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Uses practical and research-based approaches to improve students' higher-order thinking skills and includes strategies for differentiating higher-order thinking skills and developing them in English language learners.
This volume examines the assessment of higher order thinking skills from the perspectives of applied cognitive psychology and measurement theory. The volume considers a variety of higher order thinking skills, including problem solving, critical thinking, argumentation, decision making, creativity, metacognition, and self-regulation. Fourteen chapters by experts in learning and measurement comprise four sections which address conceptual approaches to understanding higher order thinking skills, cognitively oriented assessment models, thinking in the content domains, and practical assessment issues. The volume discusses models of thinking skills, as well as applied issues related to the construction, validation, administration and scoring of perfomancebased, selected-response, and constructed-response assessments. The goal of the volume is to promote a better theoretical understanding of higher order thinking in order to facilitate instruction and assessment of those skills among students in all K-12 content domains, as well as professional licensure and cetification settings.
This important resource introduces a framework for 21st Century learning that maps out the skills needed to survive and thrive in a complex and connected world. 21st Century content includes the basic core subjects of reading, writing, and arithmetic-but also emphasizes global awareness, financial/economic literacy, and health issues. The skills fall into three categories: learning and innovations skills; digital literacy skills; and life and career skills. This book is filled with vignettes, international examples, and classroom samples that help illustrate the framework and provide an exciting view of twenty-first century teaching and learning. Explores the three main categories of 21st Century Skills: learning and innovations skills; digital literacy skills; and life and career skills Addresses timely issues such as the rapid advance of technology and increased economic competition Based on a framework developed by the Partnership for 21st Century Skills (P21) The book contains a video with clips of classroom teaching. For more information on the book visit www.21stcenturyskillsbook.com.
Covers how to develop and use test questions and other assessments that reveal how well students can analyze, reason, solve problems, and think creatively.
Great events in history have always brought about great changes in the lifestyles of humans. Every invention, every great war and every discovery has challenged the ways in which people lived up until that point. The 21st century bears the effects of various advancements in several different parts of human life. Sometimes it is called a “space age”, sometimes an “information age”, or a “computer age”. Some people have called it a digital age, or new media age too. However it is named, the time in which we live has challenged the lifestyles of the past and has brought about new requirements in skills and practices. Media literacy, leadership, critical thinking, and problem solving, are among the new skills required by the 21st century. However, the relationship between these skills and education has not yet been fully established. To this end, this book discusses these skills through theoretical and empirical studies in the context of Turkey.
Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.
How can educators bridge the gap between "big" ideas about teaching students to think and educational practice? This book addresses this question by a unique combination of theory, field experience and elaborate educational research. Its basic idea is to look at science instruction with regard to two sets of explicit goals: one set refers to teaching science concepts and the second set refers to teaching higher order thinking. This book tells about how thinking can be taught not only in the rare and unique conditions that are so typical of affluent experimental educational projects but also in the less privileged but much more common conditions of educational practice that most schools have to endure. It provides empirical evidence showing that students from all academic levels actually improve their thinking and their scientific knowledge following the thinking curricula, and discusses specific means for teaching higher order thinking to students with low academic achievements. The second part of the book addresses issues that pertain to teachers' professional development and to their knowledge and beliefs regarding the teaching of higher order thinking. This book is intended for a very large audience: researchers (including graduate students), curricular designers, practicing and pre-service teachers, college students, teacher educators and those interested in educational reform. Although the book is primarily about the development of thinking in science classrooms, most of it chapters may be of interest to educators from all disciplines.
Go beyond traditional paper-and-pencil tests! This book provides a framework and practical ideas for assessing 21st century skills such as problem solving, collaboration, and creativity.
Featuring contributed chapters written by experts within the field, Learning Critical Thinking Skills Beyond the 21st Century for Multidisciplinary Courses: A Human Rights Perspective in Education provides readers with various perspectives regarding the intersection of education, human rights, and critical thinking. The text integrates strategies and best practices that support equitable education, elevate human rights, and pave the way for a better future. The text is divided into four modules. In Module 1, readers learn about the history and evolution of human rights, how students can integrate language arts and human rights into STEM/STEAM subjects, and how critical teaching and social justice teaching can increase students' involvement and understanding. Module 2 features scholarship on leadership and inclusion in cross-cultural and multidisciplinary critical thinking, field theory as a means to analyze the social world critically, and the need across the disciplines for high-quality critical thinking. In Module 3, chapters speak to the critical nature of cultural learning and individual life experience in the quest for sustainability, the dynamics of cultural encounters, the correlation between art and mathematics from an instructional aspect, and how digital storytelling can foster greater academic literacy. The final module features chapters on humanistic literacy, strategies to enhance global literacy, and critical and cultural literacy.
