Guiding Principles for Teaching and Learning
Students will demonstrate competency in
the following basic literacies:
Adapted from enGauge® 21st Century Skills: Literacy in the Digital Age, copyright 2003 by the North Central Regional Educational Laboratory and the Metiri Group.
- Language proficiency - Meet the following standards in the context of traditional and media-based prose, documents, and communication venues encountered in everyday living
- Numeracy - Meet the following standards in the context of traditional and media-based prose, documents, and communication venues encountered in everyday living
- Arithmetic computing
- Mathematical reasoning and problem solving
- Information and technological literacy - Meet the following standards in the context of traditional and media-based prose, documents, and communication venues encountered in everyday living
- Recognize when information is needed
- Locate information
- Evaluate all forms of information
- Synthesize and use information effectively
- Demonstrate knowledge and understanding of scientific concepts and processes required for participation in a Digital Age society
- Ask, find, or determine answers to questions derived from curiosity about everyday experiences
- Describe, explain, and predict natural phenomena
- Read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions
- Identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed
- Evaluate the quality of scientific information on the basis of its source and the methods used to generate it
- Demonstrate the capacity to pose and evaluate arguments based on evidence and to apply conclusions from such arguments appropriately
- Evaluate costs, benefits, and the limitations of resources, using this knowledge to make informed choices as consumers, producers, savers, investors, and citizens
- Evaluate different methods for allocating goods and services by comparing the costs and benefits of each method
- Identify economic incentives that affect people's behavior and explain how incentives affect their own behavior
- Understand how competition, trade barriers, shortages and surpluses, and the interaction between buyers and sellers can influence prices
- Describe the roles of various public and private economic institutions, including the Federal Reserve
- Understand the basics of income and its distribution, interest rates, inflation, unemployment, investment, and risk
- Identify and evaluate the benefits and costs of alternative public policies, and assess who enjoys the benefits and who bears the costs
- Understand the value of entrepreneurialism and the roles of small and large businesses in the U.S. economy
- Demonstrate a sound conceptual understanding of the nature of technology systems and view themselves as proficient users of these systems
- Understand and model positive, ethical use of technology in both social and personal contexts
- Use a variety of technology tools in effective ways to increase creative productivity
- Use communication tools to reach out to the world beyond the classroom and communicate ideas in powerful ways
- Use technology effectively to access, evaluate, process and synthesize information from a variety of sources
- Use technology to identify and solve complex problems in real world contexts
- Understand basic elements of visual design, technique, and media
- Aware of emotional, psychological, physiological, and cognitive influences in perceptions of visuals
- Comprehend representational, explanatory, abstract, and symbolic images
- Interpret visuals produced or displayed through electronic media
- Are informed viewers, critics, and consumers of visual information
- Are knowledgeable designers, composers, and producers of visual information
- Are effective visual communicators
- Are expressive, innovative visual thinkers and successful problem solvers
- Before accessing information
- Determine what is known and what is needed for problem-solving
- Identify different sources of information, including text, people, video, audio, and databases
- Prioritize sources based on credibility and relevance
- When accessing information
- Identify and retrieve relevant information from sources; use technology to enhance searching
- Revise information-gathering strategies that prove to be ineffective
- Understand how information retrieved does or does not address original problem
- Evaluate information in terms of credibility and social, economic, political, legal, and ethical issues that may impact it; use technology to facilitate evaluation
- After information is extracted
- Use retrieved information to accomplish a specific purpose
- Present information clearly and persuasively using a range of technology tools and media
- Evaluate the processes and products of these activities, including resulting social consequences
- Value diversity
- Aware of how cultural beliefs, values, and sensibilities affect the way they and others think and behave
- Appreciate and accept similarities and differences in beliefs, appearances, and lifestyles
- Understand how technology impacts culture
- Exhibit an informed sensitivity
- Know the history of both mainstream and non-mainstream American cultures
- Understand the perspectives of other cultural groups
- Sensitive to issues of bias, racism, prejudice, and stereotyping
- Actively engage with/in other cultures
- Work toward becoming bilingual/multilingual
- Communicate, interact, and work with individuals from other cultural groups, using technology where appropriate
- Familiar with cultural norms of technology environments and are able to interact successfully in such environments
- Knowledgeable about the connectedness of the nations of the world historically, politically, economically, technologically, socially, linguistically and ecologically
- Understand that these interconnections can have both positive benefits and negative consequences
- Understand the role of the United States in international policies and international relations
- Able to recognize, analyze and evaluate major trends in global relations and the interconnections of these trends with both their local and national communities
- Understand how national cultural differences impact the interpretation of events at the global level
- Understand the impact of ideology and culture on national decisions about access to and use of technology
- Participate in the global society by staying current with international news and by participating in the democratic process
Adaptability and Managing of Complexity
- When dealing with change
- Positive about change and recognize the gains that might result from it
- Adapt to change quickly and calmly, without idealizing earlier methods and ideas
- When faced with complex problems or multiple goals
- Think about problems from multiple perspectives; understand they can be solved using different strategies and can involve more than one solution
- Anticipate contingencies and handle them with confidence
- Look for and correct problems as they occur; abandon strategies that prove to be ineffective
- Manage multiple goals and set sub-goals in service of larger ones; stay focused under pressure and keep sight of "the big picture"
- Use self-management strategies to
- Allocate time and resources
- Remain organized
- Accountable for meeting goals
- Strive towards goals despite obstacles
- Understand the components of relevant systems
- Reflect on lessons learned from past behaviors, and use these insights to help plan future endeavors
- In the planning phase
- Set goals
- Plan strategically
- Believe in their abilities
- During learning activities
- Work to reach goals
- Develop interest in their work
- Focus and maintain their attention
- Constantly teach self
- Monitor own performance
- Seek help when needed
- Upon completion
- Evaluate their work
- Understand that hard work and perseverance breed success
- Maintain positive self-image of self as learner
- Use what is learned to adapt to new situations
- Display personal characteristics
- React positively to novel elements in the environment and often seek new experiences
- Demonstrate tolerance of ambiguity and less anxious in uncertain situations than children who are not curious
- Explore novel elements in the environment by moving toward, manipulating, or asking questions about those elements
- Persist in examining new elements in order know more about them
- Approach learning in unique ways
- Often learn more than is required
- Look for patterns or engage in hypothesis testing
- Stumble upon topics that prompt spontaneous inquiry
- Make an active attempt to learn about and keep abreast of novel ideas and current events
- Motivated to learn intrinsically rather than extrinsically
- Exhibit innovation and risk-taking
- Produce original, unique, and cogent ideas, phrases, and products
- Exhibit expertise in at least one domain
- Take risks and excel despite mistakes
- Intrinsically motivated
- Exhibit curiosity, inquisitiveness, wonder, and excitement
- Flexible and adaptable
- Immersed in challenging learning for intrinsic reasons
- Tolerate ambiguity well and respond with spontaneity and ingenuity
- Exhibit complex personalities
- Energetic, yet able to quietly contemplate ideas
- Divergent thinkers, yet able to think convergently at appropriate times
- Playful, yet disciplined and able to persevere
- Imaginative, yet rooted in reality
- Extroverted, yet able to be introspective
- Passionate and committed to learning, yet analytical and objective
- Driven and aggressive, yet sensitive
- Are willing to tackle challenging tasks, even when success is uncertain
- Choose tasks involving reasonable or intermediate risk rather than excessive risk
- Share and advocate ideas, even when those ideas are unconventional
- Willing to hold work or thinking to critical appraisal and amend thinking when successfully challenged
- Willing to be incorrect and willingly take on tasks that might result in errors
Higher-Order Thinking and Sound Reasoning
- Identify the essential elements in a problem as well as the interaction between those elements; use electronic tools to facilitate analysis
- Assign relative values to essential elements of a problem and use those values to rank elements in meaningful ways; assess similarities and differences in problems and their elements
- Construct relationships between the essential elements of a problem that provide insight into it; extract implications and conclusions from facts, premises, or data
- Create and apply criteria to gauge the strengths, limitations, and value of information, data, and solutions in productive ways
- Build new solutions through novel combinations of existing information
Teaming and Collaboration
- Willing and able to take on different roles and tasks within the group to accomplish shared ends
- Open and honest with ideas, concerns, and values
- Act as leaders as well as followers
- Apply collaborative skills to a variety of situations
- Reflect on group interactions after collaborative activities; use experiences to make future collaboration more productive
- Commit to a shared goal and accept responsibility for group work toward that goal
- Work to match tasks to team member abilities, expanding team membership when necessary
- Share personal understandings and resources with other group members
- Listen respectfully and objectively; offer constructive feedback
- Interactively design and redesign solutions through honest debate, disagreement, discussion, research, and development
- Aware of and able to manage their own emotions, strengths, and limits during both face-to-face and virtual interactions
- Able to manage their behavior during social interactions
- Able to align their goals to the goals of others during collaborative activities
- Understand and positively manage the emotions of others in both face-to-face and virtual environments: empathize with others; are sensitive to their needs and to the forces that shape the way they feel and behave; enhance their strengths and abilities
- Manage conflict effectively by devising win-win solutions; constructively influence the behavior of others; use effective communication and persuasive strategies, listen well
- Acknowledge that access to technology is a privilege, not a right, and as such warrants adherence to protocols and ethics
- Practice responsible use of technology systems, information, and technology
- Understand the global implications of personal actions within the World Wide Web system
- Set, prioritize, and meet personal as well as civic, family, and work-related goals; maintain a focus on important goals in spite of obstacles
- Balance personal, civic, family, and work demands
- Recognize the importance of citizens’ access to and use of information in a democratic society
- Pursue technology-related public policy that promotes ethical behavior, maintains personal privacy, and protects intellectual property as it recognizes and manages the inherent risks and ethical dilemmas raised by innovation
- Actively engage in public discourse and raise public awareness on ethical issues raised by new, emerging technologies
- Promote positive technological changes that advance the public good
- When selecting modes of interaction
- Consider features, conventions, and etiquette of interactive electronic environments
- Choose media and processes appropriate to purpose and audience
- Seek out and interact with virtual communities of interest (formal and informal learning)
- During interaction
- Use a range of expression (voice, video, text, image, etc.) to maximize the impact of a medium or online environment
- Work in synchronous modes, are comfortable with immediacy of interaction, engaging in appropriate give-and-take and effectively interpreting and providing emotional cues to enhance electronic communications
- Manage high-volume electronic communication efficiently and effectively
- Listen well, seek mutual understanding, welcome full sharing of information, and consider others’ views before commenting
- Exhibit personally responsible behavior, especially in situations of anonymity
Prioritizing, Planning, and Managing for Results
- Able to frame meaningful questions that provide clear direction to planning processes
- Spend a considerable amount of "up-front" time reflecting on these questions and developing a specific plan that is likely to lead to a solution
- Anticipate obstacles and plan accordingly, sustaining interest and effort in the face of complexity
- Exhibit positive leadership traits; cause others to act in accordance with a plan
- Utilize time and resources efficiently and effectively
- Monitor progress effectively throughout the implementation of the plan
Effective Use of Real-World Tools
- Understand the value of tools for a particular field and are comfortable using these tools
- Enhance learning about content areas through both general technology tools and those specific to a field of study
- Use the real-world tools of field practitioners as a bridge between the theory and practice
- Document resultant products and, when appropriate, write technical manuals to guide use and possibly continued development of the work by others
Ability to Produce Relevant, High-Quality Products
- Ensure that content is accurate, balanced, carefully researched, and well-documented (application of information literacy)
- Strategically use a variety of media (text, video, audio) and technology tools to add value to their products
- Skillfully integrate and apply technological, information, and visual literacies to generate "knowledge products"
- Create "knowledge products" that have significance beyond the classroom walls
- Understand both the utility of the products created and the way they meet the needs or demands of the original problem
- Have internal standards for high quality products, and routinely use these standards to test and evaluate products and the processes that led to them
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