The document discusses tools and strategies for incorporating 21st century skills into the classroom, including creativity, communication, collaboration, critical thinking, and digital literacy. It provides examples of using technology like simulations, virtual field trips, blogs, and social networks to engage students in real-world problem solving. It also introduces a model for designing rigorous and relevant standards-focused projects at different levels of rigor and relevance, from low to high on both dimensions.

1. Maryann Angeroth Judith Griffin Loess Hills AEA13

3. http://tech-tools-3rs.wikispaces.com/

6. “ NCLB Renewal Under Way”

16. QUADRANT A A C B D Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this acquired knowledge. Low Rigor – Low Relevance

17. QUADRANT B A C B D Students use acquired knowledge to solve real-world problems, design solutions, and complete work. The highest level of application is to apply appropriate knowledge to new and unpredictable situations. Low Rigor – High Relevance

18. QUADRANT C A C B D Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and to create unique solutions. High Rigor – Low Relevance

19. QUADRANT D A C B D Students have the competence to think in complex ways and also apply knowledge and skills they have acquired. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge. High Rigor – High Relevance