Sue Z. Beers  What are the skills students will need to be “literate” in the 21 st century?  What is the same?  What is new? 

Sue Z. Beers suebeers@netins.net

 What are the skills students will need to be “literate” in the 21 st century?  What is the same?  What is new?  What is enhanced?

http://www.polleverywhere.com/free_text_polls/LTE3MTA4MTQzMQ

“The illiterate of the 21 st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn.”

Sue Z. Beers, 2006 suebeers@netins.net  Learning: What’s happening inside the student’s 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 student’s ability to learn: individual readiness to learn, background and experience, motivation, personal needs, learning style and interests.

Sue Z. Beers, 2006 suebeers@netins.net Kids don’t 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 suebeers@netins.net The brain only pays attention to that which is meaningful…and you can’t learn something new if you can’t 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 suebeers@netins.net Preparing 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 suebeers@netins.net “If teaching were the same as telling, we’d 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 suebeers@netins.net

Students CAN’T…BUT, Students CAN…

 “Digital Natives”  Screenagers

 Input / Experience  Intensity / Duration

 New Thinking Patterns

 Neural Networks - Visual memory - Processing - Learning skills  Processing Information  Intensive / Progressively challenging stimulation over extended periods of time

 2,500 pictures  90 % accuracy after several days  10 second exposure  1 year = 63%  Oral information: 10% after 72 hours  Add picture content = 65% retention

By Age 21: o 10,000+ hours of video games o 250,000 emails and texts o 10,000 hours on phones o 20,000+ hours of TV o 500,000+ commercials o 9,000 hours in school o 4,000 hours reading (mostly unengaged!) = Different preferences for learning! Understanding the Digital Generation / 21 st Century Fluency Project

 8-18 year olds in the US spend one quarter of their media time using multiple media  24% of 12-18 year olds use another media most of the time while watching TV  Receive information quickly from multimedia sources  …at twitch speed

 Parallel Processing  Multitasking

 Students want pictures, sound, color, video FIRST and then text  Instruction generally presents text first and then pictures, sound, color, video.  Visual learners

 Classroom instruction delivered in logical – linear – sequential order  Students process by random access / hyperlink / connections

 Classroom – Students working alone  Students – “Digital Weapons of Mass Collaboration” – Twitter, Facebook, Social Networking, Blogs, Texting

 “Just in case” vs. “Just in time”  RELEVANCE!

 Motivation matters  What motivates? - Autonomy (choice) - Challenge - Mastery  Students want - Instant gratification - Immediate and deferred rewards

 Relevant  Active  Instantly useful  Fun!!!

The Digital Generation by Ian Jukes, etal 21 st Century Fluency Project : www.21stcenturyfluency.com

1) Professionalism/ Work Ethic 2) Oral / Written Communication 3) Teamwork / Collaboration 4) Critical Thinking / Problem- Solving 5) Reading Comprehension - Are They Really Ready to Work, 2006

It’s not what you know, it’s what you can DO with what you know…

 Core subjects  Learning skills  21 st Century tools  Real-world applications  Interdisciplinary themes  21 st Century assessments

www.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.

THINKING from words on a page…

Reading is the key to success in all content areas.

CHOICE PURPOSE INTEREST BACKGROUND KNOWLEDGE

 more 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. 2003 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 contexts

Components of the Reading Process The Learner: Attitudes, Ability and Perceptions Classroom Environment: Comfort, Order, Safety Research-Based Classroom Instruction Reading Task: Clarity Purpose Background Knowledge Text Features: Text Cues Organization al Patterns Text Selection Processing Strategies: Pre-reading During-reading Post-Reading

 Know how to make text make sense  Have strategies to use  Know how to struggle with text  Develop the patience and stamina to stick with a text  Know what is separating them from success with the text  Know what they should do to fix the problem

INDEPENDENT STRATEGIC READERS : 1. Know how to approach new words and increase vocabulary. 2. Connect new knowledge to make personal meaning. 3. Think ahead to what might be coming. 4. Continually evaluate own understanding. 5. Create images of what is read. 6. Periodically summarize what is read. 7. Use text features, cues and organizational patterns. 8. Have a plan for how to approach the reading task.

A Marsden Giberter Glis was very fraper. She had dernarpen Farfle’s 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 won’t wrenk you your giberter until Stansan.”

A Marsden Giberter Glis was very fraper. She had dernarpen Farfle’s 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 won’t wrenk you your giberter until Stansan.” 1)Why was Glis fraper? 2)What did Glis plimp? 3)Who jibbed the gorger when Glis sparved the blinky? 4)Why didn’t Glis wrenk Farfle his giberter?

Wordsift.com

College- and Career-Ready Reading Proficiency

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

Online Readers… Identify questions and find potential resources New York Times, July 27, 2008. Based on the work of Donald Leu and Julie Coiro.

Evaluate and synthesize the information

Communicate!

 F-Shaped Reading Pattern  http://www.useit.com/alertbox/reading_pat tern.html http://www.useit.com/alertbox/reading_pat tern.html

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

Traditional Text FormatVSTF Formatted Text

 http://liveink.winternet.com/HtmlCR/HtmlCli pRead80.htm http://liveink.winternet.com/HtmlCR/HtmlCli pRead80.htm

 www.diigo.com www.diigo.com  Readability  Quick Note  Read Later First

 Core subjects  Learning skills  21 st Century tools  Real-world applications  Interdisciplinary themes  21 st Century assessments

1) Professionalism/ Work Ethic 2) Oral / Written Communication 3) Teamwork / Collaboration 4) Critical Thinking / Problem- Solving 5) Reading Comprehension - Are They Really Ready to Work, 2006

It’s not what you know, it’s what you can DO with what you know…

 Student-centered vs. Teacher-centered  Teacher as facilitator vs. Teacher as dispenser  Inquiry vs. passive learners  Technology-enhanced learning vs. Limited technology  Collaboration / Beyond school vs. Isolated / competitive  Interdisciplinary / beyond classroom vs. One teacher / one class  Learners OWN the learning vs. “Same page / same day”

 Differentiated instruction vs. Same work / task for all  HOTS / Apply / Question vs. Rote memorization / MC Tests  Constructed knowledge through inquiry vs. Defined set of facts / info  Student-developed questions vs. Teacher- developed questions  Metacognition vs. Pre-constructed schema

“Within the context of core knowledge instruction, students must also learn the essential skills for success in today’s world, such as critical thinking, problem solving, communication and collaboration.”

Creativity and Innovation Critical Thinking and Problem Solving Communication Collaboration Based on the work of the Partnership for 21 st Century Skills

 Think Creatively - Wide range of idea creation techniques - Create new and worthwhile ideas - Elaborate, refine, analyze and evaluate ideas  Work Creatively with Others - Develop, implement and communicate ideas - Be open and responsive to others’ ideas  Implement Innovations Based on the work of the Partnership for 21 st Century Skills

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

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

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 21 st Century Skills

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

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

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

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

Another Perspective on 21 st Century Skills

The 21st Century Fluency Project A collaborative initiative created to develop exceptional educational resources to assist in transforming learning to be relevant to life in the 21st century.

Solution 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. 21 st Century Fluency Project

 Define the problem.  Discover the history of the problem.  Dream: Envision the future.  Design your solution in stages.  Deliver and share your solution.  Debrief and evaulate the problem- solving process. 21 st Century Fluency Project

Information 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. 21 st Century Fluency Project

 Ask good questions, in order to get good answers.  Access and acquire the material from the appropriate digital information sources, which are mostly graphical and audiovisual.  Analyze and 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.  Apply the knowledge within a real world problem or simulation using a VIP action (vision into practice).  Assess both the product and the process, which is both a teacher and a student practice. 21 st Century Fluency Project

Collaboration 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. 21 st Century Fluency Project

Creative 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. 21 st Century Fluency Project

There 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. 21 st Century Fluency Project

Integrating 21 st Century Learning Skills

UNIT Creativity / Innovation Critical Thinking Communication Collaboration Information Literacy Media Literacy ICT Literacy Flexibility / Adaptability Initiative / Self-Direction Social / Cross-Cultural Skills Productivity / Accountability Leadership / Responsibility Tracking Integration of 21 st Century Skills

 Is 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?

 Is 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?

 What 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 21 st 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?

 Is 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 21 st 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: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 21 st century skills? What questions will be used for reflection and discussion?

 Does 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 21 st century skills?

 What 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?

 Can students identify the 21 st 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 21 st Century Skills TOPIC: __________________________________________________________________ Date(s): __________________________________________________________________ Content and Skill Learning Targets: Learning / Innovation SkillsTools Creativity / 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 ) Literacy Tools Selecting and using appropriate technology to accomplish the task. Life / Career SkillsTools Holding 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: 21 st Century Skills Integated:  Crtitical Thinking  Creativity  Communication  Collaboration  Information Literacy  Media Literacy  ICT Literacy  Life and Career Skills Assessment StrategiesInstructional Plan: Pre-Instruction During Instruction: After Instruction: Curriculum Snapshot for Creating Learning Opportunities TOPIC: ______________________________________________________________________ Dates: _______________________________________________________________________

“It’s 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. 1 2 3 4 5 Planning My Learning Having 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. 1 2 3 4

The 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 Information Source# of ? CARRYING OUT THE PLAN

Evaluating 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 OPPORTUNITIES

Questions for Further Study: What further questions might be used in future investigations about this topic? 1 2 3 4 5

Learning and Innovation Skills Information, Media and Technology Skills Life and Career Skills  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

 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 Answers Asking 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.

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 SOURCE Primary Source: Creator:Date: Background of the source: Using Primary Sources

ANALYZING THE PRIMARY SOURCE What powerful words or phrases were used? What purpose did the creator have? What makes you think this was the purpose? What was the primary source’s 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 SOURCE What 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?

Why is it important to understand the author ’ s 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 Consequences List the facts and details about what is happening …

The problem is: Define the problem that has arisen from the situation …

Solution 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:

When you look for solutions to problems in your life, how might you use this process? How can you be sure you ’ re 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 #3 I already know or think I know… Source #1: Source #2: Source #3: Summary of the Answer… Three by Three Research Develop 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.

 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% Sure…Because… 50-89% Sure…Because… Less than 50% Sure…Because… I ’ m Sure of It … Or Not Think 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 ______________________________________________________

 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 Ideas What They Already Knew Example or Application Our Shared Learning Meet 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.

 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 credible… Picking the Right Site When 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: 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.

 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 issue…Reasons for opposing the issue… Point / Counterpoint Select 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: ________________________________________________

 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!

 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 Rubric Working 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 Skill Level 1 - Poor2 - Fair3 - Good4 - Excellent Contributing to the Work  Completing assigned tasks Does 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 information Does not share with the group. Shares when prompted. Volunteers to share without being asked. Volunteers information and prompts others to do so.  Asking appropriate questions Does 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 Skills  Listening attentively Does 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 along Dominates the discussion or is disagreeable. Works together only when agreeing with the group. Usually consid- erate of other’s viewpoints. Team player! Tries to get the group to come to consensus.  Showing sensitivity Is 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 Skills  Presenting Ideas Mumbles 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.

 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 team’s ability to function effectively as a group? What could you have done to have improved the group’s 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 Viewpoint You 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 group ’ s 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?

 How is assuming another’s 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 person’s 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 Ideas After 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 Group’s Top Five Ideas ProsCons

After 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 / Solutions Potential for Implementation

 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?

 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?

 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?

 How would you explain this word / item to someone who didn’t 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?

 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?

 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?

 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 else’s? 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.

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Sue Z. Beers  What are the skills students will need to be “literate” in the 21 st century?  What is the same?  What is new? 

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Sue Z. Beers  What are the skills students will need to be “literate” in the 21 st century?  What is the same?  What is new? 

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Presentation on theme: "Sue Z. Beers  What are the skills students will need to be “literate” in the 21 st century?  What is the same?  What is new? "— Presentation transcript:

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