21st Century Learning

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21st Century Learning by Mind Map: 21st Century Learning

1. Blooms Taxonomy

1.1. Remember

1.1.1. Verbal receiving students remember about 20% of information after two weeks (Crockett, Jukes, & Churches, 2011).

1.1.2. Visual receiving students remember about 50% of information (Crockett, Jukes, & Churches, 2011).

1.1.3. Active receiving Students remember 90% of information (Crockett, Jukes, & Churches, 2011). An instructional method that engages students in the learning process and is also known as student-centered instruction (Kusumoto, 2018).

1.2. Understand

1.3. Apply

1.3.1. Lexia Core5 reading app: This app is one that I use in my classroom each day. It provides students practice using phonics skills that are needed for everyday reading. The students must then apply the phonics skills they learn to participate in games within the app.

1.4. Analyze

1.4.1. Mind mapping app: Mind mapping provides students an opportunity to connect ideas and better understand the topic better.

1.5. Evaluate

1.6. Create

1.6.1. My story app: My story app provides students an opportunity to create, record, and share stories. It allows students to take information they have learned about a topic and create a story about that topic.

1.7. How it can be used in the classroom

1.7.1. Solution fluency project Provides students an opportunity to use all levels of blooms taxonomy while also using many 21st-century learning skills in the process. Solution fluency can be completed in relation to any subject area Students are able to uncover the depth and richness of a topic through solution fluency (McTighe & Wiggins, 2013). Students are given a real-world problem to solve

2. Relevance

2.1. Learners who are effective make attachments or connections between new and old information (Crockett, Jukes, & Churches, 2011).

3. Creating

3.1. Creative projects allow engagements of students and use analytical and evaluative thinking (Cochran, 2016).

4. Real World Application

4.1. Students need to learn for a successful life, not just for a test (Cochran, 2016).

4.2. Four competencies that students should have to be successful (Kusumoto, 2018).

4.2.1. Skills Communication, information utilization, interpersonal, and logical thinking

4.2.2. Attitudes

4.2.3. Knowledge

4.2.4. Creative thinking

5. Resources

5.1. Cochran, D. (2016). Moving up Bloom’s taxonomy: Developing higher-order thinking skills and engage students with technology tools. Retrieved from https://www.thecreativeeducator.com/v02/articles/The_New_Blooms

5.2. Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st-century fluencies for the digital age. Thousand Oaks, CA: Corwin.

5.3. Kusumoto, Y. (2018). Enhancing critical thinking through active learning. Language Learning in Higher Education, 8(1), 45–63. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=eric&AN=EJ1177602&site=eds-live&scope=site

5.4. McTighe, J., & Wiggins, G. (2013). What makes a question essential? In Essential questions: Opening doors to student understanding (chapter 1). Retreived from What Makes a Question Essential?