:Its not what you know, its what you can DO with what you knowMoral of the Story

Student-centered vs. Teacher-centeredTeacher as facilitator vs. Teacher as dispenserInquiry vs. passive learnersTechnology-enhanced learning vs. Limited technologyCollaboration / Beyond school vs. Isolated / competitiveInterdisciplinary / beyond classroom vs. One teacher / one classLearners OWN the learning vs. Same page / same day21st Century ClassroomsDifferentiated instruction vs. Same work / task for allHOTS / Apply / Question vs. Rote memorization / MC TestsConstructed knowledge through inquiry vs. Defined set of facts / infoStudent-developed questions vs. Teacher-developed questionsMetacognition vs. Pre-constructed schema21st Century Classrooms Partnership for 21st Century SkillsWithin the context of core knowledge instruction, students must also learn the essential skills for success in todays world, such as critical thinking, problem solving, communication and collaboration.Learning and Innovation Skills Creativity and Innovation Critical Thinking and Problem Solving Communication CollaborationBased on the work of the Partnership for 21st Century Skills

Creativity and InnovationThink Creatively- Wide range of idea creation techniques- Create new and worthwhile ideas- Elaborate, refine, analyze and evaluate ideasWork Creatively with Others- Develop, implement and communicate ideas- Be open and responsive to others ideasImplement InnovationsBased on the work of the Partnership for 21st Century Skills

Critical Thinking and Problem Solving Reason Effectively Use Systems Thinking: Parts / Whole Make Judgments and Decisions- Analyze / Evaluate evidence, arguments, claims- Points of View- Interpret information and draw conclusionsSolve Non-Familiar Problems / Find SolutionsBased on the work of the Partnership for 21st Century Skills

Communication Communicate Clearly- Articulate thoughts / ideas effectively in many forms and contexts- Listen effectively for meaning- Use multiple media and technologies- Diverse environmentsBased on the work of the Partnership for 21st Century Skills

Collaboration Collaborate with Others- Work effectively and respectfully with diverse teams- Flexibility and willingness to compromise to accomplish goal- Shared responsibility for collaborative work- Value team members contributions

Based on the work of the Partnership for 21st Century Skills

Information, Media and Technology Skills Information Literacy Media Literacy ICT (Information, Communications and Technology) LiteracyBased on the work of the Partnership for 21st Century Skills

Information Literacy Access and Evaluate Information- Access information efficiently and effectively- Evaluate information critically and competently Use and Manage Information- Use information accurately and creatively- Manage flow of information from variety of sources - Be ethical and legal in the access and use of infoBased on the work of the Partnership for 21st Century Skills

Media Literacy Analyze Media- Understand how, why and purpose of media messages- How values and points of view affect interpretation- Apply ethical / legal access and use of media Create Media Products- Use most appropriate media creation tools and conventions- Appropriate expressions in diverse environment


ICT Literacy Apply Technology Effectively- Use technology to research, organize, evaluate and communicate information- Use digital technologies, communication / networking tools and social networks to function in a knowledge economy- Be ethical / legal in use of info technologies


Life and Career Skills Flexibility and Adaptability- Adapt to change / Be flexible Initiative and Self-Direction- Manage goals and time / Work independently / Be self-directed Social and Cross-Cultural Skills- Interact effectively with others and in diverse teams Productivity and Accountability- Manage projects and produce results Leadership and ResponsibilityBased on the work of the Partnership for 21st Century Skills

Interdisciplinary ContentThe 21st Century Fluency ProjectAnother Perspective on 21st Century Skills

The 21st Century Fluency Project

A collaborative initiative created to develop exceptional educational resourcesto assist in transforming learning to be relevant to life in the 21st century. Solution FluencySolution fluency is the ability to think creatively to solve problems in real time by clearly defining the problem, designing an appropriate solution, applying the solution then evaluating the process and the outcome.

21st Century Fluency ProjectSteps to Solution FluencyDefinethe problem.Discoverthe history of the problem.Dream:Envision the future.Designyour solution in stages.Deliver and share your solution.Debriefand evaulate the problem- solving process.

21st Century Fluency ProjectInformation FluencyInformation fluency is the ability to unconsciously and intuitively interpret information in all forms and formats in order to extract the essential knowledge, authenticate it, and perceive its meaning and significance.21st Century Fluency ProjectSteps to Information FluencyAskgood questions, in order to get good answers.Access and acquirethe material from the appropriate digital information sources, which are mostly graphical and audiovisual.Analyzeand authenticate and arrange these materials, and distinguish between good and bad, fact and opinion. Understand bias and determine what is incomplete to turn the raw data into usable knowledge.Applythe knowledge within a real world problem or simulation using a VIP action (vision into practice).Assessboth the product and the process, which is both a teacher and a student practice.

21st Century Fluency ProjectCollaboration FluencyCollaboration fluency is team working proficiency that has reached the unconscious ability to work cooperatively with virtual and real partners in an online environment to create original digital products.21st Century Fluency ProjectCreativity Fluency

Creativity FluencyCreative Fluency extends beyond visual creative skills, to using the imagination to create stories, a practice which is in demand in many facets of today's economy. It is widely regarded by many successful industries that creative minds come up with creative solutions.21st Century Fluency ProjectMedia Fluency

Media FluencyThere are two components of Media Fluency. Firstly, the ability to look analytically at any communication media to interpret the real message, how the chosen media is being used to shape thinking, and evaluate the efficacy of the message. Secondly, to create and publish original digital products, matching the media to the intended message by determining the most appropriate and effective media for that message.21st Century Fluency ProjectFrom Theory to Practice: Integrating 21st Century Practice Into the Classroom

Planning InstructionIntegrating 21st Century Learning SkillsUNITCreativity / InnovationCritical ThinkingCommunicationCollaborationInformation LiteracyMedia LiteracyICT LiteracyFlexibility / AdaptabilityInitiative / Self-DirectionSocial / Cross-Cultural SkillsProductivity / AccountabilityLeadership / ResponsibilityTracking Integration of 21st Century Skills

Step 1: Select ContentIs this important learning? Why is this important for students to learn?How can I make this learning important to students? How will I help them see it as useful or relevant?

Step 2: Infuse Thematic ConnectionsIs there a clear connection between the content and the theme you are selecting?

How will you draw student attention to this connection and make it evident to them?

Step 3: Incorporate 21st Century SkillsWhat grouping patterns would be appropriate in completing this task? How will students evaluate their own skills as a member of a team and in their growth as an individual?How will students evaluate their own strengths and areas for growth in their use of the 21st century skills?Is the skill area selected a logical extension of the content to be learned? How will infusing the selected skill(s) extend and refine student learning of the content?

Step 4: Define Learning TaskIs the product I am asking students to produce going to result in long-term learning?How will I evaluate diverse responses and thinking?What options will students have for communicating their learning or understanding?How will I help students recognize both the content standard and the 21st century skill they are learning?Does the task directly relate to the learning I am hoping to facilitate?Is the task meaningful, relevant and interesting to students?

Tools to Use: Which tools will be used in this instructional plan?Name of Tool:PageName of Tool:PageAssessment: How student learning be evaluated? What options will be provided for demonstrating learning?Skill Awareness: How will students become aware of their own use of the 21st century skills? What questions will be used for reflection and discussion?Step 5: Select Instructional ToolsDoes the tool match the learning outcomes of the task?What modifications to the tool would make it a better match to the desired learning?Over the course of several instructional tasks, have the tools selected covered a broad range of 21st century skills?

Tools to Use: Which tools will be used in this instructional plan?Name of Tool:PageName of Tool:PageAssessment: How student learning be evaluated? What options will be provided for demonstrating learning?Skill Awareness: How will students become aware of their own use of the 21st century skills? What questions will be used for reflection and discussion?Step 6: Develop AssessmentsWhat is acceptable as evidence that students have achieved the learning?How can assessments be differentiated by providing multiple options to students?How will students be made aware of the expectations for learning and performance?Is there a rubric or performance indicator that can be used to clarify expectations and set clear targets for performance?

Tools to Use: Which tools will be used in this instructional plan?Name of Tool:PageName of Tool:PageAssessment: How student learning be evaluated? What options will be provided for demonstrating learning?Skill Awareness: How will students become aware of their own use of the 21st century skills? What questions will be used for reflection and discussion?Step 7: Plan for MetacognitionCan students identify the 21st century skills that are being applied in the task?What questions might you ask to lead students to an understanding of these skills?How can you help students monitor their use of the skills and improve upon them?Can students identify how these skills sets could be used with different content or applied to various aspects of their lives?

Planning Instruction to Integrate 21st Century SkillsTOPIC: __________________________________________________________________Date(s): __________________________________________________________________Content and Skill Learning Targets: Learning / Innovation SkillsToolsCreativity / Innovation: Using information and knowledge in new situations or to create new knowledge.Critical Thinking / Problem Solving: Using reasoning, analytical thinking, and knowledge to solve problems or evaluate information.Communication: Articulating thoughts, ideas and information orally, in writing or in visual or auditory presentations.Collaboration: Working with others to create new ideas, share information or learn from each other.Information, Media and Information and ICT (Information and Communications Technology ) LiteracyToolsSelecting and using appropriate technology to accomplish the task.Life / Career SkillsToolsHolding students accountable for their learning and for taking personal responsibility for their work.METACOGNITION / REFLECTION: How students will reflect on the effectiveness of their own learning processes.Metacognitive Strategies: Questions for reflection on the learning:Content Learning Targets:21st Century Skills Integated:Crtitical ThinkingCreativityCommunicationCollaborationInformation LiteracyMedia LiteracyICT LiteracyLife and Career SkillsAssessment StrategiesInstructional Plan:Pre-Instruction

During Instruction:

After Instruction:Curriculum Snapshot for Creating Learning OpportunitiesTOPIC: ______________________________________________________________________Dates: _______________________________________________________________________

Classroom Activities for Developing 21st Century SkillsIts all in the delivery!What I want to know about the topic: List the questions that you will be answering as you learn about the topic.12345Planning My LearningHaving a plan for learning will help you be more efficient and effective in achieving your learning goals. Use the questions below to plan your learning and record your findings as you work through the plan.Name: ______________________________________________________________________Topic: ______________________________________________________________________MAKING THE PLAN:

Potential Sources to Use: Identify the sources of information that you think will be helpful in answering your questions. The Plan: Describe the steps you will take to carry out your learning plan. Include as many steps as necessary to adequately describe how you will search for answers to your questions. If this is a long-term plan, include a timeline for each step.1234The Answers: Summarize what you learned as you conducted your learning plan. Include the source of information used and identify the question (by number) that it helps answer.Summary of InformationSource# of ?CARRYING OUT THE PLANEvaluating my success: Identify how well you think all of your questions were answered by checking the statements that describe the results of carrying out your learning plan.All of my questions were answered completely.Most of my questions were answered.Only a few of my questions were answered.My search for information resulted in more questions about the topic.I asked the right questions.There are better questions that I could have asked to learn more thoroughly about the topic.My search for answers generated more questions about the topic.The sources of information I used were helpful.I had to find new sources to thoroughly answer my questions.IDENTIFYING FURTHER LEARNING OPPORTUNITIESQuestions for Further Study: What further questions might be used in future investigations about this topic?1234521st Century SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills Creativity and InnovationCritical Thinking and Problem SolvingCommunication CollaborationInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) LiteracyFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityMetacognition What was the most difficult part of your learning plan to complete? What problems did you have in carrying out your plan? How did having a plan for carrying out your investigation help you? How did you determine what a good question would be about the topic? What advice would you give to others who are using this format to guide their inquiry on a given topic? How could you use this tool in another content area or on another topic?Point To It: Questions that can be answered with a fact.Put It Together: Questions that require a generalization or comparison that puts together different pieces of information.Apply It: Questions that require an answer that uses the knowledge or skill in a new situation or in a new way.Evaluate It: Questions that require some kind of decision regarding the value or worth of the topic or concept.Questions in Search of AnswersAsking good questions either before you learn about a topic or as you learn helps build your understanding. Develop at least three questions for each of the four types described below.

21st Century SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills Creativity and InnovationCritical Thinking and Problem SolvingCommunication CollaborationInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) LiteracyFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityMetacognition Which questions were the hardest to create? Why? What makes developing a good question difficult? What clues from the text did you use to frame the questions? How can you use this same thinking process to locate answers to questions you have on other topics?BACKGROUND OF THE PRIMARY SOURCEPrimary Source:Creator:Date:Background of the source:Using Primary SourcesANALYZING THE PRIMARY SOURCEWhat powerful words or phrases were used?What purpose did the creator have? What makes you think this was the purpose?What was the primary sources audience?What biases or stereotypes did you see in the primary source?What key points did the creator of the primary source make?SUMMARIZING THE PRIMARY SOURCEWhat are two conclusions you can draw about the topic from this source? For each conclusion, provide details from the source that support your conclusion.Conclusions:Supportive details or evidence:Questions for further study: What questions do you still have about the topic or that could be the used to guide further investigation on the topic?21st Century SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills Creativity and InnovationCritical Thinking and Problem SolvingCommunication CollaborationInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) LiteracyFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityMetacognition Why is it important to understand the authors viewpoint when using a primary source? Did examining the primary source change your opinion or understanding about the topic? In what ways? Think of an example in your own life in which getting firsthand information about something might be important. Can you support your analysis of the primary source with adequate reasoning and details? How effective do you think you were in your analysis?Facts about the Situation:Weighing ConsequencesList the facts and details about what is happeningThe problem is:Define the problem that has arisen from the situationSolution 1:Solution 2:Solution 3:Solve it! Think of at least three solutions to the problem and summarize them below. Below each proposed solution, list the potential consequences (both positive and negative) for each one. When finished, circle the solution you think is best and be ready to support it.Potential Consequences:Potential Consequences:Potential Consequences:21st Century SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills Creativity and InnovationCritical Thinking and Problem SolvingCommunication CollaborationInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) LiteracyFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityMetacognitionWhen you look for solutions to problems in your life, how might you use this process?How can you be sure youre working on the real problem? What is important in defining a problem?What criteria did you use in evaluating the potential solutions? Do you think others would pick the same criteria? Why or why not?TOPIC:Question #1:Question #2Question #3I already know or think I knowSource #1:Source #2:Source #3:Summary of the AnswerThree by Three ResearchDevelop three key questions about the topic you are studying. Note what you already know or think you know about the answers to those questions. Review three sources of information to find additional information that answers the questions. Using information from the all of the sources, summarize the answer.

21st Century SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills Creativity and InnovationCritical Thinking and Problem SolvingCommunication CollaborationInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) LiteracyFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityMetacognition How did understanding or forming the questions help direct your search for answers? How can you apply this thinking to other topics you are studying? Describe the thought process you used to develop the questions. What is easiest about developing key questions? What is the most difficult? What are the qualities of a good question? Describe the thinking you used to select information from the sources that answered the questions.

90-100% SureBecause50-89% SureBecauseLess than 50% SureBecauseIm Sure of It Or NotThink about what you already know about the topic that you will be studying. Enter each item into the appropriate category, based on how sure you are about the fact. Explain why you are sure or not! in the last column.

What I Know or Think I Know about ______________________________________________________

21st Century SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills Creativity and InnovationCritical Thinking and Problem SolvingCommunication CollaborationInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) LiteracyFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityMetacognition Describe how you made decisions regarding your level of surety about what you knew. What criteria did you use? What helped trigger your memories about the topic? How do you think you can use these triggers to help you learn in other areas? Why is it important to think about what you know prior to learning something new? Key IdeasWhat They Already Knew Example or ApplicationOur Shared LearningMeet with nine other classmates and exchange insights and ideas about what you have learned thus far. As others share what they have learned, take notes in one of the boxes below. You must complete all nine boxes, including three examples of each category.Think about what you learned from your classmates. Circle the boxes that reflect this new knowledge.21st Century SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills Creativity and InnovationCritical Thinking and Problem SolvingCommunication CollaborationInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) LiteracyFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityMetacognition Which category was the most difficult for others to share? Why do you think this was the case? Which category was most difficult for you personally? Why? How does reflecting on what you already know about a topic help you learn more? What criteria did you use to identify a key idea about the topic? Do you think others key ideas met this criteria? How would you help others do a better job of determining key ideas? Being able to apply information is a sign that you have really learned something and are likely to retain it. Why do you think this is so?

Explain why you believe the website information is crediblePicking the Right SiteWhen searching for specific information on the Internet, finding the right site is critical to being efficient in your search. To determine if the site fits your purpose, 1) determine if the site is credible and 2) scan the information on the site to see if it has the information you need.

URL of Website: _______________________________________________________________Author / Sponsor: ______________________________________________________________Date of Information: ____________________________________________________________

Question:Question:Question:Question:Question:Scan through the website, noting key words and phrases, headings, pictures and graphics and other clues that give you some ideas about what is included in the website. Then develop several key questions that you think you would be able to answer from information on the website.

21st Century SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills Creativity and InnovationCritical Thinking and Problem SolvingCommunication CollaborationInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) LiteracyFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityMetacognition Describe the thinking you used as you searched the website for key words and phrases you used in framing your questions. What is important to remember about assessing the credibility of the source of a website? Why would taking time to scan or preview a website be important? How could developing questions from the preview help you use the website more efficiently? Where else could you apply this concept?

Reasons for in favor of the issueReasons for opposing the issuePoint / CounterpointSelect an issue associated with the topic you have been studying. In the arrows on the left-hand side, list reasons one might be in favor of the issue. In the arrows on the right-hand side, list an opposite perspective that would lead one to not be in favor of the issue.Issue: ________________________________________________21st Century SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills Creativity and InnovationCritical Thinking and Problem SolvingCommunication CollaborationInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) LiteracyFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityMetacognition Why is it important for you to be able to think about both sides of an issue? How did your own biases affect your ability to see both sides of the issue? Explain the thinking process you used to try to process the issue from opposite viewpoints. What made it difficult to view the issue from a perspective that was different than your own? What criteria did you use to judge the quality of your reasons? Were your reasons logical and supportable with evidence? Think of examples or rules of how you could respectfully communicate with someone who has an opinion that is different than your own.

Generalization / Principle / Opinion:EVIDENCE:SOURCE:Support It and Share It!List the facts, information and examples that support the statement above. Cite the source for each. Make sure that you have enough evidence to make a strong basis of support.PRESENTATION: Create a way to share your information with others or the class. Make it interesting as well as informative!21st Century SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills Creativity and InnovationCritical Thinking and Problem SolvingCommunication CollaborationInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) LiteracyFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityMetacognition How did you determine whether or not information supported the generalization or opinion? What criteria did you use? Describe the process you used to select the examples and evidence. How did you determine what to include? Do you think your examples and evidence strongly supports the generalization or opinion? Why or why not?

Working Together RubricWorking in a small group or with a partner requires that you employ good listening and speaking skills, as well as good personal skills. Rate yourself on a recent collaborative activity by circling the statement that best describes you. Reflect on how you can become a better team player.Collaboration SkillLevel1 - Poor2 - Fair3 - Good4 - ExcellentContributing to the WorkCompleting assigned tasksDoes not carry out assigned tasks.Does assigned tasks incom-pletely.Does assigned tasks, but does not beyond the assignment.Carries out assigned task in a thorough fashion.Sharing informationDoes not share with the group.Shares when prompted.Volunteers to share without being asked.Volunteers in-formation and prompts others to do so.Asking appropriate questionsDoes not ask questions or asks inappro-priate ones.Asks questions that are mostly on topic.Asks questions that relate to the topic.Asks questions that extend the learning of the group.Personal SkillsListening attentivelyDoes not listen to others.Listens some of the time; off task part of the time.Listens actively to others and shows interest.Listens actively to others and responds appropriately.Getting alongDominates the discussion or is disagreeable.Works together only when agreeing with the group.Usually consid-erate of others viewpoints.Team player! Tries to get the group to come to consensus.Showing sensitivityIs not sensitive to the opinions or feelings of others.Occasionally reacts to others in an insensi-tive manner.Careful of the feelings of group members.Works to engage all in the work in a positive way.Speaking SkillsPresenting IdeasMumbles or is silent.Thoughts are not expressed in organized way.Ideas are well-organized, but not delivered in clear way.Speaks clearly and shares ideas that are well-organized.Taking TurnsDominates the discussion or speaks out of order.Speaks when prompted but is sometimes out of order.Takes turns in speaking as appropriate.Takes turns as appropriate and prompts others to speak.21st Century SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills Creativity and InnovationCritical Thinking and Problem SolvingCommunication CollaborationInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) LiteracyFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityMetacognition Which of the collaboration skills did you struggle with the most? What are some concrete ways you can improve your teaming skills? Which of the collaboration skills caused the most problems in your teams ability to function effectively as a group? What could you have done to have improved the groups function? Why is being able to work together effectively an important skill? How will these skills impact your future? Design an action plan for improving your collaboration skills. Include specific actions that you can take to become an effective team member.

The ViewpointYou will be assigned a role or will select a person or group from whose perspective you will study the topic. As you learn more about the topic, concept or issue, answer the following questions from that person or groups perspective.TOPIC: ______________________________________________________________ROLE: From the perspective of ___________________________________________What does this person or group find INTERESTING?What does this person or group find IMPORTANT?With what does this person or group AGREE?With what does this person or group DISAGREE?21st Century SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills Creativity and InnovationCritical Thinking and Problem SolvingCommunication CollaborationInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) LiteracyFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityMetacognition How is assuming anothers role or viewpoint difficult? What did you like about it? Not like about it?What were your greatest problems in responding to the questions from the viewpoint of your assumed role? Did this activity increase your awareness of how others think? Give examples. Give examples of when it might be important to see an issue from another persons perspective. What type of social skills does it take to be able to communicate with others who have different perspectives on issues? What skills do you do well? In what areas can you improve?

Round Robin IdeasAfter generating a list of ideas or solutions from the whole group, use the template below to process the ideas in small groups. They do not have to be listed in order of priority.Our Groups Top Five IdeasProsConsAfter each group has contributed their top ideas or solutions and shared their pros and cons, each small group discusses the possible implementation of the top two selected.Top Two Ideas / SolutionsPotential for Implementation21st Century SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills Creativity and InnovationCritical Thinking and Problem SolvingCommunication CollaborationInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) LiteracyFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityMetacognition Why is it important to withhold judgment on an idea until all of the possibilities have been suggested? How might you use this process in other areas of your life? Give at least one example. How did the group come to consensus on selecting their final two ideas or solutions? What did the group do to ensure that everyone supported the selections? Why is it important to examine both the positives and negatives of an idea? What further insights did you get from doing so? In what kinds of situations might looking at both the pros and cons of an issue be important? Why is it important to take turns in generating ideas? What was helpful about doing it this way? What was not?

21st Century SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills Creativity and InnovationCritical Thinking and Problem SolvingCommunication CollaborationInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) LiteracyFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityMetacognition What things did you consider in making decisions about how you would communicate with different audiences? What is your preferred method of receiving information? Which do you prefer to write? Why? What would you share with others about considering the audience?

21st Century SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills Creativity and InnovationCritical Thinking and Problem SolvingCommunication CollaborationInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) LiteracyFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityMetacognition Why is it important to examine both sides of an issue or theory? Did you have any strong feelings about either side of the issue or theory prior to beginning the hunt for evidence? Was it more difficult to find information that supported your position or to find information that did not support it? Why? How did you use your prior knowledge about the topic to help you find evidence?

21st Century SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills Creativity and InnovationCritical Thinking and Problem SolvingCommunication CollaborationInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) LiteracyFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityMetacognition How would you explain this word / item to someone who didnt know very much about it? What will help you remember what you know about this topic? What did you already know about this word / item before you began the activity?

21st Century SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills Creativity and InnovationCritical Thinking and Problem SolvingCommunication CollaborationInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) LiteracyFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityMetacognition Which step was most difficult for you? Why? How is being a good listener important in learning? How can you improve your own listening behaviors? Why do you think the Coast Guard trains all soldiers in this technique? Why were you asked to complete the Listen step prior to hearing the presentation?

21st Century SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills Creativity and InnovationCritical Thinking and Problem SolvingCommunication CollaborationInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) LiteracyFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityMetacognition How did you maintain your attention to the content when the other student was reading? How does summarizing a passage help you learn? Was it easier to learn from listening to the other person read or to read the text? What can you do to improve your listening skills?

21st Century SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills Creativity and InnovationCritical Thinking and Problem SolvingCommunication CollaborationInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) LiteracyFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ResponsibilityMetacognition How helpful was it to know how your project would be evaluated before you created it? How similar were the descriptions you created to the descriptions that others created? What did you learn about creating a quality communication? Is it easier to evaluate your own work or someone elses? Why? Which of the categories was the most difficult to evaluate? Why? Think of another category for evaluating the project. Describe it and explain why it would be important.

SURVEY MONKEYhttp://www.surveymonkey.com/s/21stcenturyascdCLICK IT!

Connecting Learning, Instruction, Content and Kids

KIDS

CONTENT

LEARNING PROCESS

INSTRUCTION

Student

Learning and

Achievement

CLICK IT!


KIDS

CONTENT

LEARNING PROCESS

INSTRUCTION

Student

Learning and

Achievement

CLICK IT!


KIDS

CONTENT

LEARNING PROCESS

INSTRUCTION

Student

Learning and

Achievement

CLICK IT!


KIDS

CONTENT

LEARNING PROCESS

INSTRUCTION

Student

Learning and

Achievement

CLICK IT! In Reading


Kids

Background knowledge

Reading level / ability

Reading skills fluency, word recognition, comprehension

Behavior / attitudes / perceptions

Learning needs / problems

Learning styles

Interests

SES / Culture / Ethnicity / Gender

Content

Interest / relevancy

Appropriate level / rigor

Organization of text

Vocabulary knowledge

Clear focus / purpose for reading

Use of text features

Pre-requisite skills needed

Thinking skills needed

Learning

Metacognitive (thinking) skills

Understand why using the tool

Paying attention

Connecting to prior knowledge

Evaluating own understanding

Understand focus / purpose of text

Creating images / nonlinguistic representations

Having a plan to approach the text

Instruction

Strategies / tools match content

Best practice / research-based

Front-loading meaning / building background knowledge

Pre-, during- and post-reading activities

Worthwhile work homework and practice

Formative and summative assessment used to guide instruction

Safe and orderly environment

Periodic review

Application of skills and learning

Student

Learning and

Achievement

CLICK IT! In Writing


Kids

Background knowledge

Cultural influences, esp. use of language

Interests

Readiness / skill level

Language development

Relevancy / meaning

Attitudes and perceptions of ability

Content

Clear purpose for the writing

Use of writing conventions, grammar and structure

Understanding audience

Pre-writing activities to organize thinking

Draft vs. published writing

Use of writing process

Understanding the subject

6 Traits of Writing

Learning

Organization of information / thoughts

Self-editing / proofreading skills

Personal vocabulary available to use

Use of personal voice

Metacognitive (thinking) skills

Instruction

Use of 6 Traits to provide structure

Modeling

Guided practice

Practice

Peer review / conferencing

Evaluating writing

Clear expectations

Providing feedback

Student

Learning and

Achievement

21st Century Instructional Planning IntegrationLearner Attitudes / Motivation to Learn

Thoughtful Engagement

(Metacognition)

Effective Use of Technology:

Information, Media and ICT Literacy

Career / Life Skills:

Personal Habits, Work Ethic, Accountability, Responsibility

Subject Area Content

3 Rs:

Infusion of Reading, Writing, and Math

4 Cs:

Processes of Creativity, Critical Thinking, Communication and Collaboration



(Metacognition)






3 Rs:


4 Cs:


CLICK IT!


KIDS

CONTENT

LEARNING PROCESS

INSTRUCTION

Student

Learning and

Achievement

1 | Page

21st Century Literacies for the 21st Century ClassroomCCSS Anchor StandardApplications in the 21st Century Classroom

READING

Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.1 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

CCSS Anchor StandardApplications in the 21st Century Classroom

WRITING

Text Types and Purposes1 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


SPEAKING and LISTENING

Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


LANGUAGE

Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of word relationships and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.



(Metacognition)






3 Rs:


4 Cs:


CLICK IT!


KIDS

CONTENT

LEARNING PROCESS

INSTRUCTION

Student

Learning and

Achievement

CLICK IT!


KIDS

CONTENT

LEARNING PROCESS

INSTRUCTION

Student

Learning and

Achievement



(Metacognition)






3 Rs:


4 Cs:




(Metacognition)






3 Rs:


4 Cs:


Instructional Design PlannerTOPIC: __________________________________________________________Dates: ____________________________________________________________Content Standard: What will students know or be able to do at the completion of this instructional plan?

Interdisciplinary Theme: Which themes can be infused with the content?

Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy

21st Century Skills: Which skills will be incorporated in the instructional design?

Learning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills

Creativity and Innovation Critical Thinking and Problem Solving Communication Collaboration Information Literacy Media Literacy ICT (Information, Communications and Technology) Literacy Flexibility / Adaptability Initiative / Self-Direction Social /Cross-Cultural Skills Productivity /Accountability Leadership / Responsibility

Task Description: What task(s) will students be asked to perform?

Tools to Use: Which tools will be used in this instructional plan?

Name of Tool:PageName of Tool:Page

Assessment: How student learning be evaluated? What options will be provided for demonstrating learning?

Skill Awareness: How will students become aware of their own use of the 21st century skills? What questions will be used for reflection and discussion?

11/20/2010 1:25 PMInstructional Design PlannerTOPIC: __________________________________________________________Dates: ____________________________________________________________Content Standard: What will students know or be able to do at the completion of this instructional plan?

































11/20/2010 1:25 PMName of Tool: __________________________________21st century skills reinforced with this tool includeLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills(Check those to be addressed)

Creativity and Innovation Critical Thinking and Problem Solving Communication Collaboration Information Literacy Media Literacy ICT (Information, Communications and Technology) Literacy Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

How to Use this Tool:

Tips for Using this Tool:

Using Technology

Thinking It Through

21 st century literacy skills

Documents