This tool helps you evaluate the level of proficiency
that you or your students have with the 21st Century
Fluencies. The Fluency Snapshot Tool can be used
either with individual students or with groups.
There are 10 statements for each Fluency. As you
move through the statements, chose a value you feel
represents how well the individual or group has
demonstrated the characteristic. This is an editable
form that you can check the boxes in online or off.
Have your students assess themselves and discuss
the outcome. Compare your results in each Fluency
to determine where focus and improvement may be
needed. Revisit this again in the future and co
- A deep understanding of and capacity to apply the elements and processes associated with critical thinking and problem solving.
- The ability to acquire, process, interpret, rationalize and critically analyze large volumes of often conflicting information to the point of making an informed decision and taking action in a timely fashion.
This tool helps you evaluate the level of proficiency
Sun West 21st Century 7 C Rubric Exemplars for Grades 6 to 9 for:
character, collaboration, communication, creativity, critical thinking, computer and digital technologies, and cultural and ethical citizenship.
Sun West 21st Century Skills 7 C Rubric Exemplars for Grades 10 to 12 for character, collaboration, communication, creativity, critical thinking, computer and digital technologies, and cultural and ethical citizenship.
Sun West 21st Century Skills 7 C Rubric Exemplars for Kindergarten to Grade 5 for character, collaboration, creativity, communication, critical thinking , computer and digital technologies, and cultural and ethical citizenship.
Try out one of these FREE Digital Escape Rooms to bring some well-deserved amusement to your home or classroom!
Escape Rooms are traditionally a physical “locked” room in which there are clues on how to escape. You need to solve each clue or problem that is presented in order to move onto the next clue, which, when you’ve solved enough, will eventually allow you to leave the room. Now, imagine this scenario, but in a virtual setting.
A digital escape room, like the ones described below, will give you a short story in reference to the theme. As you click through the prompts they give you, there will come a time where you need to solve a problem or a clue in order to click to the next prompt. Just as in real life, you won’t be able to “escape” until all the clues have been solved.
The students were given one period each week for 5 weeks to explore their interests and plan, implement and produce a Genius Hour Presentation in a format of their choosing. They began with a few worksheets to identify their interest areas and various ideas in which they may present their information and also various formats both electronically and paper-based which they could use to showcase their learning. The students used books, ipads and computers to access information. Various showcases included working replicas of battery-operated cars and helicopters, working volcanoes, a hockey rink, baking, painting and posters. Students were so engaged that most students completed the majority of their projects outside of school on their own time.
Ms. DiMaggio's 4th graders explore the essential but complex concepts of revolution, reaction, and reform. They begin with what she calls a "Quick Write" in which students independently write about anything they know about the three given words. Students then discuss what they've written in small groups. Next, students rotate around the room in teams to analyze photos of historical events responding in writing with ŇI see. . . I think. . . I wonder. . .. Ms. DiMaggio was careful in selecting a wide variety of photos to post given the complexity of these concepts and to address possible misconceptions or limits to understanding. For example, some students initially focused on the word ŇrevolutionÓ being related to war or the 1800's. When they analyzed a photo of technology, they quickly realized a broader definition of "revolution".
Lesson: Cells as basic building block of life
Lesson: How do decomposers work? Experiment
Lesson: Animal Adaptation
Lesson: Biodiversity-blanaced ecosystems
Lesson: Conservation and protecting plants, animals and the environment
Lesson: Animal Research
Lesson Ideas: A good preface, what is rhetoric? Three kinds of proof, 5 canons of Rhetoric, Euphemisms, Dysphemisms, Slanters, Fallacies, Deductive versus Inductive Reasoning, Logic, Arugment Map, Communication Model, Fact Check
Ms. Schaefer leads her 12th grade ELA students through a critical analysis of Atul Gawandes 'The Case of the Red Leg' through careful sequencing of questions.Initial questions ask students to react to the content of the text, forming and justifying their own opinions or perspective. This allows a maximum number of students to access the content and increases participation in the discussion. Questions then address the broader meaning of the text, using students understanding of the content to develop meaning and consider alternative points of view. Finally, questions focus on the style of writing and how stylistic elements contribute to the meaning found in the text.Structuring questions systematically gives students a tool for analyzing literature apart from the classroom so that their analysis is not dependent on teacher facilitation. Explicitly teaching students how to question is just as important as the analysis.
This is an individual or whole class strategy which combines reading/viewing comprehension skills with critical thinking skills. Individually or in groups, students choose one or several points from the timeline and create a sub-timeline related to the selected point(s). (Includes student graphic organizer)
Why use it?
- To examine events on a Canadian timeline in the context of a broader global timeline
- To help students develop the understanding that scientific discoveries and innovations contribute to, and are part of, a larger body of knowledge
- To consolidate learning after reading or viewing new material
I created this assessment to end our genetics unit. This assessment allowed students to apply the knowledge they had gained throughout the unit. It connects to the 21st Century C's by encouraging critical thinking (for example one student further investigated her own colourblindess), it encouraged development of literacy skills as the students researched complex disorders on their own and provided a framework for communication and technology skills through the presentation. I presented this assessment using a Still Alice hook - "If your mother was diagnosed with early onset Alzheimer's would you take the test". I think this encouraged students to select a disorder/genetic issue based on their own interests and perhaps a genetic disorder in their family. Allowing the students to also use pharmaceutical and agriculture genetic cases created a broader focus enhancing the diversity of presentations.
Foundational Learning Objective 3.2 (discussing examples of current uses of DNA in agriculture and pharmaceutical industries)
Foundational Learning Objective 2.9 (Discuss several human genetic disorders)
Foundational Learning Objective 3.3 (discuss the techniques of genetic screening).
Students utilize their reading and writing skills as they think critically in order to sort books in multiple ways.
In this case study, students will learn how to interpret MRI brain scans and to identify the functional regions (i.e., lobes) of the brain most likely impacted by bullying behaviour.
Every day, teens struggle with bullying – at home, school and online. The social and biological impact of bullying behaviour will be explored through the interactive activities included in this case study. Students will learn how individuals that bully are often surrounded by negative pressures, and how being bullied may lead to mental illness later in life.
Subject Focus: Science, Biology
21st Century Skills Focus: Critical Thinking, Communication, Collaboration
"With its reliable news in 10-minute video segments, CNN 10 allows teachers to keep students abreast of current events without overwhelming them with extra information or commentary. CNN 10 can be used as a starting point for a variety of activities. For instance, post a discussion question of the day related to a news topic and ask students to talk in small groups about how the story affects them. Ask students to choose a story of interest and probe into it for more depth. Flip the classroom by having students watch selected videos at home, and facilitate related projects in class. Promote collaboration and creativity by having students create their own news broadcasts related to curricular goals. Finally, promote media literacy by having students compare CNN's coverage with other media coverage of the same stories.
CNN 10 offers limited supports for classroom use: broadcast transcripts and downloadable weekly quiz questions, all targeted to the topics. But students can go to the top of the screen to get to more adult articles and topics, so beware. Still, that shouldn't deter kids who want to use the site independently or parents who want to help their kids learn what's going on in the world; the materials are user-friendly enough for everyone." (Common Sense Media)
A Consequence Map is a graphic organizer that requires students to think about the potential long-term impacts of a real or imaginary event, issue, problem, trend, or developing technology. Consequence mapping encourages deeper thinking about interrelationships and cause and effect.
Why use it?
- To have students think about the potential consequences, both intended and unintended, of an event, action, issue, problem, trend, or developing technology
- To develop systems thinking and critical thinking skills
- To help students identify and understand cause and effect relationships
This is an individual, pair or small group learning strategy which is used to help students organize information for the purpose of making a decision. People often use this method informally to make decisions about their own lives. (Includes student worksheet)
Why use it?
- To develop decision-making skills
- To identify the costs (disadvantages, downsides, etc.) and benefits (advantages, upsides) of a given issue or choice