1. 21 ST CENTURY FLUENCIES

2. Solution Fluency  Ability to think creatively to solve problems  Clearly define the problem  Design a solution  Apply the solution  Evaluate the process and outcome (Jukes, p. 65)

3. Lesson 1 This lesson is called Titanic. Student must use problem solving skills to figure out how to get from point A to point B given only a few items to use. They have to define the problem, find a solution, apply the solution and then evaluate the process and outcome – did it work? This game requires a tremendous amount of teamwork if they are to be successful.

4. Information Fluency  2 Subsets Ability to access digital information Ability to effectively assess the information (Jukes, p. 65)

5. Lesson 2 In this lesson, students are asked to visit www.choosemyplate.govwww.choosemyplate.gov. Students were asked to create a meal plan for one week. They then took the information and checked for weight management.

6. Collaboration Fluency  Ability to work cooperatively with virtual and real partners in an online environment to create digital products  Virtual interactions like gaming domains (Jukes, p. 66)

7. Lesson 3 Students access a health-related website that is interactive. All students play a game called “Blastoff”. They must choose healthy options and determine the amount of servings. Once they're done, their rocket fuels up and takes off.

8. Creativity Fluency  Artistic proficiency by design, art and storytelling  Is more than creative visual skills (Jukes, p. 66)

9. Lesson 4 Students were asked to pick a favorite skill or one that they felt they were good at. Students then were asked to complete a slide show of this skill. Many students went above and beyond and added pictures as well as videos.

10. Media Fluency  Is the ability to create and publish original digital products with which they can communicate just as effectively as they can with text (Jukes, p. 66)

11. Media Fluency  2 components 1.The ability to look analytically at communication media to interpret the real message, determine how the media is being used to shape thinking and evaluate the efficacy 2.The ability to create and publish original digital products matching the media to the intended message by determining the most effective appropriate media for that message

12. Lesson 5 Students were asked to create a flyer for a unit of health. They needed to use the internet as a resource. Their goal was to come up with a new product, give it a name, and create a poster/flyer to market it. This was in our health and wellness unit.

13. Digital Citizen  Using the guiding principles of leadership, ethics, accountability,fiscal responsibility, environmental awareness, global citizenship and personal responsibility online  You are the same person online as well as offline  Be aware – some people are not who they say they are  May have impure intentions  (Jukes, p. 67)

14. Lesson 6 In a unit of Health class, students work together in groups of four to come up with netiquette on line. As an entire class, we add the ones that are missing as well take out the ones that do not fit. All classes must do this before any of them are allowed to do work online.

15. SOURCES CITED  Jukes, Ian, Ted D. E. McCain, and Lee Crockett. "A Shift to Whole-Mind Instruction." Understanding the digital generation: teaching and learning in the new digital landscape. Kelowna, BC: 21st Century Fluency Project ;, 2010. 66-68. Print.