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Terms in this set (75)
All students must participate in order for the team to succeed.
Students work together when the activity requires them to work in pairs or groups to:
discuss an issue
solve a problem
create a product
work in pairs or groups to develop a common product, design, or response
must collectively own the work and be mutually responsible for its outcome
If the group work involves students or adults from outside the classroom, this qualifies as shared responsibility ONLY if the students and the outside participants are mutually responsible for the outcome of the work.
Students must resolve important issues that will guide their work together.
shape the content, process (tools, roles, & responsibilities), OR product (nature and usability) of students' work.
Students must work together to produce the final product or outcome. Students must negotiate and agree on the process, design, and conclusions of their work.
Each individual on the team is responsible for a task that he/she must complete in order for the group to do its work. The role of each student on the team is essential.
collaboration (4 key features)
Working with others, having shared responsibility, making substantive decisions together and the work is interdependent.
How many levels in Collaboration rubric
Collaboration Code 1
students are not required to work together or in pairs/groups
Collaboration Code 2
Students do work together, but they do not have shared responsibility
Collaboration Code 3
Students do work together, have shared responsibility, but they are not required to make substantive decisions together
Collaboration Code 4
Students do have shared responsibility and they do make substantive decisions together about the content, process, or product of their work, but their work is not interdependent.
Collaboration Code 5
Students do work together, have shared responsibility, and they do make substantive decisions and their work is interdependent
In an activity where students do work together but they do not have shared responsibility, how would you code this using the 21CLD Collaboration rubric.
Includes more than one type of communication mode or tool used to communicate a coherent message. The communication is considered multi-modal only if the elements work together to produce a stronger message than any one element alone.
multi-modal communication opportunity
The learning activity offers students the opportunity to choose the tool or tools they will use to communicate.
Student must produce communication that represents a set of connected ideas, not a single simple thought.
written work: one or more complete paragraphs rather than a sentence or phrase.
electronic or visual media, a sequence of videos, a podcast, or a page of a presentation that connects or illustrates several ideas.
A single text message or tweet is NOT extended communication. If students are engaged in electronic communication, this is ONLY considered extended communication if it produces an outcome that requires students to connect the ideas they discussed (for example, producing documentation of what they learned or next steps for resolving an issue that arose). The duration of an electronic chat is not considered in evaluating extended communication.
Students must explain their ideas or support their thesis (claim, hypothesis, or conclusion) with facts or examples.
communication for a particular audience
Students must ensure that their communication is appropriate to the specific readers, listeners, viewers, or others with whom they are communicating (not a general audience).
How many levels in Skilled Communication rubric
Skilled Communication Code 1
Students are not required to produce extended or multi-modal communication
Skilled Communication Code 2
Students are required to produce extended communication or multi-modal communication but they are not required to provide supporting evidence or design their work for a particular audience
Skilled Communication Code 3
Students are required to produce extended communication or multi-modal communication AND required to provide supporting evidence OR design their work for a particular audience
but not both
Skilled Communication Code 4
Students are required to produce extended communication or multi-modal communication AND required to provide supporting evidence AND design their work for a particular audience
Students generate ideas and understandings, that are new to them through interpretation, analysis, synthesis, or evaluation.
strong knowledge construction activities
Allows students to apply the knowledge they constructed in new context to deepen their understanding and connect information/ideas from more than one academic content.
drawing inferences beyond literal meaning.
Identifying parts of the whole and how they relate to each other
Identifying the relationships between two or more ideas
Judging the quality, credibility, or importance of data, ideas or events
application of knowledge in a new context
Students must use interpretation, analysis, synthesis or evaluation to decide how to use what they've learned in a new context.
Learning activities that have learning goals that involve content, important ideas or methods from different academic subjects that are not traditionally taught together
How many levels in Knowledge Construction rubric
Knowledge Construction Code 1
The learning activity does NOT require students to construct knowledge. Students can complete the activity by reproducing information or by using familiar procedures.
Knowledge Construction Code 2
The learning activity does REQUIRE students to construct knowledge by interpreting, synthesizing, or evaluation information or ideas. But the main requirement is not knowledge construction (does not require students to interpret, analyze, synthesize, or evaluate the information.
Knowledge Construction Code 3
The learning activity's main requirement is to construct knowledge (students interpret, analyze, synthesize or evaluate), but does not require application in a new context.
Knowledge Construction Code 4
The learning activity's main requirement is knowledge construction and it does require the students to apply their knowledge in a new context, but is not interdisciplinary.
Knowledge Construction Code 5
The learning activity's main requirement is knowledge construction and it does require the students to apply their knowledge in a new context, AND is interdisciplinary (learning goals in more than one subject).
long term activity
Students work on it for a substantive period of time.
Long-term activity, planning own work, opportunity to revise work based on feedback.
Define what is to be learned in this activity and how these goals fit with prior and future learning.
Factors that will be considered to determine whether the learning goals have been met: the evidence of student progress and success in this learning activity.
student plan their own work
Students make decisions about the schedule and steps they will follow to accomplish the task. Planning their own work may involve: how, when who, where.
revise work based on feedback
Feedback is given and explicitly used to improve the work before it is submitted or finalized.
How many levels in Self Regulation rubric
Self Regulation Code 1
Learning activity is NOT long-term OR students do not have both learning goals and success criteria in advance.
Self Regulation Code 2
Learning activity is long-term AND students have both learning goals and success criteria in advance. But students do not have the opportunity to plan their own work.
Self Regulation Code 3
Learning activity is long-term AND students have both learning goals and success criteria in advance. Students do have the opportunity to plan their own work. But students do not have the opportunity to revise their work based on feedback.
Self Regulation Code 4
Learning activity is long-term AND students have both learning goals and success criteria in advance. Students do have the opportunity to plan their own work and students do have the opportunity to revise their work based on feedback.
A task with a defined challenge where students must do at least one of the following:
develop a solution that is "new" to them
complete a task that they have not been instructed how to do
design a complex product that meets a set of requirements
problem solving learning activities
Activities that do NOT give students all the information they need to complete the task or specify the whole procedure they must follow to arrive at a solution.
real world problems
Authentic situations and needs that exist outside an academic context.
Experienced by real people, have solutions for a specific audience, explicit contexts, use actual data.
Requires PUTTING students' ideas or solutions into practice in the real world (not just planning). Can mean presenting the plan to an audience that can implement.
How many levels in Real-World Problem-Solving rubric
Real World Problem Solving Code 1
Learning activity's main requirement is NOT problem-solving. Students use a previously learned answer/procedure for most of the work.
Real World Problem Solving Code 2
Learning activity's main requirement is problem-solving BUT the problem is NOT a real-world problem.
Real World Problem Solving Code 3
Learning activity's main requirement is problem-solving AND the problem is a real-world problem. But the students do not innovate (implement in the real-world or communicate idea outside of academic context).
Real World Problem Solving Code 4
Learning activity's main requirement is problem-solving AND the problem is a real-world problem. Students do innovate (required to implement in the real-world or communicate idea outside of academic context).
Information and Communication Technology (EdTech)
encompasses the full range of available digital tools, both hardware and software
opportunities for student use of ICT
Students use ICT directly to complete all or part of the learning activity (required or optional).
educator's use of ICT to present materials to students does not count as student use
ICT to support knowledge construction
Students use ICT in ways that support knowledge construction (interpretation, analysis, synthesis, evaluation), either directly or indirectly. Must be directly connected to learning goals or evaluating internet sources. Learning to use the ICT does not count.
ICT required for knowledge construction
ICT is required for the knowledge construction when it allows students to do knowledge construction activities that would be impossible or impractical without the use of the ICT. Could not be done before technology.
designers of ICT products
When students create ICT products that others can use. The product lasts beyond the class activity and designed for an authentic audience.
How many levels in Use of ICT for Learning rubric
Use of ICT for Learning Code 1
Students do not have the opportunity to use ICT for the activity.
Use of ICT for Learning Code 2
Students do have the opportunity to use ICT for the activity but they are not constructing knowledge.
Use of ICT for Learning Code 3
Students use ICT to support constructing knowledge but they could construct the same knowledge without using ICT.
Use of ICT for Learning Code 4
Students use of ICT is required to support constructing knowledge but students do not create an ICT product for authentic users.
Use of ICT for Learning Code 5
Students use of ICT is required to support constructing knowledge AND students do create an ICT product for authentic users.
Collaboration (key questions)
Are students required to share responsibility and make substantive decisions with other people? Is their work interdependent?
Skilled Communication (key questions)
Are students required to communicate their own ideas regarding a concept or issue?
Must their communication be supported with evidence and designed with a particular audience in mind?
Knowledge Construction (key questions)
Are students required to construct and apply knowledge?
Real World Problem Solving and Innovation (key questions)
Does the learning activity require solving authentic, real-world problems? Are students' solutions implemented in the real world?
Self Regulation (key questions)
Is the learning activity long-term? Do students plan and assess their own work, and revise their work based on feedback?
Use of ICT for Learning (key questions)
Are students passive consumers of ICT, active users, or designers of an ICT product for an authentic audience?
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