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21st Century Skills Definitions

21st Century Skills Definitions
The IMLS Project Team and Task Force considered the list of skills commonly referred to as "21st Century Skills" and modified it slightly to better align with library and museum priorities.1 The resulting list includes the following additions: Basic Literacy, Scientific & Numerical Literacy, Visual Literacy, Cross-Disciplinary Skills, and Environmental Literacy. Not every skill on this list will be aligned with every institution’s vision and mission. Further, not every community will prioritize the same skills. Library and museum leaders should consider this list as a starting point beyond which it should be customized to fit the unique character, requirements, and priorities of the institution and its audiences. Reason Effectively Use various types of reasoning (e.g., inductive, deductive, etc.) as appropriate to the situation Use Systems Thinking Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems Make Judgments and Decisions Solve Problems 1. Related:  Mehrsprachigkeit

Using Pattern Recognition to Enhance Memory and Creativity "If seven friends in turn rapidly told him their phone numbers, he could calmly wait until the last digit was spoken and then, from memory, key all seven friends' numbers into his phone's contact list without error." It seems to be the season for fascinating meditations on consciousness, exploring such questions as what happens while we sleep, how complex cognition evolved, and why the world exists. Joining them and prior explorations of what it means to be human is The Ravenous Brain: How the New Science of Consciousness Explains Our Insatiable Search for Meaning (public library) by Cambridge neuroscientist Daniel Bor in which, among other things, he sheds light on how our species' penchant for pattern-recognition is essential to consciousness and our entire experience of life. To illustrate the power of chunking, Bor gives an astounding example of how one man was able to use this mental mechanism in greatly expanding the capacity of his working memory.

A Wonderful Copyright Flowchart for Your Class June 11, 2014 Today, I am adding another wonderful work in this direction. This work is realized by Silvia Rosenthal and Meryl Zeidenberg. Most of the readers of this blog know Slivia (editor of the popular blog "Langwitches") for I have shared several of her works in the past. Silvia is definitely one of the tech gurus in the field of Ed Tech and I always find quality and depth of thought in her works . Silvia has also recently published a great article entitled" Blogging As Pedagogy: Facilitate Learning" which I highly recommend for you. Source: Langwitches Multiple Intelligences Howard Gardner Lecture In January 2005 Institute of Critical Thinking hosted lectures by Professor Howard Gardner. Members of the education community in Trinidad and Tobago including the teaching fraternity were invited to participate. The Theory of Multiple Intelligences Professor Howard Gardner, a psychologist and professor of neuroscience from Harvard University, developed the theory of Multiple Intelligences (MI) in 1983. Gardner posits that human beings have nine different kinds of intelligence that reflect different ways of interacting with the world. What is Intelligence? For Gardner, intelligence includes the following: the ability to create an effective product or offer a service that is valued in a culture; a set of skills that make it possible for a person to solve problems in life; the potential for finding or creating solutions for problems, which involves gathering new knowledge. Typography of Nine Intelligences 1. 2. 3. 4. 5. 6. 7. 8. 9. Howard Gardner’s Webpage at Harvard

Why a leading professor of new media just banned technology use in class Stanford professor Cliff Nass discusses his research on multitasking and its effect on the brain in 2009. Nass was a professor of communication at Stanford University, co-creator of the Media Equation theory. He died last year. (Stanford University) Clay Shirky is, as he explains below, a “pretty unlikely candidate for Internet censor.” Shirky is a professor of media studies at New York University, holding a joint appointment as an arts professor at NYU’s graduate Interactive Telecommunications Program in the Tisch School of the Arts, and as a Distinguished Writer in Residence in the journalism institute. For years Shirky has allowed his students to bring laptops, tablets and phones into class and use them at will. By Clay Shirky I teach theory and practice of social media at New York University, and am an advocate and activist for the free culture movement, so I’m a pretty unlikely candidate for Internet censor. I came late and reluctantly to this decision.

15 Effective Tools for Visual Knowledge Management Since I started my quest a few years ago searching for the ultimate knowledge management tool, I’ve discovered a number of interesting applications that help people efficiently organize information. There certainly is no shortage of solutions for this problem domain. Many tools exist that offer the ability to discover, save, organize, search, and retrieve information. However, I’ve noticed a trend in recent years, and some newer applications are focusing more on the visual representation and relationship of knowledge. I believe this is in part due to the wider adoption of mind mapping (and concept mapping), and leveraging concepts and advances in the semantic web community. Most traditional personal knowledge management (PKM) or personal information management (PIM) applications offer the same basic set of features: These are essential features, however don’t offer too much to the more visually-inclined knowledge junkies. 15. 14. 13. 12. eyePlorer 11. Pages: 1 2 3

Thinking Dispositions: Thinking Dispositions: A review of current theories, practices, and issues by Shari Tishman and Albert Andrade Introduction What does it mean to be a good thinker? In an effort to account for the affective and attitudinal dimension of high-level thinking, many scholars and educators involved in the thinking skills movement have urged attention to what are often called "thinking dispositions." There are three parts to this document. Part Two is a brainstorm of issues and questions concerning thinking dispositions that occurred in the Summer of 1994 at the 6th International Conference of Thinking, held at Massachusetts Institute of Technology, in Cambridge, Massachusetts. Part Three is a bibliography of books, articles and programs that either are directly about, or relevant to, thinking dispositions. We recognize that, although interest in thinking dispositions has increased in recent years, it is by no means a new concept. Part One: Overview of Recent Work in the Field 1. 2. 3. 4.

Vielfalt-lernen-Wiki Herzlich Willkommen im "Vielfalt lernen" Wiki In diesem Wiki geht es um die Frage, wie wir mit der zunehmenden Heterogenität der Schülerinnen und Schüler an unseren Schulen konstruktiv umgehen können: Wie können wir Vielfalt lernen? Und welche vielfältigen Möglichkeiten des (individualisierten, selbstgesteuerten, kooperativen) Lernens gibt es in heterogenen Klassen? Wie kann individuelle Förderung konkret umgesetzt werden? Die Antworten kommen aus den Schulen - von Lehrerinnen und Lehrern, die den Mut haben, neue Wege des Lehrens und Lernens zu gehen. Dieses Wiki ist von der Bertelsmann Stiftung in Kooperation mit der Zentrale für Unterrichtsmedien im Internet e.V. Willkommen - Mach' mit! Erste Schritte - Vielfalt wertschätzen - Zielsetzungen Themenübersicht: Lernkultur, die individuelle Förderung ermöglicht Der Weg zu einer neuen Lernkultur des individuellen Lernens führt zum „Haus des Lernens“ Im Fokus: "Lehrerkompetenzen" Im Profil: Die Waldschule in Flensburg Warum Vielfalt wichtig ist Zitat

National Punctuation Day G7_Unit4_StudySkills.pdf Knowledgebase Erwachsenenbildung -  CLIL ist eine Unterrichtsmethode, die den Sachfachunterricht mit dem Erwerb einer Fremdsprache vereint. Diese Art des Unterrichts hat in den vergangenen Jahren europaweit großer Bedeutung erlangt (van Essen 2002; Dalton-Puffer 2007) und wurde von der europäischen Kommission mit Priorität eingestuft (European Commission). Sie wird auch in Österreich immer populärer (Gierlinger, Hainschink, & Spann 2007; Gierlinger 2007; Mewald, 2004; Nezbeda, 2005). Leider gibt es in Österreich keine Untersuchung die den komplexen Spracherwerb von CLIL-Schülerinnen auf Sekundarstufe I Niveau (A1, A2) qualitativ und quantitativ untersucht und gleichzeitig auch die Lehrerinnenperspektive berücksichtigt. In diesem Forschungsprojekt soll (u.a.) folgenden Forschungsfragen nachgegangen werden: Welche Erwartungshaltungen und Einstellungen zu CLIL haben die Beteiligten (major players)? Das Forschungsdesign sieht wie folgt aus: Ort: Hauptschule / NMS St.

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