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I found an project called Once Upon a Twist. In it, students are given a standard fairy tale (ex. Cinderella) and then asked to create a performance that must have a least 3 scenes and applies a twist in the narrative (ex. Snow White turns out to be the villain). This project requires creativity, problemsolving, people management, coordinating with others, emotional intelligence, and negotiation to successfully complete. Also, it fits in the Saying and Doing level of the triangle. These types of projects allow students to find their own place in the work structure and pursue what they enjoy most, be it performance, direction, storytelling, or supporting roles.

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In order to improve critical thinking, students in English class analyze text through writing.  A common area of improvement for students, however, is revising their work for clarity, organization of thought, and  writing expectations.  From this link, I researched four strategies to shape the revision process.  If I as the teacher tell them exactly what to write, what to change, and how to improve, the students are not extending their critical thinking to their writing and the writing process.  The edutopia article I found suggests:  1. providing models and exemplars.  This is a great strategy because students can see what a successful product of writing looks like.  Models help me with my own writing, so students would likely benefit from them as well.  2.  encouraging students to add details to their narrative writing. For example, students can insert: imagery, emotions, dialogue, and voice. In a narrative essay, present them with a sentence like, She was so tired, and have them recreate it using imagery: Her eyelids drooped to the floor as she dragged her tired feet behind her.  3.  deleting the unnecessary, and 4. reorganizing for clarity and effect.  In that argumentative essay or short story, maybe the ending is a better beginning? I can show students text examples where the writer began with the end or the middle of the story (for narrative), or, for argumentative, where a writer began with the devastating results of a policy or environmental disaster, then moved to persuade readers in the rest of the essay.
Would the narrative story be better if written chronologically? Or should the claims and evidence follow in an order related to the most important point, or should you save the best point and evidence until the end?  If I show students models of different ways to organize narrative, informational, and argumentative essays, their critical thinking can improve.

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In the article, 10 Skills needed for 2020 and beyond, there were 3 skills I would like to focus on.
1. Critical Thinking- because it isn't important if students pass the test, we need to know if they can apply what they have learned.
2. Coordinating with others-students need to be able to work well with other for their future in the workplace.
3. Judgment and decision making- these skills are imperative to functioning outside of the classroom.
I have an assignment that I use in my Google Apps classes (it involves Google Slides, and Google Forms). It is called Surviving a Plane Crash. Students are given a situation with guidelines and a list of supplies that survive the crash.  They are to put the supplies in order according to importance, but they must agree on the order.  They have to determine the uses for all the items.
The students loved the activity and it kept them engaged the whole class.

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In observing classroom instruction, activities that seem to motivate (even the most apathetic learner) are activities which include the following:
--Classroom Games as Teaching Strategies
--Relate Class Content to Life Interests
--Interactive Lessons (getting kids involved, as opposed to strictly lecture)
--Provide Choice
--Technology Use that goes Beyond Technology being used as a "Substitution" but a Necessary Tool for Engagement

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After learning how to program and build with VEX robotics, students will get into groups and work on a design problem. Each group has a different problem and they need to work together to find a solution. Much of it is trial and error, so they need to use many of the "Skills" needed in 2010--Critical thinking, complex problem solving, people management, cognitive flexibility, etc. Many of these skills you cannot "teach" from a book. They are developed through project-based learning activities over time. The engineering classes incorporate many of these principles in the projects and activities we do. Because the problems are open-ended, it allows students to be creative in their solutions and this causes the students to have more "purpose and passion" about the assignments because they have more of an investment in the final product.

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In weight lifting my students have to work together for their safety.   Examples: Spotting each other on Squats, bench, and hang cleans. Team coaching with each other on proper lifting form. Theses are examples of COORDINATING WITH OTHERS AND PEOPLE MANAGEMENT.

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Critical thinking is a big part of the College Board curriculum. i found an article on teaching critical thinking skills. I starts with presenting kids with a question and then guides them through the steps of problem solving. Includes making your own country and at the end the activity of role playing. This goes back to the power point presentation and enforces the idea that role playing allows students to obtain the most information.

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Along the lines of coordinating with others, Health classes can be put in groups to do a specific project such as planning a lesson to teach. Students would have to use different forms of coordination when planning such as Google documents, face to face meetings, conference calls, blogs, email, social media when planning. Students would have to document all correspondence.

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I found an activity on Pinterest for my Algebra 2 Honors classes that incorporates Creativity and Coordinating with Others, which are two of the 10 skills needed for 2020 and beyond. In this activity, students are required to create three different levels of Angry Birds that incorporates various quadratic functions. Students will need to take what they have learned about quadratic functions from class and use that knowledge to accurately create the three different levels. By working in partners, students will need to successfully work together and share ideas. This project also helps students to make the connection between math and the world around them. Prior to this assignment, students mindlessly play Angry Birds but after the assignment, they begin to recognize how often they encounter math in their every day lives and not realize it.

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One thing I have seen in the PE world of social media is a lot more peer review, which is the same to me as "Judgement and decision-making." In these types of settings, students are grading their peers technique in a number of different physical activities from a forearm pass in volleyball to a lay up in basketball. The product in not the assessment but the process is. It forces students to not only become familiar with the activity but then judge/critique their peers performance based on what they know, taking what they know about the skill and applying it, making them decision makers. The teachers assessment was not based on the performer, but rather the student who was judging the skill.

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Collaboration Placemats is a great strategy for organizing group discussions. Students are given a placemat containing guided instructions to facilitate a group discussion. Students will discuss the topic, such as theme, author's purpose, characterization, etc. and then write, draw, doodle, and sketch what their group discusses.  Collaboration Placemats enable students to be creative, collaborate, communicate, and critically think about their topics. Students must be able to coordinate with others, make decisions, and negotiate. This activity reaches a high level on the Cone of Learning since students are participating in a discussion.

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About 2 times a month, I try to introduce new things/concepts about music. This may include weird forms of singing or instruments that they may have never seen/heard. Youtube is my main source and it offers the students a look into many cultures that they would never see/hear.

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Spanish is such an amazing subject that allows incorporation of 2020 skills. We give them a project where they have to take to literary characters on vacation. They must use the verb tenses and vocabulary taught in the unit and they must work with an assigned partner. This teaches collaboration skills. They have to fill out a form of what each person did, delegate the work, and communicate outside of class to get the project completed on time. They also can use technology to create the project and to collaborate with their partner. I like this project and enjoy seeing students interact in order to complete a common goal.

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The activity I found on Pinterest is for the book The Lord of the Flies.  It is a "survivor" game in which students pretend they've crashed on a deserted island.

Students are put into teams and they pull different cards (an "Act of God" card, for example, is an unforeseen disaster that happens to their group). There are exploration cards, hunting cards, revolt cards, and finally, the mutiny card.  The goal is for their group to stay alive the longest.  As students play, the goal is for them to better understand the basic human survival instincts that the characters are reduced to in the text.  This activity gets students involved and excited, it makes them "do," as per the "Cone of Learning," and it makes them collaborate and become emotionally involved with what they are studying in class.  The ultimate goal is to be able to better identify with the characters and understand the central theme of the novel as a whole - that when humans are left to their own devices, it reveals our basic savagery.

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I found an activity that places students in groups of four to compose a sentence poem together based on their emotions. The first student proposes a situation, the second places himself in the situation and talks about how it makes him or her feel, the third proposes a solution, and the fourth goes back and creates a scenario where that solution is applied. As a group they write out the scenario, emotions, and solution, and then each group member writes a line or two of poetry detailing his or her part of the process. The students combine their lines into a poem which they may then put on a poster. Different group members illustrate and decorate the poster, and the student in the group who feels most comfortable with public speaking presents it to the class. This exercise develops skills in emotional intelligence and collaboration, and helps the students with complex problem-solving in scenarios they had not previously envisioned.

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In our PE class I think we have a great opportunity to let students understand the importance of 'emotional intelligence'. In our class I would assign 'coach' to groups of student who then would teach the game to their group. As a 'coach' the individual students would be required to be in tune with their peers emotions. They also would be getting real life experiences which they could reflect on to wrap up the unit. The forced interactions would give students a better understanding of what things they need to work on in order to be an effective leader.

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I am big on Project Base Learning. I used this a while back in my class where I had students pick a scientist that had a great impact on a topic that we were discussing. The students were then put into groups where according to the 2020 skills was one that would be necessary in that they would have to have People Management. The students had to work together to make sure that everyone in the group completed their part in the project. The students then completed the project about the particular scientist, and then they presented their projects to the class. When every one presented we then had a Debate on which scientist provided the biggest impact on the topic that we were discussing. The students were then able to use another 2020 skill where they were to pass Judgement and Decision Making. We did this by having the whole class decide which scientist had the biggest impact.

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The activity I found is for government and has to do with Lobbying. I want to teach my students the art of Civil Discourse. Using the 2020 skills of negotiation, critical thinking, and emotional intelligence (specifically empathy) students will research a topic they are passionate about, write up their position with evidence, and then they will have to lobby a legislator whose view is different then theirs. They will have to either call, write, or actually go visit this legislator in Columbia (or local - when they are home) and present their case. This activity will ignite their passion and hopefully spur some purpose. This activity will force them to negotiate, see a different side of the argument, and think critically about a topic. So often we just stop and throw insults when having a political discussion. It is imperative in the 21st century that we are teaching and using civil discourse. And a side benefit from this assignment, they will also learn about the Legislative Branch, checks and balances, and civic participation.

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I found an activity on the Learning Network titled "Acting your Age; Considering the Age of Responsibility" This activity is an excellent idea for teaching Lord of the Flies.  Using a "fishbowl" strategy,  the teacher asks, "What standards should society use in determining when a person should b e treated as an adult?" Students are allowed to share ideas in a small group before opening up the discussion. Provide the students with a handout called "Acting Your Age" and ask them to write the age at which they "think" a young person is allowed to do each thing on the list - such as get an abortion. Provide the students with the legal ages for each item. on the list. Discuss. Students should also read, "How Old is Old Enough?" and write a reflective journal entry.

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I found an activity on Pinterest that introduces moving characters around a lego maze to introduce computer programming navigational skills. This would be a great way to introduce efficiency of looping and if/then statements to use the write the least amount of code in order to navigate the maze. This allows students to "see" the end result of a puzzle before they do the programming making the easier to break the code into functions. If this activity was combined with pair programming, it would put students in the 70-90% category with cone of learning because they are working through the code visually, talking through the development, and then creating the puzzle code online. This assignment should help to bring a little passion to programming because the students love playing with legos and love working on games and puzzles. I love how this activity helps students "see" how to navigate!

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I found a lesson at Read Write Think that encourages critical thinking and collaboration.  The overview of the lesson reads "Many students often lack critical thinking skills to be able to analyze what they read. This lesson encourages students to read and respond critically to two different pieces of literature with the same title. Students make predictions about the stories and analyze the story elements (i.e., characters, plot, conflict, and resolution). They then compare and contrast the different stories, distinguish between fact and opinion, and draw conclusions supported by evidence from their readings." I think this would be a really interesting way to approach some short pieces of literature because it allows students to work together, gives them clear purpose and if they are given a choice of what short stories will be their focus, they may even develop some passion for the assignment.

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Our class has been utilizing task boxes, independent work stations, and life skills stations. On Pinterest there was an amazing blog on organizing the stations.  How we need to make sure we aren't simply giving the student the box and expecting them to know what to do with it.  We need to set expectations:  what work needs to be done, how does it need to be completed, how do I know when I am finished, and what do I do next. (Here is the link https://www.autismclassroomresources.com/4-questions-work-systems/?utm_campaign=coschedule&utm_source=pinterest&utm_medium=Autism%20Classroom%20Resources&utm_content=How%20to%20Make%20Sure%20Your%20Independent%20Work%20System%20Measures%20Up).  This was a huge eye opener for me.  In my opinion, I have found that giving SPED students "busy work" doesn't benefit anyone.  These strategies will empower our students for 2020 by giving them guidelines for life.  I have wondered in simple situations, how will I know that I am finished?
Providing a simple outline of what do I do next gives them an agenda, but also empowers them to be able to work at their own pace and make decisions independently.

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The activity I found exercises the skill of coordinating with others, including strong communication skills. As part of the activity, students are given a concept such as loyalty, honor, power, friendship, etc. They then interview 3-5 people in their lives to find out what the concept means to them and how they've seen it illustrated in their lives. This activity gives purpose and passion because it affords students the opportunity to connect with people in their lives and reflect on their ideas. From there, the student not only learns more about the people they respect, it also gives them an opportunity to form and/or reflect on their own ideas about the concept. Afterwards, the students must organize and present the information. I love this idea!

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I found an activity on Pinterest called Texting Couplets as I was looking ahead to my poetry and Shakespeare unit. This involves taking something new and challenging (writing couplets) and putting it into a familiar format (smartphones). Students are very passionate about their own technology, not necessarily the technology we provide them with, so if I can engage them in a meaningful way using their own devices and medium (such as texting or even snapchat!) I can add purpose to the assignment which is writing poetry and understanding Shakespeare's language. I believe this hits more than one 2020 skill because not only are they dealing with communication with their peers, but they are having to think outside the box in HOW they communicate.

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I found a company called Brainpop on Pinterest which creates games to illustrate the chemical process of ionic bonding (Ionic collisions). It allows the students to engage in a type of game that is interactive and competitive, while at the same time, requires them to use high level thinking skills and develop good "complex problem solving skills." So in a sense, it tricks the students into taking part in a complex investigation under the guise of a game.

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Creativity- We use current events almost daily in class to re-enforce concepts in US Government. I recently had students complete a political cartoon project in which they had to create an original drawing that met several criteria. This can be likened to the strategy of starting the creative process using limitations. Many students expressed that this assignment was outside of their comfort zone since they weren't "artistic in any way". This assignment required them to identify a current event and think of a visual way to represent the message they wanted to convey.

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I found a teaching strategy called Chalk Talk. This is a silent activity where students communicate by writing on a chalk board, write board or large sheets of paper. Students are meant not only to complete the activity, but to discuss the topic by responding. This activity creates a visual activity of the thought process involved in the discussion. I could use this to have my student collaboratively design a Java program. Having the students complete the design process with the Chalk Talk teaching strategy would teach both critical thinking and complex problem solving, as well as providing a written record for reflection later. The instructional strategy and participation in the design process I hope would create a program that my students could find purpose and passion in through creating a program that solves a problem in their lives.

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The 10 Skills article provided a link to some critical thinking strategies. One strategy focused on the folliwng:
"Keep An Intellectual Journal

1. Situation. Describe a situation that is, or was, emotionally significant to you.
2. Your Response. Describe what you did in response to that situation.
3. Analysis. Then analyze, in the light of what you have written, what precisely was going on in the situation.
4. Assessment. Assess the implications of your analysis."

I think this would be a great writing activity for english class. It promotes passion and purpose by having the students reflect on a personal experience and practice writing skills while incorporating critical thinking.

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I found an idea on Pinterest called Genius Hour. Time is dedicated each week for students to work on a project they come up with all by themselves. They start by coming up with a passion based question and then work on developing a project that makes an impact. This would involve several 2020 skills such as Creativity, Problem Solving, and Decision Making. The guidelines are vague which means students must really think about what they are interested in a derive purpose from their selection. The goal is total choice. This could be done as a group. I also think it would be fun to give them topics pertaining to subject area and have them come up with a project themselves.

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I think having students create propaganda from a specific historical era touches on the creativity aspect of the 2020 skills.  I also think that by creating a propaganda poster, students must apply their knowledge of the topic to create a relevant and meaningful example.  The French Revolution lends itself to this activity.  Students can take on a pro First, Second, or Third Estate stance for their propaganda.  To do this, they have to first really get inside the arguments of each group and then decide what they want to illustrate.

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The Fishbowl discussion strategy can be very beneficial for developing student purpose and teaching 2020 skills. With this strategy, students are arranged into one inner and one outer circle. Prior to this activity, students were to have developed an argument from a teacher-given prompt. This activity encourages active listening, meaningful discussion, and collaboration with others. The students in the inner circle begin to discuss the teacher-given prompt, with each student asserting his argument and asking questions to others. The outer circle of students will only actively listen at this point. Eventually, the students in each circle switch places, with those who were listening becoming the speakers. By defending their arguments, students have purpose and passion in this assignment. Engaging in meaningul dialogue encourages collaboration with others and critical thinking. Lastly, the Fishbowl strategy can help students develop the social skill of emotional intelligence, as they must actively listen and interact with others who may disagree with them in a respectful, mature manner.

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The website icivics.com has been a great discovery for me! It has students apply what we are learning in class to a real life situation. Currently I am having them play a simulation where they have to get legislation through Congress. They pick a house, state, political party, and personal conviction. They then must read through the letters they receive from their constituents to decide on a an issue they want to pass a law about. They then must get the law passed - while doing this they practice the 2020 skills of negotiation, service orientation, judgement and decision making, and coordinating with others. They have to add and subtract from their law to get others on board to vote for it!

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This quarter, I will have students pick an experiment to perform of their choosing. This allows them to have a purpose - whether they want something fun or interesting to them - and also be creative with how they do the experiment. It also falls under the "say and do" area of the pyramid.

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More room for visual reflection (like a reflection board). Giving students a visual to reflect on the lesson would encourage creativity. They would need to take what they learned and create it in a way that is more meaningful to them.

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Jigsaw Learning Strategy
This strategy helps reach 2020 skills by coordinating with others.
Using this teaching strategy in the classroom will allow for my students to work with each other on a new level. They will not only have to work with peers in order to learn a skill, but also be able to teach their other peers the learned skill.