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How does choice and authenticity impact engagement?

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How does choice and authenticity impact engagement?

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I can use other teachers' data based on a blended criteria survey to see if they blend and then to use some of their data ???

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digital literacy checklist
(D17) I am motivated in learning new information
both online and offline. 3.84 .821 .803
(D16) I am comfortable with sharing information
with others in discussion. 3.84 .757 .792
(D18) I can critically evaluate the information that I
gather for its usefulness. 3.69 .785 .642
(D5) I know where to find information from different
sources (e.g. school library, online database, web). 3.78 .724 .592
(D13) I am confident in using application software
(e.g. email, office suite, web browser). 3.93 .826 .788
(D20) I have the skills to use digital technology (e.g.
computer, tablet, smartphone) effectively. 3.90 .768 .722
(D12) I use digital technology (e.g. computer, tablet,
smartphone) often both at home and at school. 4.12 .839 .670
(D8) I am familiar with the web. 3.82 .843 .586
(D2) I can distinguish the differences between print
and online resources. 3.77 .744 .730
(D1) I know how and where to search for useful
information both online and offline. 3.74 .763 .663
(D4) I am one of the members in the learning
community. 3.57 .992 .623
(D15) I can integrate information that comes from
different sources

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This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Reference List: Electronic Sources (Web Publications)
Summary:
APA (American Psychological Association) style is most commonly used to cite sources within the social sciences. This resource, revised according to the 6 th edition, second printing of the APA manual, offers examples for the general format of APA research papers, in-text citations, endnotes/footnotes, and the reference page. For more information, please consult the Publication Manual of the American Psychological Association, (6 th ed., 2 nd printing).

Please note: Some electronic citations necessitate the use of brackets; APA style dictates that brackets should directly surround their content without spaces (e.g., [bracketed content] should look like this). When possible, include the year, month, and date in references. If the month and date are not available, use the year of publication. Please note, too, that the OWL still includes information about print sources and databases for those still working with these sources.

Webpage or Piece of Online Content

Individual webpages and documents hosted online are cited similarly to print content. Note, however, that the URL is typically included at the end of the entry. The URL may, at the author's discretion, be left as an active link. Include additional information (like translators, editors, first edition publication date, and so on) as you would for print sources.

Author, A. A. & Author B. B. (Date of publication). Title of page [Format description when necessary]. Retrieved from https://www.someaddress.com/full/url/

Eco, U. (2015). How to write a thesis [PDF file]. (Farina C. M. & Farina F., Trans.) Retrieved from https://www.researchgate.net/...How_to_write_a_thesis/.../Umberto+Eco-How+to+Write+... (Original work published 1977).

If the page's author is not listed, start with the title instead. If the date of publication is not listed, use the abbreviation (n.d.).

Spotlight Resources. (n.d.). Retrieved from https://owl.purdue.edu/owl/about_the_owl/owl_information/spotlight_resources.html

You only need to include a date of access when the page's content is likely to change over time (like, for instance, if you're citing a wiki that is publicly edited).

Purdue University Writing Lab [Facebook page]. (n.d.). Retrieved January 22, 2019, from https://www.facebook.com/PurdueUniversityWritingLab/

Article From an Online Periodical

Online articles follow the same guidelines for printed articles. Include all information the online host makes available, including an issue number in parentheses.

Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Online Periodical, volume number(issue number if available). Retrieved from
https://www.someaddress.com/full/url/

Bernstein, M. (2002). 10 tips on writing the living web. A List Apart: For People Who Make Websites, 149. Retrieved from https://www.alistapart.com/articles/writeliving

Online Scholarly Journal Article: Citing DOIs

Please note: In August of 2011 the formatting recommendations for DOIs changed. DOIs are now rendered as an alpha-numeric string which acts as an active link. According to The APA Style Guide to Electronic References, 6th edition, you should use the DOI format which the article appears with. So, if it is using the older numeric string, use that as the DOI. If, however, it is presented as the newer alpha-numeric string, use that as the DOI. The Purdue OWL maintains examples of citations using both DOI styles.

Because online materials can potentially change URLs, APA recommends providing a Digital Object Identifier (DOI), when it is available, as opposed to the URL. DOIs are an attempt to provide stable, long-lasting links for online articles. They are unique to their documents and consist of a long alphanumeric code. Many-but not all-publishers will provide an article's DOI on the first page of the document.

Note that some online bibliographies provide an article's DOI but may "hide" the code under a button which may read "Article" or may be an abbreviation of a vendor's name like "CrossRef" or "PubMed." This button will usually lead the user to the full article which will include the DOI. Find DOI's from print publications or ones that go to dead links with CrossRef.org's "DOI Resolver," which is displayed in a central location on their home page.

Article From an Online Periodical with DOI Assigned

Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Journal, volume number, page range. doi:0000000/000000000000 or https://doi.org/10.0000/0000

Brownlie, D. (2007). Toward effective poster presentations: An annotated bibliography. European Journal of Marketing, 41, 1245-1283. doi:10.1108/03090560710821161

Wooldridge, M.B., & Shapka, J. (2012). Playing with technology: Mother-toddler interaction scores lower during play with electronic toys. Journal of Applied Developmental Psychology, 33(5), 211-218. https://doi.org/10.1016/j.appdev.2012.05.005

Article From an Online Periodical with no DOI Assigned

Online scholarly journal articles without a DOI require the URL of the journal home page. Remember that one goal of citations is to provide your readers with enough information to find the article; providing the journal home page aids readers in this process.

Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Journal, volume number. Retrieved from https://www.journalhomepage.com/full/url/

Kenneth, I. A. (2000). A Buddhist response to the nature of human rights. Journal of Buddhist Ethics, 8. Retrieved from https://www.cac.psu.edu/jbe/twocont.html

Article from a Database

Please note: APA states that including database information in citations is not necessary because databases change over time (p. 192). However, the OWL still includes information about databases for those users who need database information.

When referencing a print article obtained from an online database (such as a database in the library), provide appropriate print citation information (formatted just like a "normal" print citation would be for that type of work). By providing this information, you allow people to retrieve the print version if they do not have access to the database from which you retrieved the article. You can also include the item number or accession number or database URL at the end, but the APA manual says that this is not required.

If you are citing a database article that is available in other places, such as a journal or magazine, include the homepage's URL. You may have to do a web search of the article's title, author, etc. to find the URL.

For articles that are easily located, do not provide database information. If the article is difficult to locate, then you can provide database information. Only use retrieval dates if the source could change, such as Wikis. For more about citing articles retrieved from electronic databases, see pages 187-192 of the Publication Manual.

Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Journal, volume number, page range. Retrieved from https://www.someaddress.com/full/url/

Smyth, A. M., Parker, A. L., & Pease, D. L. (2002). A study of enjoyment of peas. Journal of Abnormal Eating, 8(3), 120-125. Retrieved from
https://www.fakeexamplehomepage.com/full/url/

Abstract

If you only cite an abstract but the full text of the article is also available, cite the online abstract as any other online citations, adding "[Abstract]" after the article or source name. However, if the full text is not available, you may use an abstract that is available through an abstracts database as a secondary source.

Paterson, P. (2008). How well do young offenders with Asperger Syndrome cope in custody?: Two prison case studies [Abstract]. British Journal of Learning Disabilities, 36(1), 54-58.

Hendricks, J., Applebaum, R., & Kunkel, S. (2010). A world apart? Bridging the gap between theory and applied social gerontology. Gerontologist, 50(3), 284-293. Abstract retrieved from Abstracts in Social Gerontology database. (Accession No. 50360869)

Newspaper Article

Note that the APA recommends using the homepage address for the online newspaper, rather than the full URL for the article itself.

Author, A. A. (Year, Month Day). Title of article. Title of Newspaper. Retrieved from
https://www.homeaddress.com/

Parker-Pope, T. (2008, May 6). Psychiatry handbook linked to drug industry. The New York Times. Retrieved from https://well.blogs.nytimes.com/

Electronic Books

Electronic books may include books found on personal websites, databases, or even in audio form. Use the following format if the book you are using is only provided in a digital format or is difficult to find in print. If the work is not directly available online or must be purchased, use "Available from," rather than "Retrieved from," and point readers to where they can find it. For books available in print form and electronic form, include the publish date in parentheses after the author's name. For references to e-book editions, be sure to include the type and version of e-book you are referencing (e.g., "[Kindle DX version]"). If DOIs are available, provide them at the end of the reference.

De Huff, E. W. (n.d.). Taytay's tales: Traditional Pueblo Indian tales. Retrieved from https://digital.library.upenn.edu/women/dehuff/taytay/taytay.html

Davis, J. (n.d.). Familiar birdsongs of the Northwest. Available from https://www.powells.com/cgi-bin/biblio? inkey=1-9780931686108-0

Kindle Books

To cite Kindle (or other e-book formats) you must include the following information: the author, date of publication, title, e-book version, and either the Digital Object Identifier (DOI) number, or the place where you downloaded the book. Please note that the DOI/place of download is used in-place of publisher information.

Here's an example:

Stoker, B. (1897). Dracula [Kindle DX version]. Retrieved from Amazon.com

Chapter/Section of a Web Document or Online Book Chapter

Author, A. A., & Author, B. B. (Date of publication). Title of article. In Title of book or larger document (chapter or section number). Retrieved from https://www.someaddress.com/full/url/

Engelshcall, R. S. (1997). Module mod_rewrite: URL Rewriting Engine. In Apache HTTP Server version 1.3 documentation (Apache modules). Retrieved from https://httpd.apache.org/docs/1.3/mod/mod_rewrite.html

Peckinpaugh, J. (2003). Change in the Nineties. In J. S. Bough and G. B. DuBois (Eds.), A century of growth in America. Retrieved from GoldStar database.

NOTE: Use a chapter or section identifier and provide a URL that links directly to the chapter section, not the home page of the website.

Online Book Reviews

Cite the information as you normally would for the work you are quoting. (The first example below is from a newspaper article; the second is from a scholarly journal.) In brackets, write "Review of the book" and give the title of the reviewed work. Provide the web address after the words "Retrieved from," if the review is freely available to anyone. If the review comes from a subscription service or database, write "Available from" and provide the information where the review can be purchased.

Zacharek, S. (2008, April 27). Natural women [Review of the book Girls like us]. The New York Times. Retrieved from https://www.nytimes.com/2008/04/27/books/review/Zachareck
-t.html?pagewanted=2

Castle, G. (2007). New millennial Joyce [Review of the books Twenty-first Joyce, Joyce's critics: Transitions in reading and culture, and Joyce's messianism: Dante, negative existence, and the messianic self]. Modern Fiction Studies, 50(1), 163-173. Available from Project MUSE website: https://muse.jhu.edu/journals/modern_fiction_studies/toc/mfs52.1.html

Dissertation/Thesis from a Database

Biswas, S. (2008). Dopamine D3 receptor: A neuroprotective treatment target in Parkinson's disease. Retrieved from ProQuest Dissertations & Theses Global. (AAT 3295214)

Online Encyclopedias and Dictionaries

Often encyclopedias and dictionaries do not provide bylines (authors' names). When no byline is present, move the entry name to the front of the citation. Provide publication dates if present or specify (n.d.) if no date is present in the entry.

Feminism. (n.d.). In Encyclopædia Britannica online. Retrieved from https://www.britannica.com/EBchecked/topic/724633/feminism

Online Bibliographies and Annotated Bibliographies

Jürgens, R. (2005). HIV/AIDS and HCV in Prisons: A Select Annotated Bibliography. Retrieved from https://www.hc-sc.gc.ca/ahc-asc/alt_formats/hpb-dgps/pdf/intactiv/hiv-vih-aids-sida-prison-carceral_e.pdf

Data Sets

Point readers to raw data by providing a web address (use "Retrieved from") or a general place that houses data sets on the site (use "Available from").

United States Department of Housing and Urban Development. (2008). Indiana income limits [Data file]. Retrieved from https://www.huduser.org/Datasets/IL/IL08/in_fy2008.pdf

Graphic Data (e.g. Interactive Maps and Other Graphic Representations of Data)

Give the name of the researching organization followed by the date. In brackets, provide a brief explanation of what type of data is there and in what form it appears. Finally, provide the project name and retrieval information.

Solar Radiation and Climate Experiment. (2007). [Graph illustration the SORCE Spectral Plot May 8, 2008]. Solar Spectral Data Access from the SIM, SOLSTICE, and XPS Instruments. Retrieved from https://lasp.colorado.edu/cgi-bin/ion-p?page=input_data_for_ spectra.ion

Qualitative Data and Online Interviews

If an interview is not retrievable in audio or print form, cite the interview only in the text (not in the reference list) and provide the month, day, and year in the text. If an audio file or transcript is available online, use the following model, specifying the medium in brackets (e.g. [Interview transcript, Interview audio file]):

Butler, C. (Interviewer) & Stevenson, R. (Interviewee). (1999). Oral History 2 [Interview transcript]. Retrieved from Johnson Space Center Oral Histories Project website: https:// www11.jsc.nasa.gov/history/oral_histories/oral_histories.htm

Online Lecture Notes and Presentation Slides

When citing online lecture notes, be sure to provide the file format in brackets after the lecture title (e.g. PowerPoint slides, Word document).

Hallam, A. Duality in consumer theory [PDF document]. Retrieved from Lecture Notes Online Website: https://www.econ.iastate.edu/classes/econ501/Hallam/index.html

Roberts, K. F. (1998). Federal regulations of chemicals in the environment [PowerPoint slides]. Retrieved from https://siri.uvm.edu/ppt/40hrenv/index.html

Computer Software/Downloaded Software

Do not cite standard office software (e.g. Word, Excel) or programming languages. Provide references only for specialized software.

Ludwig, T. (2002). PsychInquiry [computer software]. New York: Worth.

Software that is downloaded from a web site should provide the software's version and year when available.

Hayes, B., Tesar, B., & Zuraw, K. (2003). OTSoft: Optimality Theory Software (Version 2.1) [Software]. Available from https://www.linguistics.ucla.edu/people/hayes/otsoft/

E-mail

E-mails are not included in the list of references, though you parenthetically cite them in your main text: (E. Robbins, personal communication, January 4, 2001).

Online Forum or Discussion Board Posting

Include the title of the message, and the URL of the newsgroup or discussion board. Please note that titles for items in online communities (e.g. blogs, newsgroups, forums) are not italicized. If the author's name is not available, provide the screen name. Place identifiers like post or message numbers, if available, in brackets. If available, provide the URL where the message is archived (e.g. "Message posted to..., archived at...").

Frook, B. D. (1999, July 23). New inventions in the cyberworld of toylandia [Msg 25]. Message posted to https://groups.earthlink.com/forum/messages/00025.html

Blog (Weblog) Post

Include the title of the message and the URL. Please note that titles for items in online communities (e.g. blogs, newsgroups, forums) are not italicized. If the author's name is not available, provide the screen name.

J Dean. (2008, May 7). When the self emerges: Is that me in the mirror? [web log comment]. Retrieved from https://www.spring.org.uk/the1sttransport

YouTube Video or Video Blog Entry

Online videos are cited similarly to the other types of digital media described above. However, because the creators of digital videos often go by pseudonymous screen names, this information is included after the author's name.

The general format is as follows:

Author, A. A. [Screen name]. (year, month day). Title of video [Video file]. Retrieved from https://www.someaddress.com/full/url/

Here, the "author" is the person who uploaded the video file. The screen name should be spelled and capitalized exactly as it appears, even if it does not observe standard spelling and capitalization rules.

If no author name is available, or if the author's name is identical to the username, leave it out. In this case, do not put the username in brackets.

PBSoffbook. (2013, October 3). How to be creative[Video file]. Retrieved from https://www.youtube.com/watch?v=weIQIthC3Ks

Wikis

Please note that the APA Style Guide to Electronic References warns writers that wikis (like Wikipedia, for example) are collaborative projects that cannot guarantee the verifiability or expertise of their entries.

OLPC Peru/Arahuay. (n.d.). Retrieved April 29, 2011 from the OLPC Wiki: https://wiki.laptop. org/go/OLPC_Peru/Arahuay

Audio Podcast

For all podcasts, provide as much information as possible; not all of the following information will be available. Possible addition identifiers may include Producer, Director, etc.

Bell, T., & Phillips, T. (2008, May 6). A solar flare. Science @ NASA Podcast. Podcast retrieved from https://science.nasa.gov/podcast.htm

Video Podcasts

For all podcasts, provide as much information as possible; not all of the following information will be available. Possible addition identifiers may include Producer, Director, etc.

Scott, D. (Producer). (2007, January 5). The community college classroom [Episode 7]. Adventures in Education. Podcast retrieved from https://www.adveeducation.com

For more help with citing electronic sources, please use these links:

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Reference List: Electronic Sources // Purdue Writing Lab

# data[].attributes.attachment_link.description
This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice. Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission.

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We are a globally renowned resource that provides assistance with English to students, teachers, professionals, and organizations across the world. Our goal is to assist clients in their development as writers - no matter their skill level.

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Purdue OWL® - Purdue OWL® - Purdue University

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We are a globally renowned resource that provides assistance with English to students, teachers, professionals, and organizations across the world. Our goal is to assist clients in their development as writers - no matter their skill level.

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UVM Libraries Research Guides: ENVS 201: Research Methods - Fisher (Fall 2017): The Literature Review

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UVM Libraries Research Guides: ENVS 201: Research Methods - Fisher (Fall 2017): The Literature Review

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A blended lesson for teachers and some for kids too.

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A blended lesson for teachers and some for kids too.

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A Principal's Reflections

We are beginning to see more and more innovative uses of technology not just to personalize, but also to make the learning process more personal. When a solid pedagogical foundation is in place, the stage is set to challenge students to demonstrate thinking and learning in ways that we could never have imagined a few short years ago. This, combined with relevance grounded in authentic contexts and applications, empowers students to own their learning.

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Education Elements

Years ago, Anthony Kim, CEO of Education Elements, remarked to me that " Blended learning accelerates a good culture and makes it great, but it will also accelerate a bad culture and make it terrible.". Personalized Learning Leaders School Districts

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2017 and Blended Learning - EdTech Update

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A Principal's Reflections We are beginning to see more and more innovative uses of technology not just to personalize, but also to make the learning process more personal. When a solid pedagogical foundation is in place, the stage is set to challenge students to demonstrate thinking and learning in ways that we could never have imagined a few short years ago.

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Is it that the best way to flex group in the beginning by create one that is heterogeneous but differentiated within?

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The Relevance of Blended Learning: Blending Autonomy and Support

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The Relevance of Blended Learning: Blending Autonomy and Support

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In what ways do blended/personalized learning influence the engagement of sixth grade humanities’ students?

In what ways do blended/personalized learning methods influence the standardized reading achievement scores of sixth grade humanities’ students?

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What is the context of the current learning environment that I might have taken for granted? Do a student survey. How is your learning any different than that of most of the other experiences you have had? IF at all?

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What is the context of the current learning environment that I might have taken for granted? Do a student survey. How is your learning any different than that of most of the other experiences you have had? IF at all?

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What do wish could change and why would you change it This must have strong support from research.

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Post 1-Planning 1 of 3

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Hattie's research

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SAGE Journals: Your gateway to world-class journal research

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Subscription and open access journals from SAGE Publishing, the world's leading independent academic publisher.

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Hours spent in blend and conference time.

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Hours spent in blend and conference time.

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Authors

Ming-Te Wang,

Corresponding author

University of Pittsburgh

Correspondence concerning this article should be addressed to Ming-Te Wang, Department of Psychology, University of Pittsburgh, 230 South Bouquet Street, Pittsburgh, PA 15260; e-mail: mtwang@pitt.edu.

Search for more papers by this author

Jessica Degol

Ming-Te Wang is with the School of Education, Learning Research and Development Center, Department of Psychology, University of Pittsburgh. Jessica Degol is with the School of Education, University of Pittsburgh.

This project was supported by Grant DRL1315943 from the National Science Foundation and Grant DA034151-02 from the National Institute on Drug Abuse at the National Institute of Health to Ming-Te Wang.

Abstract

In this article, we review knowledge about student engagement and look ahead to the future of study in this area. We begin by describing how researchers in the field define and study student engagement. In particular, we describe the levels, contexts, and dimensions that constitute the measurement of engagement, summarize the contexts that shape engagement and the outcomes that result from it, and articulate person-centered approaches for analyzing engagement. We conclude by addressing limitations to the research and providing recommendations for study. Specifically, we point to the importance of incorporating more work on how learning-related emotions, personality characteristics, prior learning experiences, shared values across contexts, and engagement in nonacademic activities influence individual differences in student engagement. We also stress the need to improve our understanding of the nuances involved in developing engagement over time by incorporating more extensive longitudinal analyses, intervention trials, research on affective neuroscience, and interactions among levels and dimensions of engagement.

Authors

Ming-Te Wang,

Corresponding author

University of Pittsburgh

Correspondence concerning this article should be addressed to Ming-Te Wang, Department of Psychology, University of Pittsburgh, 230 South Bouquet Street, Pittsburgh, PA 15260; e-mail: mtwang@pitt.edu.

Search for more papers by this author

Jessica Degol

Ming-Te Wang is with the School of Education, Learning Research and Development Center, Department of Psychology, University of Pittsburgh. Jessica Degol is with the School of Education, University of Pittsburgh.

This project was supported by Grant DRL1315943 from the National Science Foundation and Grant DA034151-02 from the National Institute on Drug Abuse at the National Institute of Health to Ming-Te Wang.

Abstract

In this article, we review knowledge about student engagement and look ahead to the future of study in this area. We begin by describing how researchers in the field define and study student engagement. In particular, we describe the levels, contexts, and dimensions that constitute the measurement of engagement, summarize the contexts that shape engagement and the outcomes that result from it, and articulate person-centered approaches for analyzing engagement. We conclude by addressing limitations to the research and providing recommendations for study. Specifically, we point to the importance of incorporating more work on how learning-related emotions, personality characteristics, prior learning experiences, shared values across contexts, and engagement in nonacademic activities influence individual differences in student engagement. We also stress the need to improve our understanding of the nuances involved in developing engagement over time by incorporating more extensive longitudinal analyses, intervention trials, research on affective neuroscience, and interactions among levels and dimensions of engagement.

Authors

Ming-Te Wang,

Corresponding author

University of Pittsburgh

Correspondence concerning this article should be addressed to Ming-Te Wang, Department of Psychology, University of Pittsburgh, 230 South Bouquet Street, Pittsburgh, PA 15260; e-mail: mtwang@pitt.edu.

Search for more papers by this author

Jessica Degol

Ming-Te Wang is with the School of Education, Learning Research and Development Center, Department of Psychology, University of Pittsburgh. Jessica Degol is with the School of Education, University of Pittsburgh.

This project was supported by Grant DRL1315943 from the National Science Foundation and Grant DA034151-02 from the National Institute on Drug Abuse at the National Institute of Health to Ming-Te Wang.

Abstract

In this article, we review knowledge about student engagement and look ahead to the future of study in this area. We begin by describing how researchers in the field define and study student engagement. In particular, we describe the levels, contexts, and dimensions that constitute the measurement of engagement, summarize the contexts that shape engagement and the outcomes that result from it, and articulate person-centered approaches for analyzing engagement. We conclude by addressing limitations to the research and providing recommendations for study. Specifically, we point to the importance of incorporating more work on how learning-related emotions, personality characteristics, prior learning experiences, shared values across contexts, and engagement in nonacademic activities influence individual differences in student engagement. We also stress the need to improve our understanding of the nuances involved in developing engagement over time by incorporating more extensive longitudinal analyses, intervention trials, research on affective neuroscience, and interactions among levels and dimensions of engagement.

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Staying Engaged: Knowledge and Research Needs in Student Engagement

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Corresponding author University of Pittsburgh Correspondence concerning this article should be addressed to Ming-Te Wang, Department of Psychology, University of Pittsburgh, 230 South Bouquet Street, Pittsburgh, PA 15260; e-mail: mtwang@pitt.edu. Search for more papers by this author Jessica Degol Ming-Te Wang is with the School of Education, Learning Research and Development Center, Department of Psychology, University of Pittsburgh.

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For two weeks in third grade, I preached the gospel of the wild boar. My teacher, the sprightly Mrs. DeWilde, assigned my class an open-ended research project: Create a five-minute presentation about any exotic animal. I devoted my free time before bedtime to capturing the wonders of the Sus scrofa in a 20-minute sermon. I filled a poster as big as my 9-year-old self with photographs, facts, and charts, complete with a fold-out diagram of the snout. During my presentation, I shared my five-stanza rhyming poem about the swine's life cycle, painted the species' desert and taiga habitats in florid detail, and made uncanny snorting impressions. I attacked each new project that year - a sketch of the water cycle, a history of the Powhatan - with the same evangelism.

Flash forward to the fall of my senior year in high school, and my near-daily lunchtime routine: hunched over at a booth in Wendy's, chocolate Frosty in my right hand, copying calculus worksheets from Jimmy and Spanish homework from Chris with my left while they copied my notes on Medea or Jane Eyre. Come class, I spent more time playing Snake on my graphing calculator than reviewing integrals, more time daydreaming than conjugating verbs.

What happened in those nine years? Many things. But mainly, like the majority of my fellow Americans, I fell victim to the epidemic of classroom boredom.

A 2013 Gallup poll of 500,000 students in grades five through 12 found that nearly eight in 10 elementary students were "engaged" with school, that is, attentive, inquisitive, and generally optimistic. By high school, the number dropped to four in 10. A 2015 follow-up study found that less than a third of 11th-graders felt engaged. When Gallup asked teens in 2004 to select the top three words that describe how they feel in school from a list of 14 adjectives, "bored" was chosen most often, by half the students. "Tired" was second, at 42 percent. Only 2 percent said they were never bored. The evidence suggests that, on a daily basis, the vast majority of teenagers seriously contemplate banging their heads against their desks.

Some of boredom's progression seems obvious, such as:

An escalating emphasis on standardized tests. Fifth-grade teacher Jill Goldberg, Ed.M.'93, told me, "My freedom as a teacher continues to be curtailed with every passing year. I am not able to teach for the sake of teaching." With lack of teacher freedom comes lack of student freedom, and disengagement and tuning out.

The novelty of school itself fades with each grade. Here I am for another year in the same blue plastic chair, same graffitied fake wooden desk, surrounded by the same faces. Repetition begets boredom (e.g., I haven't had a Frosty in a decade).

Lack of motivation. Associate Professor Jal Mehta says, "There's no big external motivating force in American education except for the small fraction of kids who want to go to the most selective colleges."

The transition from the tactile and creative to the cerebral and regimented. Mehta calls it the switch from "child-centered learning to subject-centered learning." In third grade I cut with scissors, smeared glue sticks, and doodled with scented magic markers. By 12th grade I was plugging in formulas on a TI-83 and writing the answers on fill-in-the-blank worksheets. And research papers stimulate and beget rewards at a thousandth the speed of Snapchat and Instagram.

But who cares? Isn't boredom just a natural side effect of daily life's tedium? Until very recently, that's how educators, academics, and neuroscientists alike have treated it. In fact, in the preface to Boredom: A Lively History, Peter Toohey presents the possibility that boredom might not even exist. What we call "boredom" might be just a "grab bag of a term" that covers "frustration, surfeit, depression, disgust, indifference, apathy." Todd Rose, Ed.M.'01, Ed.D.'07, a lecturer at the Ed School and director of the Mind, Brain, and Education Program, says the American education system treats boredom as a "character flaw. We say, 'If you're bored in school, there's something wrong with you.'"

But new research has begun to reveal boredom's dismal effects in school and on the psyche. A 2014 study that followed 424 students at the University of Munich over the course of an academic year found a cycle in which boredom bore lower test results, which bore higher levels of boredom, which bore still lower test results. Boredom accounts for nearly a third of variation in student achievement. A 2010 German study found that boredom "instigates a desire to escape from the situation" that causes boredom. It's not surprising, then, that half of high school dropouts cite boredom as their primary motivator for leaving. A 2003 Columbia University survey found that U.S. teenagers who said they were often bored were more than 50 percent more likely than not-bored teens to smoke, drink, and use illegal drugs. Proneness to boredom is also associated with anxiety, impulsiveness, hopelessness, loneliness, gambling, and depression. Educators and academics, Ed School faculty and alumni among them, have begun to engage with boredom, investigating its systemic causes and potential solutions. Mehta, who's been studying engagement since 2010, says, "We have to stop seeing boredom as a frilly side effect. It is a central issue. Engagement is a precondition for learning," he adds. "No learning happens until students agree to become engaged with the material."

"Yo, Mr. P., I just wanted to let you know on Day One that I'm not a science person."

"Mr. P., I'm not very good at science."

"Science is not my favorite subject, Mr. P."

Every year for 14 years, Victor Pereira Jr. (pictured, right), heard this from a handful of his students during the first week of his ninth- and 10th-grade science classes. After falling behind in specific subjects throughout elementary and middle school, students "were full of preconceived notions" of their capabilities, says Pereira, who taught at South Boston's Excel High School before becoming a lecturer at the Ed School and master teacher in the Harvard Teacher Fellows Program. Engaging the students who are already discouraged was an uphill battle.

For comparison, Pereira remembers observing a second-grade science teacher's lesson and leaving the class deflated. "Those kids were curious, they listened intently, and they were excited to take chances." In second grade, he says, "you can use your common language and experiences from your everyday life to explain what's happening and engage in the science lesson." However, as students advance in science, learning its progressively technical terminology "requires almost learning another language." Technicality can breed boredom and frustration, which breeds more boredom.

As Rose puts it, "The friction is cumulative." For example, the best predictor for how students will fare in algebra is how they fared in prealgebra. A downward spiral emerges: "You're not doing well, and you're going to keep not doing well," Rose says. "And then that becomes a part of how you see yourself as a learner."

Rose has a master's and doctorate from the Ed School, but he also had a 0.9 GPA in high school before he dropped out, primarily from boredom. He says he grew weary of the "poor design of the learning environment that creat-ed so many barriers to me being able to learn." For one, because of his "pretty poor working memory," he often forgot to bring home his homework or forgot to bring the homework he completed back to school. He says he was never taught skills like planning and organizing, and failed because the grading rubric neglected his style of learning. Eventually, "I couldn't see why I should be there. They didn't know why I should be there. We both agreed."

Sam Semrow, Ed.M.'16, can relate. She attended a public high with a 10/10 rating on greatschools.com in a wealthy suburb of Chicago, but what she calls the "lack of individualized understanding of who we were as students" discouraged her. She read novels through math class, skipped days, contemplated dropping out, and barely graduated with a 1.8 GPA.

Rose has proposed a solution. In his book The End of Average, he illustrates that classrooms are falsely designed to cater to the "average learner." Fourth-graders take tests and read texts written at a "fourth-grade reading level" that assume an "average" fourth-grader's knowledge of rock formations and the Civil War and the "average" fourth-grader's cognitive development. In reality, Rose says, "that average fourth-grader doesn't exist." Each student is much more "jagged" in his or her skill-set - advanced in memory, underdeveloped in organization, say, or vice versa. By designing for the average of everyone, the classroom is ideal to no one. And in this design, boredom runs rampant, and there's no room for a cure.

"If you see human potential as a bell curve and there are only some kids who are going to be great and most kids are mediocre, then engagement really wouldn't matter," Rose says. "But if you really believe that all kids are capable, then you would build environments that really worked hard to sustain engagement and nurture potential."

Rose suggests adding much more choice to the classroom. Allow exams to be written or taken orally. Assign students more hands-on projects, in which they become in control of their own learning. New research bolsters his theory. Since 2011 Mehta and current doctoral student Sarah Fine, Ed.M.'13, have been studying "deeper learning" (learning that is both challenging and engaging; see sidebar) at more than 30 American high schools, and they have found that schools with the most project-based curricula tend to foster the fewest bored students.

Of course, no teacher can assign and grade 30 individual projects and create 30 individual lesson plans every day. Rose suggests schools more often exploit digital, scalable technologies that can deliver readings and assignments tailored to specific types of learners. With boredom, Rose says, "the focus is on the curriculum first. I think we can talk to teachers about it second. Let's do something for them instead of asking more of them.

Still, teachers can staunch boredom. Mehta and Fine (read sidebar) discovered that even in underperforming schools where boredom was near universal, "there were individual teachers who were creating classrooms where students were really engaged and motivated." These teachers trusted students to sometime control the class. They tried to learn from their students as much as they taught. They weren't afraid to go off script.

In some ways it's no surprise Spanish and calculus were my worst subjects senior year: They had the most monotonous curricula and the dullest teachers. In Spanish we spent weeks watching the "educational" and horrendously acted soap opera La Catrina and more weeks slogging through call-and-response lessons recorded 20 years earlier, on cassette. I had by then ruled out a career in math, and my teacher did little to explain the pertinence of limits and derivatives in my life beyond that I may fail another test. My English and U.S. history teachers, however, inspired me to thrive. Mr. Howell had us imagine how Huckleberry Finn's Jim and Pap would interact if they were guests on Da Ali G Show and helped us identify fallacies by having us debate the war in Iraq. And Mr. Rice culminated each chapter of American history with a class-wide debate in which we each assumed the role of a different figure from that period, bonus points for showing up in costume.

Of course, there's value in teaching students to suck it up and work. As Mehta (pictured, left) notes, learning any discipline or gaining any skill requires a certain amount of "necessary boredom. ... If you want to be a great violinist, you've got to practice your scales. You want to play basket-ball? You've got to shoot your free throws." An overemphasis on engagement, Emory professor Mark Bauerlein writes in " The Paradox of Classroom Boredom" in Education Week, may inadvertently "stunt students in preparation" for college, where pushing through tedious work - like memorizing equations for organic chemistry - is required to advance. "In telling [students], 'You think the material is pointless and musty, but we'll find ways to stimulate you,' high school educators fail to teach them the essential skill of exerting oneself even when bored."

"The problem," Mehta says, "is that we haven't created trajectories where students see the meaning and purpose that would make the necessary boredom endurable." The problem is relevance.

Every teacher and academic I talked to kept coming back to relevance. Semrow says she grew bored because for most subjects, "I didn't see what it meant for my life." Few teachers contextualized their lessons. "Especially for 17- and 18-year-olds, we're dealing with a lot of issues about what's next for us." The curriculum rarely addressed how trigonometry and human anatomy fit into her future. But Semrow says she graduated by the grace of the few teachers who did stress relevance.

Pereira says that the examples of how biology fit into his students' lives - for example, explaining the water cycle through the Flint, Michigan, water crisis - often "weren't good enough. They're not in teenage language." To counter that, he often let students "give better examples that translate to the larger group." And when the class seemed particularly bored, he made room for in-class adjustments to reignite the lesson. For example, when he started a photosynthesis lesson one day, students sighed, "We already know this." But one student brought up a news article about scientists who were experimenting with growing plants in space. Pereira then decided the students would design their own photosynthesis experiment testing various wavelengths and light intensities, and then present their data in a form of a letter of recommendation to NASA.

Rose adds that high schools rarely take advantage of an adolescent's cognitive development. Teenagers "take on identities; they're more socially oriented. This is the first time when abstract ideas can be motivating. They become more politically engaged and think about things like justice. Yet we're still keeping them in the kind of education system... that wants nothing from them in terms of their own ideas. School has already decided what matters and [what it] expects from you. It's like an airplane: Sit down, strap in, don't talk, look forward. Why would it be meaningful?"

The beauty of relevance, Rose says, "is that it's free. If you're an educator or curriculum developer, and you saw your responsibility to ensure every kid knew why they were doing what they were doing, you can do that tomorrow."

Of course, impassioned teachers who communicate the relevance of their lessons often aren't enough. Jill Goldberg, Ed.M.'93, who teaches fifth grade at a public school in Newtonville, New York, has been shaping her lessons to be more interesting and relevant for the past 24 years. Still, her students fiddle with pencils, scribble notes to friends, and "practically have drool coming out of their mouths." She tells them, "I wish there was a full-wall mirror behind me ... so you could see what your faces and body language convey to me."

Goldberg lays some blame on parents. When she asks her students why they're in school, "they tell me it is because their parents work and so this is where they need to be during the day. Some say it's like their 'job' to go to school. ... No child ever [says] that learning and being educated is important. No one ever says that they love to learn new things no matter what the subject. No parents or students seem to believe that pure learning for the sake of learning is the goal.

"Why do my students' parents work?" Goldberg adds. "They most likely tell their children that they work in order to make money in order to live the life they want to live. But do they love their work? Why have they chosen the field in which they work? Are these adults who are inspired to make the world a better place?"

Rose (pictured, right), however, cautions against casting too much blame on parents. "Even though it feels right, it will excuse [society] from the responsibility of how we rethink our own environments in the classroom."

For example, poor scheduling also cultivates boredom. Seven a.m. start times for high school often mean rising at dawn to catch the bus, which means much less sleep than the National Sleep Foundation's recommended eight to 10 hours a night, which means severely diminished alertness. In most high schools, regardless of the subject, the day's first classes have the worst average grade. Schools that have bumped start times an hour later have seen the number of Ds and Fs cut in half.

Mehta adds that "having students take six or seven classes of 45 or 50 minutes at a time basically gives them enough time to just start to do something before the period ends." Often, much of that time is spent reviewing homework and menial tasks, exacerbating boredom. Semrow notes that "being in school longer would have given teachers more free time to reach out to me" to get to know her strengths and weaknesses as a learner.

Educators and scientists have yet to agree on a definition of boredom, let alone unearth its exact causes and cures in the classroom. The most exhaustive book on the subject to date, Boredom in the Classroom: Addressing Student Motivation, Self-Regulation, and Engagement in Learning, is 72 pages long. As Dean James Ryan recently wrote in Education Week, "Boredom ought to be considered much more seriously when thinking about ways to improve student outcomes. ... I would think it is in all of our interests at least to confront this stubborn fact of school rather than simply to accept boredom as inextricably linked to learning."

"But the biggest shift we need," Rose believes, is much more elemental. "We need to get away from thinking that the opposite of 'bored' is 'entertained.' It's 'engaged.'" It's not about pumping cartoons and virtual reality games into the classroom, it's about finding ways to make curriculum more resonant, personalized, and meaningful for every student. "Engagement is very meaningful at a neurological level, at a learning level, and a behavioral level. When kids are engaged, life is so much easier."

Zachary Jason is a Boston-based writer who writes for Boston Magazine, the Boston Globe Magazine, and The Guardian.
Read about Rose's Read "Why the Periphery Is Often More Powerful Than the Core" by Jal Mehta and Sarah Fine, Ed.M.'13 End of Average Illustration by Todd Detwiler; Photos by Tim Llewellyn research in our Fall 2015 issue.
Read Dean Ryan's blog post on boredom in Education Week.

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For two weeks in third grade, I preached the gospel of the wild boar. My teacher, the sprightly Mrs. DeWilde, assigned my class an open-ended research project: Create a five-minute presentation about any exotic animal. I devoted my free time before bedtime to capturing the wonders of the Sus scrofa in a 20-minute sermon.

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center for evaluation and education policy

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high school survey of student engagement

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Latest HSSSE results show familiar theme: bored, disconnected students want more from schools: IU News Room: Indiana University

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The most recent results from the annual High School Survey of Student Engagement (HSSSE) closely resemble past findings, reflecting bored students who say they are not connected to their school. Many of the participating schools are using the HSSSE data to change policy and practices so they may better engage students in their education.

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"When I am not engaged, it is because the work is not intellectually engaging." - HSSSE 2009 Student Respondent

The most recent results from the High School Survey of Student Engagement show that only two percent of students surveyed said they'd never been bored in school. Students who have thought about dropping out continue to cite a lack of engagement with the school as a reason:

50 percent said they considered dropping out because they didn't like the school (51 percent cited this in the 2008 survey);

39 percent said they considered it because they didn't like the teachers (40 percent in 2008);

42 percent said they thought of dropping out because they didn't see the value in the work they were asked to do (45 percent in 2008).

Just 41 percent of the students said that they went to school because of what they learn in classes.

We at Why Science, an Education Technology Company, believe we must and can do better to engage students by being conversant in the language that students use. Decades of research show that student achievement strongly correlates with the levels of engagement in learning. We can do better!

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98 Percent of Students Bored in School, Says High School Survey

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"When I am not engaged, it is because the work is not intellectually engaging." - HSSSE 2009 Student Respondent The most recent results from the High School Survey of Student Engagement show that only two percent of students surveyed said they'd never been bored in school.

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Students are bored at school. Revise lit review to make this a MAJOR topic.

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Students are bored at school. Revise lit review to make this a MAJOR topic.

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By Stephanie Watson
WebMD Health News

Tired...bored...and stressed. High school students from across the country have weighed in on their emotional state in school - and overwhelmingly, they're unhappy.

The survey, called Emotion Revolution, is a joint effort between the Yale Center for Emotional Intelligence and the Born This Way Foundation, co-founded by Lady Gaga. Its goal: to take the emotional temperature of America's youth, finding out how kids really feel about the time they spend in school.

Through the networking power of social media sites like Facebook and Twitter, the survey gathered data from a diverse sample of 22,000 students. Kids were male and female; gay, bisexual, and straight. They represented a cross-section of ethnic and socioeconomic backgrounds.

The survey started with an open-ended question: "How are you feeling?" To which most of the students-75 percent-responded with negative emotions. "To me this is a pretty staggering finding," says Marc Brackett, PhD, the study's lead author and director of the Yale Center for Emotional Intelligence.

Students noted they were bored in school 70% of the time, and stressed 80% of the time. Kids who'd been on the receiving end of mean or cruel behavior were most likely to feel lonely, hopeless, or afraid. "To me, that's something we need to think more about," says Brackett. "What does it mean in terms of our nation's education system?"

Then students were asked how they want to feel in school. Their answers: "Happy, excited, and energized." The minority of surveyed kids who felt their teachers engaged them in the classroom felt less bored, more respected, and happier.

Brackett hopes the survey will empower young people and lead schools to incorporate more social and emotional learning. That type of learning helps kids manage their emotions in better ways to create a more positive learning environment.

"We need to close the gap," he says. "We need to make schools places where all students feel happy, excited, energized, inspired."

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Students Unhappy in School, Survey Finds " Inside Health News

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By Stephanie Watson WebMD Health News Tired...bored...and stressed. High school students from across the country have weighed in on their emotional state in school - and overwhelmingly, they're unhappy. The survey, called Emotion Revolution, is a joint effort between the Yale Center for Emotional Intelligence and the Born This Way Foundation, co-founded by Lady Gaga.

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Must significantly revise my literature review...Here are some new ideas to answer my research question and to adjust my review.

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Step 8--Share and communicate results

Step 9--Reflect

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Step 7--Develop an Action Plan

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Step 5--Implement Plan and collect data

Step 6--Analyze Data

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Do I have enough information to support the plan?
Research?

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Research
studies
anecdotal
social media forums
problems encountered?
lit review

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Creating my own videos to enhance student engagement?

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Creating my own videos to enhance student engagement?

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The assessment methods that have created roadblocks to innovative teaching and learning.

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Integrating the content that is demanded by the curriculum.

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The explicit lessons on skills and how those look differently than they have for all the years I have been a teacher, until now.

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Post 1-Planning 1 of

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The term 21st century skills refers to a broad set of knowledge, skills, work habits, and character traits that are believed-by educators, school reformers, college professors, employers, and others-to be critically important to success in today's world, particularly in collegiate programs and contemporary careers and workplaces. Generally speaking, 21 st century skills can be applied in all academic subject areas, and in all educational, career, and civic settings throughout a student's life.

It should be noted that the "21 st century skills" concept encompasses a wide-ranging and amorphous body of knowledge and skills that is not easy to define and that has not been officially codified or categorized. While the term is widely used in education, it is not always defined consistently, which can lead to confusion and divergent interpretations. In addition, a number of related terms-including applied skills, cross-curricular skills, cross-disciplinary skills, interdisciplinary skills, transferable skills, transversal skills, noncognitive skills, and soft skills, among others-are also widely used in reference to the general forms of knowledge and skill commonly associated with 21 st century skills. While these different terms may not be strictly synonymous, and they may have divergent or specialized meanings in certain technical contexts, these diverse sets of skills are being addressed in this one entry for the purposes of practicality and usefulness.

While the specific skills deemed to be "21 st century skills" may be defined, categorized, and determined differently from person to person, place to place, or school to school, the term does reflect a general-if somewhat loose and shifting-consensus. The following list provides a brief illustrative overview of the knowledge, skills, work habits, and character traits commonly associated with 21 st century skills:

Critical thinking, problem solving, reasoning, analysis, interpretation, synthesizing information

Research skills and practices, interrogative questioning

Creativity, artistry, curiosity, imagination, innovation, personal expression

Perseverance, self-direction, planning, self-discipline, adaptability, initiative

Oral and written communication, public speaking and presenting, listening

Leadership, teamwork, collaboration, cooperation, facility in using virtual workspaces

Information and communication technology (ICT) literacy, media and internet literacy, data interpretation and analysis, computer programming

Civic, ethical, and social-justice literacy

Economic and financial literacy, entrepreneurialism

Global awareness, multicultural literacy, humanitarianism

Scientific literacy and reasoning, the scientific method

Environmental and conservation literacy, ecosystems understanding

Health and wellness literacy, including nutrition, diet, exercise, and public health and safety

While many individuals and organizations have proposed definitions of 21 st century skills, and most states have adopted learning standards that include or address cross-disciplinary skills, the following are three popular models that can serve to illustrate the concept and its applications in education:

For related discussions, see content knowledge and learning standards.

Reform

Generally speaking, the 21 st century skills concept is motivated by the belief that teaching students the most relevant, useful, in-demand, and universally applicable skills should be prioritized in today's schools, and by the related belief that many schools may not sufficiently prioritize such skills or effectively teach them to students. The basic idea is that students, who will come of age in the 21 st century, need to be taught different skills than those learned by students in the 20 th century, and that the skills they learn should reflect the specific demands that will placed upon them in a complex, competitive, knowledge-based, information-age, technology-driven economy and society.

While 21 st century skills are relevant to all areas of schooling and academic study, and the skills may be taught in a wide variety of in-school and outside-of-school settings, there are a few primary ways in which 21 st century skills intersect with efforts to improve schools:

Teachers may be more intentional about teaching cross-disciplinary skills in subject-area courses. For example, in a science course students might be required to learn research methods that can also be applied in other disciplines; articulate technical scientific concepts in verbal, written, and graphic forms; present lab results to a panel of working scientists; or use sophisticated technologies, software programs, and multimedia applications as an extension of an assigned project.

States, accrediting organizations, and schools may require 21st century skills to be taught and assessed in courses. For example, states can adopt learning standards that explicitly describe cross-disciplinary skills, and assessments may be designed or modified to evaluate whether students have acquired and mastered certain skills.

Schools and teachers may use educational approaches that inherently encourage or facilitate the acquisition of cross-disciplinary skills. For example, educational strategies such as authentic learning, demonstrations of learning, or project-based learning tend to be cross-disciplinary in nature, and students-in the process of completing a research project, for example-may have to use a variety of applied skills, multiple technologies, and new ways of analyzing and processing information, while also taking initiative, thinking creatively, planning out the process, and working collaboratively in teams with other students.

Schools may allow students to pursue alternative learning pathways in which students earn academic and satisfy graduation requirements by completing an internship, apprenticeship, or volunteer experience, for example. In this case, students might acquire a variety of practical, job-related skills and work habits, while also completing academic coursework and meeting the same learning standards required of students in more traditional academic courses.

Debate

While there is broad agreement that today's students need different skills than were perhaps taught to previous generations, and that cross-disciplinary skills such as writing, critical thinking, self-initiative, group collaboration, and technological literacy are essential to success in higher education, modern workplaces, and adult life, there is still a great deal of debate about 21 st century skills-from what skills are most important to how such skills should be taught to their appropriate role in public education. Given that there is no clear consensus on what skills specifically constitute "21 st century skills," the concept tends to be interpreted and applied in different ways from state to state or school to school, which can lead to ambiguity, confusion, and inconsistency.

Calls for placing a greater emphasis on cross-disciplinary skills in public education are, generally speaking, a response to the perception that most public schools pay insufficient attention to the postsecondary preparation and success of students. In other words, the concept has become a touchstone in a larger debate about what public schools should be teaching and what the purpose of public education should be. For example: Is the purpose of public education to get students to pass a test and earn a high school diploma? Or is the purpose to prepare students for success in higher education and modern careers? The push to prioritize 21 st century skills is typically motivated by the belief that all students should be equipped with the knowledge, skills, work habits, and character traits they will need to pursue continued education and challenging careers after graduation, and that a failure to adequately prepare students effectively denies them opportunities, with potentially significant consequences for our economy, democracy, and society.

A related debate centers on the distinction between "knowledge" and "skills," and how schools and teachers may interpret-or misinterpret-the concepts. Some educators argue that it's not possible to teach cross-disciplinary skills separately from knowledge and conceptual understanding-for example, students can't learn to write well if they don't have ideas, facts, principles, and philosophies to write about. The basic idea is that "21 st century skills" is an artificial concept that can't be separated out from subject-area knowledge and instruction. Other educators may argue that cross-disciplinary skills have historically been ignored or under-prioritized in schools, and the push to give more emphasis and attention to these skills is simply a commonsense response to a changing world.

The following list provides a few additional examples of representative arguments that may be made in support of teaching 21 st century skills:

In today's world, information and knowledge are increasing at such an astronomical rate that no one can learn everything about every subject, what may appear true today could be proven to be false tomorrow, and the jobs that students will get after they graduate may not yet exist. For this reason, students need to be taught how to process, parse, and use information, and they need adaptable skills they can apply in all areas of life-just teaching them ideas and facts, without teaching them how to use them in real-life settings, is no longer enough.

Schools need to adapt and develop new ways of teaching and learning that reflect a changing world. The purpose of school should be to prepare students for success after graduation, and therefore schools need to prioritize the knowledge and skills that will be in the greatest demand, such as those skills deemed to be most important by college professors and employers. Only teaching students to perform well in school or on a test is no longer sufficient.

Given the widespread availability of information today, students no longer need teachers to lecture to them on the causes of the Civil War, for example, because that information is readily available-and often in more engaging formats that a typical classroom lecture. For this reason, educators should use in-school time to teach students how to find, interpret, and use information, rather than using most or all of the time to present information.

The following list provides a few examples of representative arguments that may be made against the concept of 21 st century skills:

Public schools and teachers have always taught, and will continue to teach, cross-disciplinary skills-they just never gave it a label. The debate over "content vs. skills" is not new-educators have been talking about and wrestling with these issues for a century-which makes the term "21st century skills" somewhat misleading and inaccurate.

Focusing too much on cross-disciplinary skills could water-down academic courses, and students may not get "the basics." The more time teachers spend on skill-related instruction, the less time they will have for content-based instruction. And if schools privilege cross-disciplinary skills over content knowledge, students may be denied opportunities because they are insufficiently knowledgeable. Students need a broad knowledge base, which they won't receive if teachers focus too much on skill-related instruction or "learning how to learn."

Cross-disciplinary skills are extremely difficult to assess reliably and consistently. There are no formal tests for 21st century skills, so the public won't know how well schools are doing in teaching these skills.

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The term 21st century skills refers to a broad set of knowledge, skills, work habits, and character traits that are believed—by educators, school reformers, college professors, employers, and others—to be critically important to success in today’s world, particularly in collegiate programs and contemporary careers and workplaces. Generally speaking, 21st century skills can be applied in all […]

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The blender menu—the guide that allows students to move in and out of lessons, and groups with a singular direction/thread to go back to and reflect upon, as well as to continue to construct.
THIS IS A HUGE variable in making sure the conference time is consistent and sustainable.

# data[].attributes.attachment_link.readable_text
The term 21st century skills refers to a broad set of knowledge, skills, work habits, and character traits that are believed-by educators, school reformers, college professors, employers, and others-to be critically important to success in today's world, particularly in collegiate programs and contemporary careers and workplaces. Generally speaking, 21 st century skills can be applied in all academic subject areas, and in all educational, career, and civic settings throughout a student's life.

It should be noted that the "21 st century skills" concept encompasses a wide-ranging and amorphous body of knowledge and skills that is not easy to define and that has not been officially codified or categorized. While the term is widely used in education, it is not always defined consistently, which can lead to confusion and divergent interpretations. In addition, a number of related terms-including applied skills, cross-curricular skills, cross-disciplinary skills, interdisciplinary skills, transferable skills, transversal skills, noncognitive skills, and soft skills, among others-are also widely used in reference to the general forms of knowledge and skill commonly associated with 21 st century skills. While these different terms may not be strictly synonymous, and they may have divergent or specialized meanings in certain technical contexts, these diverse sets of skills are being addressed in this one entry for the purposes of practicality and usefulness.

While the specific skills deemed to be "21 st century skills" may be defined, categorized, and determined differently from person to person, place to place, or school to school, the term does reflect a general-if somewhat loose and shifting-consensus. The following list provides a brief illustrative overview of the knowledge, skills, work habits, and character traits commonly associated with 21 st century skills:

Critical thinking, problem solving, reasoning, analysis, interpretation, synthesizing information

Research skills and practices, interrogative questioning

Creativity, artistry, curiosity, imagination, innovation, personal expression

Perseverance, self-direction, planning, self-discipline, adaptability, initiative

Oral and written communication, public speaking and presenting, listening

Leadership, teamwork, collaboration, cooperation, facility in using virtual workspaces

Information and communication technology (ICT) literacy, media and internet literacy, data interpretation and analysis, computer programming

Civic, ethical, and social-justice literacy

Economic and financial literacy, entrepreneurialism

Global awareness, multicultural literacy, humanitarianism

Scientific literacy and reasoning, the scientific method

Environmental and conservation literacy, ecosystems understanding

Health and wellness literacy, including nutrition, diet, exercise, and public health and safety

While many individuals and organizations have proposed definitions of 21 st century skills, and most states have adopted learning standards that include or address cross-disciplinary skills, the following are three popular models that can serve to illustrate the concept and its applications in education:

For related discussions, see content knowledge and learning standards.

Reform

Generally speaking, the 21 st century skills concept is motivated by the belief that teaching students the most relevant, useful, in-demand, and universally applicable skills should be prioritized in today's schools, and by the related belief that many schools may not sufficiently prioritize such skills or effectively teach them to students. The basic idea is that students, who will come of age in the 21 st century, need to be taught different skills than those learned by students in the 20 th century, and that the skills they learn should reflect the specific demands that will placed upon them in a complex, competitive, knowledge-based, information-age, technology-driven economy and society.

While 21 st century skills are relevant to all areas of schooling and academic study, and the skills may be taught in a wide variety of in-school and outside-of-school settings, there are a few primary ways in which 21 st century skills intersect with efforts to improve schools:

Teachers may be more intentional about teaching cross-disciplinary skills in subject-area courses. For example, in a science course students might be required to learn research methods that can also be applied in other disciplines; articulate technical scientific concepts in verbal, written, and graphic forms; present lab results to a panel of working scientists; or use sophisticated technologies, software programs, and multimedia applications as an extension of an assigned project.

States, accrediting organizations, and schools may require 21st century skills to be taught and assessed in courses. For example, states can adopt learning standards that explicitly describe cross-disciplinary skills, and assessments may be designed or modified to evaluate whether students have acquired and mastered certain skills.

Schools and teachers may use educational approaches that inherently encourage or facilitate the acquisition of cross-disciplinary skills. For example, educational strategies such as authentic learning, demonstrations of learning, or project-based learning tend to be cross-disciplinary in nature, and students-in the process of completing a research project, for example-may have to use a variety of applied skills, multiple technologies, and new ways of analyzing and processing information, while also taking initiative, thinking creatively, planning out the process, and working collaboratively in teams with other students.

Schools may allow students to pursue alternative learning pathways in which students earn academic and satisfy graduation requirements by completing an internship, apprenticeship, or volunteer experience, for example. In this case, students might acquire a variety of practical, job-related skills and work habits, while also completing academic coursework and meeting the same learning standards required of students in more traditional academic courses.

Debate

While there is broad agreement that today's students need different skills than were perhaps taught to previous generations, and that cross-disciplinary skills such as writing, critical thinking, self-initiative, group collaboration, and technological literacy are essential to success in higher education, modern workplaces, and adult life, there is still a great deal of debate about 21 st century skills-from what skills are most important to how such skills should be taught to their appropriate role in public education. Given that there is no clear consensus on what skills specifically constitute "21 st century skills," the concept tends to be interpreted and applied in different ways from state to state or school to school, which can lead to ambiguity, confusion, and inconsistency.

Calls for placing a greater emphasis on cross-disciplinary skills in public education are, generally speaking, a response to the perception that most public schools pay insufficient attention to the postsecondary preparation and success of students. In other words, the concept has become a touchstone in a larger debate about what public schools should be teaching and what the purpose of public education should be. For example: Is the purpose of public education to get students to pass a test and earn a high school diploma? Or is the purpose to prepare students for success in higher education and modern careers? The push to prioritize 21 st century skills is typically motivated by the belief that all students should be equipped with the knowledge, skills, work habits, and character traits they will need to pursue continued education and challenging careers after graduation, and that a failure to adequately prepare students effectively denies them opportunities, with potentially significant consequences for our economy, democracy, and society.

A related debate centers on the distinction between "knowledge" and "skills," and how schools and teachers may interpret-or misinterpret-the concepts. Some educators argue that it's not possible to teach cross-disciplinary skills separately from knowledge and conceptual understanding-for example, students can't learn to write well if they don't have ideas, facts, principles, and philosophies to write about. The basic idea is that "21 st century skills" is an artificial concept that can't be separated out from subject-area knowledge and instruction. Other educators may argue that cross-disciplinary skills have historically been ignored or under-prioritized in schools, and the push to give more emphasis and attention to these skills is simply a commonsense response to a changing world.

The following list provides a few additional examples of representative arguments that may be made in support of teaching 21 st century skills:

In today's world, information and knowledge are increasing at such an astronomical rate that no one can learn everything about every subject, what may appear true today could be proven to be false tomorrow, and the jobs that students will get after they graduate may not yet exist. For this reason, students need to be taught how to process, parse, and use information, and they need adaptable skills they can apply in all areas of life-just teaching them ideas and facts, without teaching them how to use them in real-life settings, is no longer enough.

Schools need to adapt and develop new ways of teaching and learning that reflect a changing world. The purpose of school should be to prepare students for success after graduation, and therefore schools need to prioritize the knowledge and skills that will be in the greatest demand, such as those skills deemed to be most important by college professors and employers. Only teaching students to perform well in school or on a test is no longer sufficient.

Given the widespread availability of information today, students no longer need teachers to lecture to them on the causes of the Civil War, for example, because that information is readily available-and often in more engaging formats that a typical classroom lecture. For this reason, educators should use in-school time to teach students how to find, interpret, and use information, rather than using most or all of the time to present information.

The following list provides a few examples of representative arguments that may be made against the concept of 21 st century skills:

Public schools and teachers have always taught, and will continue to teach, cross-disciplinary skills-they just never gave it a label. The debate over "content vs. skills" is not new-educators have been talking about and wrestling with these issues for a century-which makes the term "21st century skills" somewhat misleading and inaccurate.

Focusing too much on cross-disciplinary skills could water-down academic courses, and students may not get "the basics." The more time teachers spend on skill-related instruction, the less time they will have for content-based instruction. And if schools privilege cross-disciplinary skills over content knowledge, students may be denied opportunities because they are insufficiently knowledgeable. Students need a broad knowledge base, which they won't receive if teachers focus too much on skill-related instruction or "learning how to learn."

Cross-disciplinary skills are extremely difficult to assess reliably and consistently. There are no formal tests for 21st century skills, so the public won't know how well schools are doing in teaching these skills.

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The term 21st century skills refers to a broad set of knowledge, skills, work habits, and character traits that are believed—by educators, school reformers, college professors, employers, and others—to be critically important to success in today’s world, particularly in collegiate programs and contemporary careers and workplaces. Generally speaking, 21st century skills can be applied in all […]

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Other Teachers
Student Opinion Surveys
Consider why and how my initial notes/insights connect.
Other possible factors/solutions

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Make a google form to assess students' opinion on feedback and ability to drive their own learning when working independently.

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Make a google form to assess students' opinion on feedback and ability to drive their own learning when working independently.

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Step 1--Focus on topic

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Documents to look back on and revise/adjust.

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Documents to look back on and revise/adjust.

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Every time I begin to move forward, I always look back first. It is an organic event that I have finally begun to understand about my own learning. Therefore, I always begin any written assignment with reflection about where I am now. This way, I am able to put my new understandings where they belong on the timeline of my discoveries, and in a place that is the most relevant to the process of going back; when connecting dots, it is the most recent AHA moments that provide the most relevant connections because as time moves on and the brain absorbs new knowledge, it grows and changes its conceptual understanding of the knowledge it has stored.

With the end in mind, we must decide what the end to be. If we want them to innovate and create, we must design their learning to allow for innovation and creation. Every end, has another beginning. Every lesson, has another lesson. But true learning does not end because it is worth remembering and coming back to. True Learning moments are those AHA ones that when revisiting, are worth the time. True Learning has only a beginning. Here is where I am now...

The ART and Science of Designing Truthful EducationThe design elements of student-driven teaching and learning.
Why do I care? I love learning. I hated learning in the past. I understand how and why the shift happened. I want kids to love learning and I want teachers to love teaching for the sake of their students. What do I believe truthful education is? I believe truthful education is 21c learning. I believe that truthful education happens when one leads him or herself into knowing more; designing their own learning pathways, understanding facts and science, and communicating summations of knowledge in creative, artistic ways. What does that mean? It is truthful for four reasons. First, it is based on solid, provable facts/research. Second, it is only developed by incorporating the learner's true beliefs into the learning; beliefs about themselves, others, and the world around them. Third, it is based on the true values of the learner, what do I value and what am I interested in? Fourth but not finally (knowledge is not static), it is designed by the learner; based on true understanding of one's learning pathways, strengths, and challenges. It is education because it is the leading of oneself into knowing more. It is 21c because of our vast library of knowledge delivered by the internet. We know our methods of teaching in the past did not work for all students. We know better how to target all students, and we are using science, knowledge, and design to solve learning problems. How Do we Do that?
In the past and in today's culture, we have often referred to teaching as an art form to describe how information is synthesized by teachers and delivered to students; teaching is defined by google as the verb meaning to show or explain how to do something.
What would happen if we take these ideas and apply them to what we understand today?
Similarly, learning has been known as taking in information and being able to KNOW it later for use, often described in scientific terms as learning relates-to memory, comprehension of ideas, processing understandings, communication of understanding, etc...

If we consider teaching and learning as it is in schools today, "we study the general and fundamental problems concerning all matters of existence, knowledge, values, reasons, mind, and language in school." (cite) Therefore, what we are doing in school is figuring out what our philosophy is regarding all of these matters; these make up our conclusions based on the knowledge we gain from those studies and can be summed up as educating ourselves about our living and learning philosophies. My Learning philosophy relates directly to the problems with our teaching and learning structures and practice.
The art of teaching is much like design; we all have a unique (albeit with similarities) design of how we learn science and art. The science involved is extensive and must be understood both by the teacher and the learner. Think of teaching and learning as the design of our learning into teachable applications of our philosophy? Thought of this way, learning and teaching become the science of ourselves and our world, the art of communicating that, and the design of how we learn what we believe, and how we communicate that to others. In order to do this, a teacher must learn the science and the art, design an open-learning platform, and communicate that to students in a way that allows them to do the same. In order to do this, a student must learn the science and the art, design an open-learning platform, and communicate that to others in a way that allows them to do the same. Teaching is an art form but one that we, as learners, must apply to our own design of learning.
If you read closely, you will see that the last two sentences have only one difference. Therefore, my learning philosophy is very closely related to my teaching philosophy. In fact, they are one in the same because I also believe that teachers are learners first and can only teach truthful education in light of what they have learned through truthful education. The implication of this statement is that teachers must learn what this is in the 21st century in order to apply it to the 21st century classroom.

Here is a peek into my journey over the last five weeks...

Where must I come back to?

Nigel Cross explains in his book, Designerly Ways of Knowing, that the everything is a design-that in order to truly realize human cognitive potential,one must integrate knowledge of science, art, and design.

After viewing this graphic,I had an AHA moment! I am still working out the significance of thi s moment and will post back later on how that turns out.
http://www.creativityatwork.com/design-thinking-strategy-for-innovation/ https://en.wikipedia.org/wiki/Philosophy https://www.google.com/search?q=teach+on+membean&oq=teach+on+membean&aqs=chrome..69i57.3664j0j4&sourceid=chrome&ie=UTF-8&safe=active&ssui=on#safe=active&q=membean,+teach+root
References

Reflection Stickers.

@classylearn.com since December 2017. 50% of any proceeds gained from this site will be given back to the place it came from, our children. Copy written by TLPompei Updated 7.17.17

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Creating Significant Learning Environments - Learning in progress...

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Reflection Stickers Every time I begin to move forward, I always look back first. It is an organic event that I have finally begun to understand about my own learning. Therefore, I always begin any written assignment with reflection about where I am now.

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How can blending the learning environment (intentional, flexible and innovative groupings) enhance the capacity and role of the teacher in order to provide necessary feedback; through individual and small group conferences; the impact on student engagement and success easured by reading comprehension scores, student surveys and PBA's. 

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How can blending the learning environment (intentional, flexible and innovative groupings) enhance the capacity and role of the teacher in order to provide necessary feedback; through individual and small group conferences; the impact on student engagement and success easured by reading comprehension scores, student surveys and PBA's. 

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This is who I am newspaper article for eport?

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This is who I am newspaper article for eport?

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Could include data and conference notes taken by student.

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What do I do with these?

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5 Ways to Give Your Students More Voice and Choice

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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An Empirical Examination of Digital Texts & Student Engagement in the High School Social Studies Classroom
Sarah Lundy, Principal Investigator
A 2012 study conducted in collaboration with the Portland State University Graduate School of Education and Principal Investigator, Sarah Lundy. Research was conducted in a large, public high school in the Portland metropolitan area and compared the experiences of highly diverse tenth grade World History classes working with traditional Choices print units to the experiences of tenth grade World History classes working digitally with Choices iBooks Textbook edition. The mixed-methods design includes data from classroom observations, student surveys, student writing samples & teacher interviews.

Research Findings

All of the teachers included in the study expressed a strong preference for Choices iBooks Textbook edition over the printed text. Teachers found that the iBook edition was highly engaging. This enhanced digital edition also offered students critical support for multiple academic skills and access to rigorous content.

Teachers preferred the iBooks Textbook edition because students were more engaged in the learning experience and practiced more sophisticated academic skills.

The teachers included in the study described their students as highly engaged by the learning experience provided by Choices iBook edition. One teacher described his observation of the contrast in print and iBook experiences as follows:

"There was a difference between the kids reading on the iPads and the kids reading from the packets. [The iBooks Textbook] seemed to help the kids stay more engaged with the reading task."

Another teacher offered his understanding of his students' attitude toward the iBooks Textbook as follows:

"The kids totally want the technology because it does make a lot of things simpler...there's a lot more you can do with technology...it's more interesting and exciting...they're engaging the world in the way that they know how to engage it...I think on multiple levels the process is significantly better digitally than it is not. I mean significantly better."

The teachers included in the study were most enthusiastic about the level of student engagement when students used the iBook edition to create learning products such as summaries of main ideas or analyses of the text. A majority of teachers found the learning process to be "more valuable" when students used the iBook edition. One teacher described the student engagement provided by Choices iBook editions as follows:

"They have to really engage the material in a way they haven't in the past....I do think that it takes more time but that it's a much better experience."

The iBooks Textbook edition allowed teachers to differentiate to meet a wide range of student needs more flexibly.

The teachers included in the study appreciated that Choices iBooks Textbooks provided more opportunities to effectively differentiate learning for diverse student needs and preferences. Teachers in the study noted that the iBook edition offered "many different avenues for exploration and play." The additional support for differentiation described by the teachers in this study demonstrates the argument in the literature on digital learning that multimodal experiences are inherently supportive of the multiple learning styles that diverse students bring to the classroom (Berson and Balyta, 2004; Rose and Meyer, 2002). One teacher described his experience as follows:

"I get excited about [the iBooks Textbook] because I think that it opens up a lot of different opportunities and allows you ways to differentiate more effectively....The advantage is that [the iBooks Textbook] brings in a lot of different types of kids. You know, the kid who is really technical and likes to read or the kid that is really artistic....A lot of different personalities can be pulled in with [the iBook]."

Teachers appreciated the critical technology skills that students developed as they learned rigorous social studies content.

A majority of the teachers included in the study described the technology skills developed by Choices iBooks Textbooks as evident and beneficial. The teachers often characterized the technology skills required to navigate the digital text as adding a layer of complexity to student learning. However, teachers also described the additional technology skills as an important benefit for students. One teacher described the long-term benefits of the iBook in the following terms:

"We have to prepare these kids to go out and make a living in the real world...The reality is that they're going to have to be very flexible and fluid in the way they engage technology and very comfortable with 'Ok, I'm learning this. How do you learn it?'"

The classroom observation data further indicated that the iBooks Textbook supported the development of new technology skills. For example, students were often observed exhibiting technology skills such as accessing the iBook's embedded multimedia content. During the third and fourth classroom observations, students were frequently observed declining technical support offered by their teacher because they had developed greater technical comfort after only a few days of working with the iBook edition.

Students found the Choices iBooks Textbook edition to be an engaging, challenging and relevant learning experience that was highly applicable to their lives outside the classroom.

Students were highly engaged by the iBooks Textbook edition and enjoyed a better learning experience.

Students who worked with Choices iBooks Textbook edition reported finding the content and the skills learned during the unit relevant at higher rates than students who worked with Choices' print edition. For example, more than one-third of students who worked with the Choices iBook edition cited the ability to learn new technology skills as the "best" part of their World History learning experience. Many student survey responses were similar to following student comment: "The iBooks made work easier & more fun." In contrast, students who worked with the traditional Choices unit were between two and four times as likely to report reading the unit's content as an area of academic struggle. Moreover, students who worked with the traditional Choices unit reported "taking notes" to be the "worst" part of the unit at considerably higher rates than the students in the study who worked with the Choices iBook edition.

The classroom observation data offered additional evidence that the iBook edition supported student engagement. Student collaboration and student investment in their own learning were both more prevalent in the World History classes that worked with the iBook edition. For example, classes that worked with the Choices iBook edition demonstrated more frequent observations of students debating about the unit's content without being prompted to do so by their teacher. Students who worked with the Choices iBook edition also remained after class to discuss content with their teacher or peers more often.

The iBooks Textbook edition offered diverse students access to academic rigor and technology skills.

The analysis of student survey data indicated that the large population of students of color and non-native English speakers included in the study reported similar learning experiences with the iBook edition on a majority of indicators. For example, students of color and non-native English speakers reported enjoying the human rights content; finding the content relevant; and learning information and skills they will use outside of class at almost exactly equivalent levels to those reported by white students and native English speakers. Therefore, the analysis of student survey data strongly suggested that the iBook edition did not create new barriers for learning in the classroom for students of color or non-native English speakers but, rather, broadly supported the development of social studies skills for all students. English Language Learners experienced additional support for learning rigorous content because of the multimedia learning supports included in the iBook edition. Moreover, an English Language Learner specialist included in the study expressed the belief that the iBook edition's embedded multimedia content such as the "Scholars Online" videos offered students with limited English fluency better access to the content than the traditional units.

For more about this study, please contact Dr. Sarah Lundy at slundy@ttsd.k12.or.us.

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Encouraging Student Engagement with Digital Texts in Social Studies Education - The Choices Program

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An Empirical Examination of Digital Texts & Student Engagement in the High School Social Studies Classroom Sarah Lundy, Principal Investigator A 2012 study conducted in collaboration with the Portland State University Graduate School of Education and Principal Investigator, Sarah Lundy. Research was conducted in a large, public high school in the Portland metropolitan area and ...

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How can blending the 5th and 6th grade humanities' environment leverage choice and authenticity to improve reading comprehension scores?

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How can blending the 5th and 6th grade humanities' environment leverage choice and authenticity to improve reading comprehension scores?

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It is the theory of this researcher that pictures are the method of emotional learners and thinkers, therefore bitmojis are apropos! 

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It is the theory of this researcher that pictures are the method of emotional learners and thinkers, therefore bitmojis are apropos! 

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Further, that creativity is bread through integration of learning experiences.