Critical Thinking and Problem Solving Skills

Learning and thinking Skills
Critical Thinking and Problem Solving Skills

Exercise sound reasoning in understanding. Make complex choices. Understand the interconnections among systems. Frame, analyze and solve problems.
4th Grade 8th Grade 12th Grade
21st Century Tools for • Search engines & strategies • Search engines & strategies • Search engines & strategies
Learning & Thinking
• Spreadsheet & graphing software • Electronic reference material (online • Electronic reference material (online
libraries, databases, encyclopedias, atlases, libraries, databases, encyclopedias, atlases,
• Online sources almanacs, E-texts) almanacs, E-texts)
• Print resources • Primary Sources (text, graphic, audio, • Primary Sources (text, graphic, audio,
multimedia, & material culture) multimedia, & material culture)
• Digital images
• Print sources (newspapers, journals, • Print sources (newspapers, journals,
• Web publishing software books, magazines, maps) books, magazines, maps)
• Brainstorming software • Graphics software (drawing, painting, • Graphics software (drawing, painting,
photo & video editing) photo & video editing)
• Graphics software (drawing, painting,
image editing) • Publishing & multimedia creation (clip art, • Publishing & multimedia creation (clip art,
video, sound, animations, Web authoring, video, sound, animations, Web authoring,
• Multimedia resources (clip art, video,
word processing & layout programs) word processing & layout programs)
sound, animations)
• Data collection, manipulation, & storage • Data collection, manipulation, & storage
• CAI & simulation software
tools (spreadsheets, graphing, databases, tools (spreadsheets, graphing, databases,
• Videoconferencing and interactive TV digital cameras, surveys) digital cameras, surveys)
• TV, Video, & DVD • Concept mapping/graphic organizers • Concept mapping/graphic organizers
(Inspiration, Timeliner) (Inspiration, Timeliner)
• GIS & GPS tools
• Presentation tools (software, projection • Presentation tools (software, projection
devices, “smart” whiteboards) devices, “smart” whiteboards)
• CAI & simulation software • CAI & simulation software
• Videoconferencing and interactive TV • Videoconferencing and interactive TV
• TV, Video, & DVD • TV, Video, & DVD
• GIS & GPS tools • GIS & GPS tools
177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org Publication date: 08/07
Critical Thinking and Problem Solving Skills (continued)

SAMPLE Student Outcomes 1. Use digital reference material to identify 1. Analyze problems in the past and 1. Analyze contemporary problems and
for Learning & Thinking and describe the natural resources, evaluate the decisions made by evaluate the decisions made by individuals
human resources, and/or capital goods individuals and groups involved. and groups involved.
needed for proposed economic activity in
the regional community or state. E.G. Students use online databases and E.G. In groups, students use the Internet
search engines to locate primary source and digital libraries to identify and
E.G. Students will research on material from the Civil Rights Movement analyze the work being done by various
the Internet the composition of and identify the problems the movement organizations to provide alternative,
Southwestern adobe, in order to dig the intended to address. Students present sustainable economic and environmental
appropriate soil to make small adobe this information in a slide show and responses to significant resource
bricks for a model of a 17th century evaluate the effectiveness of a specific depletion in specific regions. Student
groups create wikis that explain their
mission (San Xavier del Bac, Mission event, such as the 1965 march on Selma,
perspective on the effectiveness of the
Santa Barbara, San Diego de Alcala, etc.). Alabama, in reaching the movement’s
organizations.
goals. Students then explore their local
2. Use technology to graphically display data community for examples of equal rights, 2. Identify and analyze different ways that
used to make a complex choice involving whether related to race, age, gender, or electronic news sources define and
a regional community or state public culture and document these examples present a problem.
issue. using digital cameras.
E.G. Students use various online news
E.G. Students will make a spreadsheet 2. Evaluate ethical considerations related media sources from different areas in
showing the funding provided by school to an issue or problem and determine the Middle East to analyze how each
districts within their state for each whether alternative courses of action describes the relations between Israel and
public school pupil; they will display the are/were available and/or viable given the Palestine and the reasons for the conflicts
information alphabetically and then by circumstances. in that region. They then compare these
largest to smallest dollar amount, and portrayals with digitized primary news
discuss their observations about this data. E.G. Students and teacher brainstorm reports of the founding of Israel and
Which districts do they think will be the a list of problems from the recent past, articulate how and why the descriptions
most sought after and why? What might such as responses to the 9/11 attacks, or and explanations of the conflict differ.
the differences be in the schools in the hurricanes Katrina, and Rita. Cooperative
lowest funded areas compared with the groups choose a problem, develop 3. Collect and analyze information about a
highest funded areas? ideas for finding materials online that public policy issue from diverse electronic
detail the issues, and provide possible news sources, look for bias and analyze
how the information is interpreted
solutions, Groups use this information
differently.
to evaluate the steps that were taken
to deal with the problem they chose to

SAMPLE Student Outcomes 3. Access information to discover the investigate. Groups then create a multi- E.G. Students gather information on
for Learning & Thinking interconnections between the role of media presentation to teach the class global warming from diverse electronic
(continued) government and a service it provides to their findings, or create an online blog sources such as the United Nations,
the public. in which students suggest and debate scientific associations, and non-profit
alternatives that might have been taken. organizations; research the organizations;
E.G. All fourth graders in a school and analyze how the beliefs and nature
will be surveyed for sports and hobby 3. Identify and analyze different ways that of the organization might influence
interests, and results will be reported in electronic news sources define and the interpretation of the information.
graphs. Students will use GIS and GPS present a problem. Using programs such as Timeliner or
to show the location of areas in which GIS, students then illustrate the history
and impact of global warming on U.S.
these sports can be played throughout E.G. Students conduct an online search
Territories. Students produce a news
their community. and compile representative news reports
broadcast explaining the issue of global
about persons of Middle Eastern descent warming from the perspective of a
published in major online news sources resident of one of these territories.
around the country. Working in small
groups, students review, analyze and 4. Demonstrate an understanding through
discuss any apparent biases evident in the use of technology about how the
the way news agencies report incidents relationship among social, economic and
of ethnic profiling and/or cooperation governmental systems affects change in a
among various ethnic groups in America. community over time.
Groups present their findings to the
class in a slide show format and/or E.G. Working in groups, students follow
podcast. an inquiry approach to analyze and
present the relationship between changes
4. Use electronic charting and graphic tools in population in communities and zoning
to graphically display data that can be decisions made by local governments over
used to make a complex choice involving a 20-year period by using information
a regional community or state public such as GIS, census data, digitized zoning
issue. and population distribution maps, and
electronic transcripts of local government
E.G. Using electronic reference meetings.
material, students investigate the issues
5. Use technology to research and graphically
involved (economic feasibility, asbestos
display a reasonable prediction about a
removal), and resources that would be
public issue.
needed to renovate a school built in

SAMPLE Student Outcomes the 1950’s. Students will use clip art, E.G. Students use voting patterns,
for Learning & Thinking video and other multimedia products demographic and socio-economic data
(continued) to demonstrate their position on the from the U.S. Census bureau for the
issue. Students will make a presentation counties in their state to predict the
containing charts and graphs as outcomes of an upcoming national,
well as analysis to the school board state or local election, and display their
recommending whether the school projection, with supporting information, on
should be rehabilitated or abandoned in a digital map.
favor of building a new school and why.
Contextual Learning Skills

The ability to take advantage of education in a variety of contexts both inside and outside the classroom; understanding that knowledge is acquired within a context.
Learning & Thinking
• Spreadsheet & graphing software • Spreadsheet & graphing software • Spreadsheet & graphing software
• Online sources • Online sources • Online sources

• Print resources • Print resources • Print resources
• Digital images • Digital images • Digital images
• Web publishing software • Web publishing software • Web publishing software

• Brainstorming software • Brainstorming software • Brainstorming software
• Graphics software (drawing, painting, • Graphics software (drawing, painting, • Graphics software (drawing, painting,
image editing) image editing) image editing)
• Multimedia resources (clip art, video, • Multimedia resources (clip art, video, • Multimedia resources (clip art, video,
sound, animations) sound, animations) sound, animations)
• CAI & simulation software • CAI & simulation software • CAI & simulation software
• Videoconferencing and interactive TV • Videoconferencing and interactive TV • Videoconferencing and interactive TV
• TV, Video, & DVD • TV, Video, & DVD • TV, Video, & DVD
• GIS & GPS tools • GIS & GPS tools • GIS & GPS tools
• Digital production tools (Digital • Digital production tools (Digital

photography & video) photography & video)
• Video editing software • Video editing software

• Multimedia resources (clip art, video, • Multimedia resources (clip art, video,
sound, animations) sound, animations)
• Concept mapping/graphic organizers • Concept mapping/graphic organizers

• Presentation tools, blogs • Presentation tools, blogs
Contextual Learning Skills (continued)

SAMPLE Student Outcomes 1. Use online tools to locate and 1. Take advantage of historical witnesses 1. Examine the interactions of ethnic,
for Learning & Thinking distinguish among varying landforms and in one’s own community to gain, record national, or cultural influences in specific
geographic features, such as mountains, and present knowledge in a publicly situations or events.
plateaus, islands, and oceans. accessible electronic format.
E.G. Create an online document with
E.G. Using a search engine, find E.G. Conduct and electronically record hyperlinks to help middle schoolers
examples of 5 different landforms. In a an interview of a community member understand the Palestinian-Israeli
presentation tool display each landform who participated in a labor strike. Edit conflict. Use the hyperlinks to provide
and identify its characteristics. the interview to create a short video or background information and context for
podcast documentary highlighting how the past and current events.
2. Identify and use various sources the strike impacted this person, his/her
for reconstructing the past, such as family, and the community. Broadcast it 2. Compare and contrast different political
documents, letters, diaries, maps, on the web, local access television, or systems (their ideologies, structure,
textbooks, photos, and others, in an show it at the local public library. institutions, processes, and political
electronic presentation. cultures) with that of the United States,
2. Conduct Internet research to identify and identify representative political
E.G. Use digital images to construct and describe the roles of international leaders from selected historical and
an electronic presentation depicting and multinational humanitarian contemporary settings.
a timeline of a historical event, state organizations.
history or family history. E.G. Using concept mapping/
E.G. After conducting research using graphic organizer software, create
3. Use technology tools to examine the the Internet and electronic library a presentation that compares two
interaction of human beings and their databases, formulate a list of questions political systems (including aspects such
physical environment: the use of land, (e.g., questions about the Red Cross’s as: ideologies, structure, institutions,
building of cities, and ecosystem changes efforts to provide humanitarian relief processes, leaders and their roles, and
in selected locales and regions. to children impacted by the civil war political culture) using both text and
E.G. Compare a dated aerial photo in Angola.) Email the questions to the visuals.
of one’s own community and a more proper contact person at one of the
identified organizations and report to 3. Analyze how cultural values and beliefs
recent aerial photo captured online. are presented and leveraged in different
Identify the changes that have taken the class on their responses.
societies to influence buying decisions.
place and speculate the purpose(s) of 3. Observe and speculate about social
the changes. and economic effects of environmental E.G. Using digital advertisements,
changes and crises resulting from students will examine how buying
phenomena such as floods, storms, and decisions are influenced by the values
droughts. and beliefs of various locations within
Contextual Learning Skills (continued)

SAMPLE Student Outcomes E.G. Using video footage, digitally the United States and its five territories.
for Learning & Thinking archived newspaper articles, (It may be important to determine
(continued) photographs, government data, etc., whether the advertising campaign’s goals
describe the impact that the tsunami of were attained).
December 2004 had on the economy of
Thailand and speculate on the impacts it 4. Identify and participate in an activity
had on government services now and in that will improve your local community,
the future. based on an objective evaluation of
critical community needs.
4. Compare similarities and differences in
the ways groups, societies, and cultures E.G. Email local service agencies and
meet human needs and concerns. community leaders to generate a list
of critical community issues; select
E.G. Using online research, email and participate in a volunteer activity
interviews and personal experiences in that addresses one of these needs in a
other countries or regions, compare and meaningful way. Create a PowerPoint
contrast the homes, food, holidays, etc., presentation describing your reasons for
to your own. Think about why they may selecting the activity, the results of your
or may not be similar and publish your participation and the ongoing needs the
reflections in a blog entry. community should address.
Communication
Articulate thoughts and ideas clearly and effectively.
Learning & Thinking • Spreadsheet & graphing software • Spreadsheet & graphing software • Spreadsheet & graphing software
• Collaboration tools (wikis, listservs, email, • Collaboration tools (wikis, listservs, email, • Collaboration tools (wikis, listservs, email,
asynchronous conferencing, Chat) asynchronous conferencing, Chat) asynchronous conferencing, Chat)
• Concept mapping/graphic organizers • Concept mapping/graphic organizers
• Blogs (text & video), Cell phones • Blogs (text & video), Cell phones
Communication (continued)
Articulate thoughts and ideas clearly and effectively.
SAMPLE Student Outcomes 1. Organize, and present information from 1. Interpret, organize, and present 1. Analyze, synthesize, organize, and
for Learning & Thinking the social sciences in clear and effective information from the social sciences in present information from the social
formats. clear and effective formats. sciences in clear and effective formats.
E.G. E.G. E.G.

• Write an e-mail to the local newspaper • Interpret orally a topical political • Create an electronic presentation that
or a public official, explaining concerns cartoon from abroad, using online describes and analyzes an issue dealing
about a community issue. sources such as slate.com. with aging in American society over
• Using a spreadsheet or charting • Compare & contrast cultures by several decades (e.g., demographic
program, illustrate simple data collected using online discussion formats or change, Medicare costs, Social Security).
on a social issue (e.g., survey classmates videoconferences with students in Explain the problem using data
on their opinions about a school or another country, via an organization like (presented in comparative charts where
community issue) in graph form. Peace Corps Partnership. possible), and present some commonly
• Research the timeline of events leading debated ways to address the issue. Via an
• Using graphic creation software, create online discussion board, lead classmates
up to the Civil War and use primary
a flyer or a door hanger, which includes in a discussion about the relative merits
sources to create an electronic and/or
a map captured online, showing a local of the potential solutions.
online presentation that displays what
polling location and urging citizens to you consider to be the most significant
vote. • Use Depression era reminiscences from
of these events, and why. American Memory (Library of Congress
• Use primary sources to produce a wiki • Locate digital advertisements that website), and choose one to enact as a
or website providing information on the illustrate sexism or stereotyping and Reader’s Theater piece.
history of the local community. create a presentation that explains the
• Create an online photo album of
• Use videoconferencing to make a ways in which the ads rely on inaccurate
housing patterns in the student’s
presentation to students in another representations of demographic groups.
community and use these photos to lead
state about native cultures indigenous • Write and produce a video or audio a class discussion on potential growth
to your state. podcast public service announcement problems in the student’s town.
that promotes student involvement in
the student government association. • Use concept mapping software to
make a Venn diagram comparing and
• Identify and join a listserv to stay
contrasting life in Europe before and
informed about an issue of importance
to you and/or your community; email after the Industrial Revolution.
your classmates a description of the
listserv, along with an explanation of
why you selected it and why others
might find it interesting and/or useful.
Information and Media Literacy

Understand, manage and create effective oral, written and/or multimedia communication in a variety of forms and contexts. Analyze, access, manage, integrate,
evaluate and create information in a variety of forms and media.
Learning & Thinking


• Collaboration tools (wikis, listservs, • Collaboration tools (wikis, listservs, • Collaboration tools (wikis, listservs,
email, asynchronous conferencing, Chat) email, asynchronous conferencing, Chat) email, asynchronous conferencing, Chat)
• Blogs (text & video) • Blogs (text & video)
• Podcasts • Podcasts
177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org Publication date: 08/07 10
Information and Media Literacy (continued)

21st Century Tools for 1. Access information about communities 1. Download and store relevant data from 1. Locate, download, reference and present
Learning & Thinking around the world from a variety of the Internet about distinct features of information using multiple electronic
media sources. selected nations around the world. formats, from sources that offer diverse
perspectives about local and national
E.G. Working in small groups, students E.G. Students consult the U.S. Dept. of governments in different communities.
select a nation from each continent and Energy website to create a spreadsheet
use online encyclopedias, electronic and construct a line graph of crude oil E.G. Students will examine local, state
databases & other websites to study prices since the crisis of the early 1970’s. and tax rates for commonly used goods,
typical families in those nations. They then examine data on selected such as milk or bread. Students will
Present findings to the class using oil producing & consuming countries research what these taxes are used for.
presentation software. Create a Venn from the CIA World Facts database and
diagram to compare and contrast two develop possible explanations for the 2. Develop and use a customized search to
communities from around the world fluctuations in price. locate and select multimedia information
using illustrations or information to about a public policy issue of local,
demonstrate understanding. 2. Create original data sets about key national and/or global significance and
issues in the community, state or nation produce an Internet web page, digital
2. Gather original data and create graphs using tools such as an online survey. video, podcast, or web page of the
or charts to display the information. Create a presentation that displays the findings.
data in a spreadsheet or database and
E.G. Students use an online survey tool analyzes the significance of the data. E.G. Students research multiple
to create a survey that collects data viewpoints on possible steps that can be
about the likes and dislikes of their own E.G. Students use electronic databases taken to improve working conditions in
families. Students store the data in a and GIS to gather data regarding gas underdeveloped countries and produce
spreadsheet and display their findings prices, home heating oil prices, wages, a webquest for other students to use
using the spreadsheet’s graphing tools etc. in their city over the past twelve in order to better understand this
and use digital images to demonstrate months. Students create an electronic problem.
their family’s preferences of their presentation containing the data (in
favorite places to visit within their charts, graphs, or maps), and discuss 3. Download and analyze statistical data.
community and state. the impact of war in the Middle East on E.G. Students conduct visual analysis
their community. using U.S. and U.N. census data about
3. Conduct an interview and create a slide
show that describes the main points of 3. Conduct a visual analysis of digital population growth to graphically display
the discussion. images (digital photograph libraries, the impact of transportation systems on
aerial photographs and satellite imagery), urbanization over time.
other digital primary sources, and digital
maps.
Information and Media Literacy (continued)

21st Century Tools for E.G. Interview a family member about E.G. Students analyze sources of 4. Locate and select sources, representing
Learning & Thinking the changes over time in his/her information about transportation several types of media, which enable
(continued) community. Present the main points systems used over time and draw one to assess an elected official’s
that result from the interview in a slide conclusions about how they are related effectiveness while in office.
show that integrates video images. to changes in population distribution.
E.G. Students compare and contrast
4. Describe the roles and responsibilities 4. Locate and select sources, representing the voting records of different state
of their elected officials. several types of media, which discuss an and local officials on issues that impact
elected official’s time in office. their community, such as education and
E.G. Students download e-text taxes, using digital presentation methods
biographies of their Governor, Senators, E.G. Students create a slideshow or (podcast, slideshow, website or blog).
and/or Representatives and use a wiki comparing and contrasting the
graphic organizer tool to display the administrations of several of the early 5. Use technology tools to present and
roles and responsibilities of each. American presidents. analyze data in a meaningful way.
5. Use drawing or timeline software tools 5. Use concept mapping software to E.G. Create a spreadsheet and from
to create a timeline of events. generate and present characteristics, it a graph to display comparative
causes, and effects of political prices over a month of three stocks in
E.G. Using graphics or presentation revolutions. different sectors (high tech, hospitality,
software, students create an electronic communications, etc.); conduct research
timeline of events leading up to E.G. Students map the characteristics online to describe possible reasons for
the writing of the Declaration of of the American Revolution, the French the fluctuations and trends evidenced by
Independence. Revolution, the Russian Revolution, and the data.
a Latin American revolution.
6. Access the expertise of sources outside
their own community.
E.G. Students participate in an
online discussion or interactive
videoconference with a museum
educator in order to discuss and analyze
an artifact found in the student’s local
community, drawing conclusions about
the item’s purpose and probable owner.
Creativity and Innovation Skills

Demonstrate originality and inventiveness in work. Developing, implementing and communicating new ideas to others. Being open and responsive to new and
diverse perspectives.
21st Century Tools for • Graphics software (drawing, painting, • Graphics software (drawing, painting, • Graphics software (drawing, painting,
Learning & Thinking image editing) image editing) image editing)

• Desktop publishing software (word • Desktop publishing software (word • Desktop publishing software (word
processing & layout programs) processing & layout programs) processing & layout programs)
• Database creation software • Database creation software • Database creation software
• Concept mapping/graphic organizers • Concept mapping/graphic organizers (ex. • Concept mapping/graphic organizers (ex.
(ex. Inspiration, Timeliner) Inspiration, Timeliner) Inspiration, Timeliner)
• Collaboration tools (wikis, listservs, • Collaboration tools (wikis, listservs, • Collaboration tools (wikis, listservs,
email, asynchronous conferencing, Chat) email, asynchronous conferencing, Chat, email, asynchronous conferencing, Chat)
MUD, MOO)
• Presentation tools • Presentation tools
• Presentation tools
• GIS & GPS tools • GIS & GPS tools
• GIS & GPS tools
• CAI software • CAI software
• CAI software
• Videoconferencing and interactive • Videoconferencing and interactive
television • Videoconferencing and interactive television
television
• Production tools (Digital photography & • Production tools (Digital photography &
video) • Production tools (Digital photography & video)
video)
• Blogs • Blogs
• Blogs
Creativity and Innovation Skills (continued)

Demonstrate originality and inventiveness in work. Developing, implementing and communicating new ideas to others. Being open and responsive to new and
diverse perspectives.
21st Century Tools for Demonstrate creativity and share new Demonstrate creativity and share new Demonstrate creativity and share new
Learning & Thinking ideas and perspectives by incorporating ideas and perspectives by incorporating ideas and perspectives by incorporating
work in the social sciences with work in the social sciences with work in the social sciences with
technology, to invent products such as technology, to invent products such as technology, to invent products such as
plays, games, dances, puzzles, models, plays, games, dances, songs, puzzles, models, plays, games, dances, songs, puzzles, models,
writings, speeches, etc. writings, speeches, etc. writings, speeches, etc.
E.G.
E.G. E.G.
1. Study FDR’s Fireside Chats, and then
1. Using electronic drawing tools, re-design 1. Invent a Smart Board game modeled script and record one of your own
the student’s state flag, using information on “Chutes and Ladders” to illustrate which follows the last of the real ones
from the state’s history, geography, arts progress and backsliding in the search (June 12, 1944, about a war loan drive),
and/or culture. for peace in the Middle East. for any date between June 12th of 1944
2. Write clues about colonial times into an 2. Compose and word process in and April 12th, 1945, when Roosevelt
died. Make the recording available for
electronic crossword puzzle program. broadside format an additional Federalist
download.
3. Take digital photographs of political paper by “Publius,” using references to
2. Construct a circle graph depicting
signs in your neighborhood and use the real Federalist papers.
what a single tax dollar buys. Make it
a graphics program to create a digital 3. Write, enact, and film a digital the centerpiece of a digital poster you
election collage. commercial for either Jefferson or create for this year’s Congressional
4. Using desktop publishing software Adams in the election of 1800, as election.
create a newsletter highlighting this though there had been television two 3. Create an online poll consisting of
month’s classroom activities, such as hundred years ago. questions on current issues (the war
on terrorism, the invasion of Iraq,
units studied, field trips, special events, 4. Compose and record an original
immigration, etc.). Solicit 50 classmates
etc. Civil War ballad based on the one to complete the poll online, then
5. Maintain a wiki, for youngsters, by reproduced online in Harper's Weekly, summarize and publish conclusions using
youngsters, for sharing opinions about edition of August 17, 1861. Make the presentation software.
global problems. recording available for download. 4. With cooperation from your local
6. Participate in asynchronous discussion government or school, organize a
listserv that will keep citizens and/or
with peers in both Israel and in Lebanon
students abreast of community issues.
to better understand issues in that part
5. Using GPS and GIS, map in your
of the world.
community hazardous locations of why
7. Create a speech representing one side certain businesses (day cares, etc) should
of a cultural or religious belief. not be near other locations (train
tracks) etc.
Collaboration Skills
Demonstrate ability to work effectively with diverse teams. Willing to be helpful and make necessary compromises to accomplish a common goal.
21st Century Tools for • Web publishing software • Brainstorming software • Brainstorming software
Learning & Thinking • Brainstorming software • Digital networking tools • Digital networking tools
• Digital networking tools • Authoring software • Authoring software
• CAI & simulation software • Email • Email
• Videoconferencing and interactive TV • Cellular phones • Cellular phones
• Authoring software • Blogs • Blogs
• Email • Asynchronous discussion boards • Asynchronous discussion boards
• Cellular phones • Multimedia production tools • Multimedia production tools
• Blogs • Online chat • Online chat
• Asynchronous discussion boards • Web publishing and desktop publishing • Web publishing and desktop publishing
software software
• Multimedia production tools
• Wikis • Wikis
• Online chat
• Listservs • Listservs
• Wikis
• Real-time videoconferencing • Real-time videoconferencing
• Listservs
• Real-time videoconferencing
Collaboration Skills (continued)

SAMPLE Student Outcomes 1. Work together in pairs and small groups 1. Work together as a group in different 1. Work in groups, taking various roles to
for Learning & Thinking in a specified role to plan, investigate, roles to plan, investigate and report plan, investigate and report the results of
and report the results of their work on the results of their work on a state or their study on a national or global political
a community and/or state political or national political and/or social issue. and/or social issue.
social issue.
E.G. Students use multiple resources, E.G. Working in groups, conduct online
E.G. As news reporters for a especially communications technology, research & create a report on HIV/AIDS
newspaper/magazine/online journal, to gain perspectives from peers in in the U.S. and in Africa, using sites such
students investigate the impact of a other locales, and to develop a blog as MTV’s Fight for Your Rights and the
state legislative bill mandating the use of that details the team’s perspective on United Nations’ Cyber Schoolbus, and
helmets while riding a bicycle. They then violence in schools. Student teams then compare the economic, health and social
use graphics software or other electronic prepare an electronic proposal regarding implications of HIV/AIDS in both settings.
drawing tools to illustrate the results of violence prevention and present this
2. Reach consensus on a viable action that
their study and conduct a town meeting proposal to the school administration. could be taken relative to a political and/or
where their views must be presented social issue and then act accordingly.
electronically. 2. Recognize and communicate diverse
perspectives on an issue and E.G. Working in student teams and using
2. As a group, work together to reach a demonstrate how diverse perspectives online decision-tree tools, research an
decision and to explain the reasons for it. might lead to different interpretations of issue that is a challenge for the local
an issue. community and develop consensus around
E.G. Students participate in an three specific actions the group will take
asynchronous discussion forum about E.G. After watching videos of the to address the issue (e.g., writing letters
how to respond to the state bill events surrounding the desegregation to elected representatives, local paper,
requiring bicycle helmets and develop of Little Rock Central High School, organizing an email campaign or other
consensus about what the team will students read online first-hand accounts, activity, etc.).Prepare a summary report of
do. Using a word processing program, then use online tools to find students the group’s decision-making process and
students author a persuasive letter either in other parts of the country with what action steps were taken.
for or against the proposed bill, providing whom they can discuss and compare
sound reasons to support their position. interpretations of the events. Students 3. Recognize, empathize with, and
them summarize and reflect on their communicate diverse perspectives on an
3. Recognize and compare two or more experiences in small group discussions. issue and realize how one’s perspective
perspectives on an issue. influences one’s interpretation of an issue
3. Communicate to school or community and/or work within a group.
members about opportunities to assist
with a group project.
Collaboration Skills (continued)

SAMPLE Student Outcomes E.G. Students select a state, local, or E.G. Working in teams, students E.G. Conduct an online survey among
for Learning & Thinking community issue such as recreational use prepare a digital audio recording, a community members about the effects of
(continued) of state property, smoking in restaurants, digital brochure and a digital poster and a recent influx of immigrants and compare
or skateboarding on sidewalks, and distribute these in order to enlist the responses with digitized accounts from
demonstrate their understanding of community’s help with a food drive to other communities nationwide. Then
two or more views by using publishing benefit the local food pantry. work in groups to present two opposing
software to develop a Venn diagram that viewpoints on the issue, analyzing the
includes text and images. Conclude by 4. Assess their performance as a group merits of each perspective.
presenting an argument that endorses and develop and implement a plan to
work together more productively. 4. Engage other students, community
one of the viewpoints.
members and/or other relevant parties to
4. Working in small groups, encourage and E.G. Students use a wiki or assist with a group effort.
engage other classmates to assist with a asynchronous discussion board to
reflect on a recent group activity, E.G. Host an online chat, present a
group community service project. podcast and use a discussion board or
discussing both strengths and
listserv to involve community members in
E.G. Using digital media, students weaknesses of their team’s interaction
an online debate on global warming.
demonstrate the need of a local food and productivity.
or animal shelter to raise the awareness 5. Assess their performance as a group and
of their classmates on the issue within develop and implement a plan to work
their community. Students then create a together more productively.
digital poster that persuades classmates
to participate in a school fundraising E.G. Create and operate a blog that
project. documents the group’s process, work with
the teacher to review the online account,
5. Work as a team to assess individual and/ and post a recommended improvement
or group work. plan for the next project.
E.G. Using a teacher constructed

online rubric, students work in teams to
review their personal performance and
contributions to their team, as well as
overall group performance.

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Learning and thinking Skills

Critical Thinking and Problem Solving Skills

4th Grade 8th Grade 12th Grade

• CAI & simulation software • CAI & simulation software

• Videoconferencing and interactive TV • Videoconferencing and interactive TV

• TV, Video, & DVD • TV, Video, & DVD

• GIS & GPS tools • GIS & GPS tools

Critical Thinking and Problem Solving Skills (continued)

4th Grade 8th Grade 12th Grade

Critical Thinking and Problem Solving Skills (continued)

4th Grade 8th Grade 12th Grade

Critical Thinking and Problem Solving Skills (continued)

4th Grade 8th Grade 12th Grade

Contextual Learning Skills

4th Grade 8th Grade 12th Grade

• Online sources • Online sources • Online sources

• Digital images • Digital images • Digital images

• Web publishing software • Web publishing software • Web publishing software

• Videoconferencing and interactive TV • Videoconferencing and interactive TV • Videoconferencing and interactive TV

• Digital production tools (Digital • Digital production tools (Digital

• Video editing software • Video editing software

• Concept mapping/graphic organizers • Concept mapping/graphic organizers

Contextual Learning Skills (continued)

4th Grade 8th Grade 12th Grade

Contextual Learning Skills (continued)

4th Grade 8th Grade 12th Grade

4th Grade 8th Grade 12th Grade

4th Grade 8th Grade 12th Grade

E.G. E.G. E.G.

Information and Media Literacy

4th Grade 8th Grade 12th Grade

• Print resources • Print resources • Print resources

• Digital images • Digital images • Digital images

• Brainstorming software • Brainstorming software • Brainstorming software

• Videoconferencing and interactive TV • Videoconferencing and interactive TV • Videoconferencing and interactive TV

Information and Media Literacy (continued)

4th Grade 8th Grade 12th Grade

Information and Media Literacy (continued)

4th Grade 8th Grade 12th Grade

Creativity and Innovation Skills

4th Grade 8th Grade 12th Grade

• Web publishing software • Web publishing software • Web publishing software

Creativity and Innovation Skills (continued)

4th Grade 8th Grade 12th Grade

4th Grade 8th Grade 12th Grade

Collaboration Skills (continued)

4th Grade 8th Grade 12th Grade

Collaboration Skills (continued)

4th Grade 8th Grade 12th Grade

E.G. Using a teacher constructed

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