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21st Century Learning Flashcards

(80 cards)

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1
Q

What is not knowledge construction?

A

Reproducing information

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2
Q

What skills are often associated with knowledge construction?

A

Critical thinking

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3
Q

Activities that require knowledge construction ask learners to do what?

A

Interpret
Analyse
Synthesise
Interpret
Evaluate

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4
Q

Drawing inferences beyond the literal meaning

A

Interpretation

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5
Q

Identifying parts of a whole and their relationships to each other

A

Analyses

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6
Q

Identifying the relationships between two or more ideas

A

Synthesis

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7
Q

Judging the importance, quality or credibility of data, ideas or events

A

Evaluation

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8
Q

What does ‘apply their knwoledge’ mean in knowledge construction?

A

Use knowledge that has been constructed to support another task in another context

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9
Q

What does interdisciplinary learning activities have?

A

Learning goals

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10
Q

L1 of KC

A

Not KC

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11
Q

L2 of KC

A

KC required
KC not main requirement

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12
Q

L3 of KC

A

KC main requirement
KC not applied to different contexts

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13
Q

L4 KC

A

KC main requirement
Applied to different contexts
No learning goals

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14
Q

L5 KC

A

KC main requirement
Applied to different contexts
Interdisciplinary

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15
Q

Learners work together when the activity requires them to work in pairs or groups to:

A

Discuss an issue
Solve a problem
Create a product

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16
Q

when they work in pairs or groups to develop a common product, design, or response; learners must collectively own the work and be mutually responsible for its outcome.

A

Shared responsibility

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17
Q

when they must resolve important issues that will guide their work together; decisions are decisions that shape the content, process, OR product of learners’ work.

A

Substantive decisions

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18
Q

What three things must learners make substantive decisions on?

A

Content
Process
Product

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19
Q

when all learners must participate in order for the team to succeed; work is divided fairly: one or two learners may do all the work for the team; require the participation of all learners.

A

Interdependent work

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20
Q

A presentation each learner shares in developing and presenting

A

Interdependent product development

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21
Q

Decision that required information distributed across all learners

A

Interdependent decision

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22
Q

LV1 collaboration

A

Not pair or group work

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23
Q

L2 collaborarion

A

Pair/group work
No shared responsibility

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24
Q

L3 collaboration

A

Pair/group work
Shared responsibility
No substantive decisions

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25
L4 collaboration
Pair/group work Shared responsibility substantive decisions Not interdependent
26
L5 collaboration
Pair/group work Shared responsibility Substantive decisions Interdependent
27
Problem solving involves a task with a...
Defined challenge
28
Problems solving happens when learners must:
1. develop a soluton to a new problem 2. complete a task not instructed how 3. design a complex product that meets a set of requirements
29
What is NOT problem solving activities
Learners given all the information Learners given the procedure
30
Problem solving tasks require learners to:
- investigate - find alternatives - explore - design - test
31
RWP are experienced by...
real people
32
RWP have solutions for...
specific, plausible audience
33
RWP have...
specific, explicit contexts
34
Putting learners ideas or solutions into practice in the real world
Innovation
35
Innovation benefits...
people other than the student
36
L1 RWPS&I
LA main requirement not PS
37
L2 RWPS&I
PS LA main requirement Not a RWP
38
L3 RWPS&I
PS LA main requirement RWP No innovation
39
L4 RWPS&I
PS LA main requirement RWP Innovation
40
a learning activity is considered 'long-term' if?
learners work on it for a substantive period of time (i.e. time to plan the process of their work over multiple drafts)
41
What is the basic prerequesite for learners' opporunity for SR?
length of time i.e. long-term LA
42
What is to be learned in a LA
learning goals
43
The factors that will be considered to determine the learning goal has been met
Success criteria
44
Name the second prerequisite for learners opportunity for self-regulation?
Understanding that learning goals and success criteria is needed early in the LA
45
In SR, what might a student plan in terms of their own work?
Deciding: - how - who - where
46
In SR, what needs to happen before a student submits their work?
have the opportunity to revise their work based on feedback
47
Where may feedback come from?
- educator - peers
48
What is required for effective feedback?
- specific strengths, weakneses and next steps - increase awareness of progress along a path - leads to reflection and planning of next steps
49
L1 SR
LA not long-term No learning goals No success criteria
50
L2 SR
LA long-term Learning gials and success criteria No opportunity to plan work
51
L3 SR
LA long-term Learning gials and success criteria Opportunity to plan work No opportunity to revise based on feedback
52
L4 SR
LA long-term Learning gials and success criteria Opportunity to plan work Opportunity to revise based on feedback
53
learner use of ICT happens when...
learners use ICT directly
54
It is considered ICT use if:
- learners are required to use ICT or - can use ICT to compelte the activity
55
What is required for 21stCLD use of ICT?
Use ICT to support KC
56
When does ICT support KC?
- learners use ICT directly for KC part of LA e.g. analyse information - learners use ICT to indirectly support KC to complete one step of the LA and using information form that step in teh KC LA
57
KC support by ICT must be about...
- learning goals
58
Learners are designers of ICT products when:
They create ICT products that others can use e.g. a podcast availa ble on the internet
59
When learners act as designers, ICT is supporting RWP&I therefore learners must have what in mind?
Authentic audience
60
L1 ICT
No oportunity for use if ICT in LA
61
L2 ICT
learnes use ICT to practice basic skills or reproduce info
62
L3 ICT
Learners use ICT to support KC Could construct the same knowledge without ICT
63
L4 ICT
learners use ICT to support KC ICT required for KC learners do not create ICT product for authentic user
64
L5 ICT
learners use ICT to support KC ICT required for KC learners create ICT product for authentic user
65
when learners must produce communication that represents a set of connected ideas, not a single simple thought
Extended communication
66
When communication includes more than one type od communication mode or tool used to communicate a coherent message
Multi-modal communication
67
What does skilled comunication require?
1. supporting evidence 2. design communication for a particular audience
68
What is a thesis in skilled communication?
claim, hypothesis or conclusion
69
What is not skilled communication?
Communicating to a general audience on the internet
70
L1 skilled comms
learners not required to produce extended of multi-modal comms
71
L2 skilled comms
learners required to produce extended or mm comms No supporting evidence
72
L3 skilled comms
Extended or mm comms supporting evidence OR required to design comms for particular audience BUT not both
73
L4 skilled comms
extended or mm comms supoorting evidence design comms for particular audience
74
What the 6 21CLDs?
- KC - Collaboration - SR - RWP&I - use of ICT - skilled comms
75
KC big ideas
- Interpretation, analyses, synthesis, evaluation - application - interdisciplinary
76
Collaboration big ideas
- discuss, solve, create together - shared responsibility - substantive decisions - interdependent work
77
RWP&I big idease
- problem solving - RWP - Innovation
78
SR big ideas
- long-term activity - planning own work - opportunity for revision based on feedback
79
Use of ICT big ideas
- learner us of ICT - use of ICT to support KC - diesgners of ICT products
80
Skilled comms big ideas
- Extended comms - Multi-modal comms - supporting evidence - comms designed for particular audience

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