Escolar Documentos
Profissional Documentos
Cultura Documentos
1. Collabora)on
2. Knowledge
Construc)on
3. Self
Regula)on
4. Real
World
Problem
Solving
5. ICT
for
Learning
6. Skilful
Communica)on
Interdependent | shared responsibility | interdependent
Do learners have
Collaboration a shared
responsibility for
a joint outcome?
new
required to
Construction construct new
|
knowledge?
build
• Knowledge
construc)on
Do they apply
ac)vi)es
require
students
to
|
the knowledge in
generate
ideas
and
Interdisciplinary
a new context?
understandings
that
are
new
to
them.
Students
can
do
this
Is that
through
interpreta)on,
knowledge
analysis,
synthesis,
or
interdependent?
evalua)on
Does the learning
Self activity offer
feedback
Regulation substantive time and
opportunity to develop
self-regulation
intentions |
• Work with learners, Do learners know
the learning
guiding and empowering intentions and
success criteria in
in ways that help them advance, and plan
take increasing their work?
|
Do learners use
responsibility for their feedback to
plan
own learning, both as improve their
learning?
individuals and in groups.
Real World Does the
learning activity
Problem Solving require authentic,
share
and Innovation real-world problem
solving?
solve |
• Real-‐world
problems
are
Do learners
innovate to
authen)c
situa)ons
and
implement their
needs
that
exist
outside
an
ideas in the real
|
world?
academic
context.
authentic
Innova)on
requires
puOng
students’
ideas
or
solu)ons
xxxx
into
prac)ce
in
the
real
world.
Do learners use ICT
ICT for
shared
to construct
Learning knowledge in ways
that add value to
learning?
ethical |
• Learners
use
ICT
to
design
Do learners use ICT
to create new ideas
and
create
new
knowledge,
and products for
authentic audiences
understandings,
solu)ons,
|
and users?
multimodal
ideas
or
products
for
Does their work
authen)c
audiences
and
demonstrate ethical
use and additional
users.
21C capabilities?
authentic audience
Does the learning
Skilful activity require
Communication coherent
communication using
a range of modes?
multimodal |
thought
is
evident
in
a
range
substantive,
of
communica)on
modes,
multi-modal
communication for a
whether
it
achieves
an
particular audience?
authen)c
purpose
for
a
par)cular
audience,
and
Do learners reflect
and use the process of
whether
the
communica)on
|
learning to improve
is
substan)ve
and
mul)modal
their communications?
coherent
in
nature.
Classroom Focus
• What 21st Century Skills am I addressing
in my class?
• At what depth are they being addressed?
• How do I know students are “getting it”?
• How do I restructure my class and
instructional activities to increase learning
of the 21st Century Skills?