# data[].attributes.body
"Researchers have also found that if students are asked to generate relevant knowledge from previous courses or their own lives, it can help to facilitate their integration of new material." (Ambrose et al, 2010, p. 17)

# data[].attributes.body
"Similarly, McCloskey, Caramazza, and Green (1980) found that other deeply held misconceptions about the physical world persist even when they are refuted through formal instruction." (Ambrose et al, 2010, p. 26) In what ways do groups or individuals utilize misconceptions to influence others.

# data[].attributes.body
How might essential questions and note interaction (2 AVID Strategies) help support richly connected and meaningful learning (Ambrose et al, 2010, p. 46)  Education for Life and Work make a similar suggestion, "Teachers would learn how to elicit students’ thinking on an ongoing basis and use what they find out to improve their teaching practice, framing, guiding, and revising tasks and questions. They would approach teaching from a stance of inquiry" (2012, p.67.

# data[].attributes.body
It is hard to argue that 21st Century Skills are not essential to success in college and career. Is it possible to construct 21st Century Skills curriculum that does not require proficient understanding of specific content standards?

# data[].attributes.body
"Partnership for 21st Century Skills argues that student success in college and careers requires four essential skills: critical thinking and problem solving, communication, collaboration, and creativity and innovation" (Pellegrino & Hilton, 2012, p. 16).  What are measurable outcomes to a 21st Century Skills Curriculum?  How are these outcomes similar and different from Common Core Standards?  Pellegrino & Hilton make the same rccomendation: "Foundations and federal agencies should support
further research designed to increase our understanding of the
relationships between 21st century competencies and successful adult outcomes" (2012, p. 66).

# data[].attributes.body
Both documents identify Metacognition as an essential component to learning. "We now know that learning is enhanced by
the intrapersonal skills used to reflect on one’s learning and adjust learning strategies accordingly—a process called 'metacognition'" (Pellegrino & Hilton, 2012, p. 22)
"Principle: To become self-directed learners, students must learn to assess the demands of the task, evaluate their own knowledge and skills, plan their approach, monitor their progress, and adjust their strategies as needed" (Ambrose et al, 2010, p. 191)

# data[].attributes.body
What Education for Life and Work defines as "skills," How Learning Works describes as "knowledge organizations" as one of the seven researched based principles for learning.  "We view 21st century skills as knowledge that can be transferred or applied in new situations. This transferable knowledge includes both content knowledge in a domain and also procedural knowledge of how, why, and when to apply this knowledge to answer questions and solve problems.  The latter dimensions of transferable knowledge (how, why, and when to apply content knowledge) are often called 'skills'" (Pellegrino & Hilton, 2012, p. 23).
"Principle: How students organize knowledge influences how they learn and apply what they know" (Ambrose et al, 2010, p. 44).

# data[].attributes.body
Both documents attest that competencies (cognitive, interpersonal, and interpersonal) are malleable and not fixed.
"The committee views cognitive, intrapersonal, and interpersonal competencies as malleable and subject to change in response to life experience, education, and interventions" (Pellegrino & Hilton, 2012, p. 23).
"Follow-up assessments found that students in the 'malleable' intelligence session showed more change in their views on intelligence and endorsed the 'malleable' perspective more strongly than the 'fixed' group and another control group. Over time, the malleable group showed an even stronger endorsement of the malleable position whereas the fixed and control groups did not. Perhaps most important, the 'malleable' students rated their enjoyment of academics higher and showed a grade advantage the following quarter over the 'fixed' group and control group" (Ambrose et al, 2010, p. 202.

# data[].attributes.body
"Findings from a series of studies conducted over four decades, summarized by Almlund et al. (2011), indicate that how well individuals perform on intelligence tests is influenced not only by cognitive abilities but also by how much effort they exert, reflecting their motivation and related intrapersonal competencies" (Pellegrino & Hilton, 2012, p. 23).

# data[].attributes.body
How Learning Works' first principle "Students’ prior knowledge can help or hinder learning" (Ambrose et al, 2010, p. 10)
I do not recall prior knowledge being mentioned in Chapters 1, 2, 3, or 7 from our 21st Century Skills reading.