# data[].attributes.body
Cochran, D. (2016). Moving up Bloom's Taxonomy: Develop higher-order thinking skills and engage students with technology tools. Retrieved from https://www.thecreativeeducator.com/v02/articles/The_New_Blooms

Heick, T. (October 24, 2019). 6 Strategies For Teaching With Bloom’s Taxonomy. Retrieved from https://www.teachthought.com/pedagogy/using-blooms-taxonomy-21st-century-4-strategies-for-teaching/

Machado, J. (n.d). Develop 21st Century Learning Environments: Change ideas of time and space for learning. Retrieved from https://creativeeducator.tech4learning.com/v09/articles/Developing_21st_Century_Learning_Environments

# data[].attributes.body
FlipGrid is an app that allows students to create and share video recordings to share information with a virtual audience. FlipGrid allows students to use creativity to share their knowledge of different concepts and ignite discussion.

# data[].attributes.body
Canva allows students to create original work such as digital posters and infographics to communicate ideas, opinions, support ideas and demonstrate knowledge. This app is a free tool that encourages students to share their thinking in an engaging and creative way. Canva helps ignite the application and creativity elements of Blooms Taxonomy

# data[].attributes.body
I would implement problem-based learning (PBL) into my German classroom. Problem-based learning supports all levels of Bloom's Taxonomy. When we begin a thematic unit, students reach the lower levels of Bloom's first by learning vocabulary. Once they have mastered the vocabulary, they then use that knowledge to move up the ladder and apply what they have learned. At the end of most units, they complete a project based assessment on where they have to create something. With PBL, students are actively engaged in their own learning. Using project-based assessment and PBL in the language classroom allows my students to ignite higher-order thinking skills.

# data[].attributes.body
Student-centered classrooms focus on creation, discovery, and collaboration. When we align our technology implementation alongside Bloom’s Taxonomy, we are left with a classroom environment that encourages higher-order thinking. “As teachers, we need to be aware of the level of thought of activities so we can be assured that we are providing a variety of experiences for our students and helping them develop higher levels of thinking” (Cochran, 2016). If we can do better in our design of learning experiences we should, and this means giving every student room to breathe cognitively and creatively (Heick, 2019).

# data[].attributes.headline
21st Century Enviornment & Bloom's Taxonomy

# data[].attributes.subject
21st Century Enviornment & Bloom's Taxonomy

# data[].attributes.body
21st-century classrooms look very different from those of the past. “Students do not necessarily sit in rows of desks, and teachers often work alongside students instead of lecturing in front of them” (Machado, n.d). Every classroom looks a little bit different, but the goal of each classroom remains constant. This goal is to not only help our students master content but to provide our students with the tools to build fluency in 21st-century skills so that they can be successful inside and outside of the classroom. The defining characteristic of the 21st-century learning environment is that it is student-centered.