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Students analyze a variety of Holocaust memorials to recognize location, materials, as well as use of shapes, colors, and size. They create a photo essay of memorial details while we visit Washington DC, then return to use their previous analyses and photo essays to create original Holocaust memorials.

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Example: Students research a issue or problem of their choice in the world and create an Animoto that outlines the problem and comes up with some  possible solutions.  A link to a bibliography is included. https://docs.google.com/document/d/17QtEz86ZosXTACQnQj_QFX4CfuXnaQFSAn-dXfecJXw/edit#

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My fifth graders learn about the Harlem Renaissance during their swing dance unit. Students receive homework assignments that require them to find more information about the time period. We could use digital tools to connect with people who currently live in Harlem or maybe with people that danced in Harlem ballrooms in the 1920's, 30's, and 40's.

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During our probability and statistics unit, students will collect data from a physical source (flipping a coin or rolling dice) and will then develop data using excel and other data simulators to see the connection between experimental and theoretical probability.

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During the Holocaust Unit, students had to read several different poems related to the Holocaust and then create a "snapshot". This was a digital poster, completely created from scratch by students using Google draw or Glogster. The final multimedia product contained text (quotes from poems, author bio, reflection), images, videos, and in some cases music.

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In my class, students are tasked with drawing physical blueprints before the construction of a prototype. So far, I've had them photograph their blueprints and upload them to google classroom. I would like to also have them use drafting software online in order to create a 3-D representation of the model. This allows them to communicate much more accurately what the future product will look like and anticipate how it will function.

I would love to have students produce building specs/blueprints for a DIFFERENT group to use for construction. The point being that it is rarely the architect that actually builds the building.

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Example: Students create a book trailer using shareware (Creative Commons) for video clips, pictures and sound mindful of Copyright standards. They then post their work on a social media platform responsibly and review/comment on others works.

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For the "Empowered Learner" I see my students taking an "active role" in "demonstrating competency in their learning by giving themselves feedback on their digital writing portfolios. They also set growth goals based on target areas they have recognized and seek to improve. They also seek feedback from peer editors to "improve their practice," and they also give feedback to their peers that demonstrates their knowledge of particular writing skills.

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For the "Empowered Learner" I see my students taking an "active role" in "demonstrating competency in their learning by giving themselves feedback on their digital writing portfolios. They also set growth goals based on target areas they have recognized and seek to improve. They also seek feedback from peer editors to "improve their practice," and they also give feedback to their peers that demonstrates their knowledge of particular writing skills.

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Students can track comments/feedback on assignments on a spreadsheets. Students can use the information on those spread sheets to create personal goals for future assignments or grading periods.

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Being a global collaborator and creative communicator are skills that will greatly benefit the student when they enter the work force. In the classroom I can envision students working in teams using a digital tool like Skype to communicate and work with other students across the globe. Students could be given a problem that they then have to work together on finding a solution for. Students can present their solution using a variety of digital tools/formats. There is a program called Future Problem Solvers that competes internationally every year that would allow students to demonstrate most if not all of these standards.

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FPS is a dynamic international program involving thousands of students annually from around the world. Developed in 1974 by creativity pioneer Dr. E. Paul Torrance, Future Problem Solving (FPS) provides competitive and non-competitive components for today's curriculum via a six-step model which teaches critical and creative thinking, problem solving, and decision making.

FPS can be integrated into all curriculum areas and strongly supports the development of 21st Century Skills. Future Problem Solving (FPS) teaches students how to think, not what to think! The diverse components offered by Future Problem Solving address the need for problem solving within the curriculum in order for students to prepare effectively for the future in front of them.

The FPSPI Association will connect associates with the FPS International Office and promote collaboration among coaches, teachers, administrators, parents, group leaders, and business leaders in FPS Affiliate Programs and those interested in the Creative Problem Solving process. Join this official group and receive information for all FPS Components from the International Office.

"The genius of the future will be the creative mind adapting itself to the shape of things to come."
-Dr E. Paul Torrance - Creativity (1991)

Future Problem Solving Program celebrates Dr. Torrance's life and accomplishments every day as students around the world participate in the activities he and his beloved wife Pansy introduced. His presence is missed, but his spirit and love lives on in the hearts of thousands.

#problemsolved

FPS has taught me to question the world around me and become tuned in to how everything interacts with each other in the universe.

For the last decade, each of my successful job interviews included references to my work with FPS, in regards to problem solving, lateral thinking, and working with others.

I cannot find the words to express my gratitude to FPS who have increased my confidence and skills as well as inspired me to follow my dreams.

"The most basic skill that can be taught in today's schools is problem solving, especially skills in solving future problems."

Dr. E. Paul Torrance, Creator of FPS in 1974

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Future Problem Solving Program International

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FPSPI is a dynamic international program involving thousands of students from more than 36 states and 7 countries worldwide. This interdisciplinary program promotes skills to overcome obstacles or barriers when confronting challenges and developing solutions to social, political, scientific, economic, and technological issues. Find your closest affiliate program today and get started.

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Students work in teams (using digital tools) at both the local and global level to enrich/broaden their learning and mutual understanding.

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Students can communicate/express their simple and complex ideas to a variety of audiences using appropriate digital tools and platforms.

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Students will be able to define problems and develop and employ strategies to test their solutions using data sets and algorithmic thinking.

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Students will be able to identify problems and design, test, and redevelop solutions using various digital tools.

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Students will be able to effectively research, evaluate and categorize credible resources to build knowledge of and create solutions for real world issues, problems, and ideas.

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Students should have digital honesty and integrity, and recognize their "rights, responsibilities, and opportunities of the digital world." Awareness of digital identity and the "permanence of their actions" is essential while engaging in "positive, safe, legal & ethical" behaviors. Respect for intellectual property and understanding personal responsibility when "using and sharing" must be managed in data collection and while tracking their navigation online.

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Students will become active learners by engaging, customizing & developing strategies which allow for goal setting, reflection, and self feedback that results in improved practice and the ability to demonstrate what they've learned in a variety of ways - the ultimate goal is to promote understanding of the fundamental concepts of technology, to be able to "choose, use, and troubleshoot" in order to enable the transfer of their  knowledge.