Learning, Communication, And 21st Century Skills:
Speak Up Lesson PlanGrades 6-12 SurveyLearning, Communication, and 21st Century Skills:Students Speak UpGrades: 6-12Subjects: Language Arts, Social Studies/History, Government, Civics, Career or Job Training,Science (Extension)Suggested Time: One Class Period (50 minutes)Lesson OverviewStudents will reflect on learning, communication, and preparation for future jobs, including theroles that technology and the Internet play in these areas. There are 7 suggested activities listedin this lesson plan. Review vocabulary and start with the warm-up activity, then select any of theactivities that are appropriate for your students. The wrap up activity is a great way to get yourstudents ready for the Speak Up survey.Activity List1.2.3.4.5.6.7.Warm-up Exercise – How do you use technology? (10 minutes)Class Discussion – Digital Footprint Debate (20 minutes)Group Activity – Challenges and Obstacles (15 minutes)Group Activity – Our voices, Our future (30 minutes)Wrap Up – The Big Picture (15 minutes homework)Individual Activity – Speak Up Surveys (15-20 minutes)Extension – Compare the results of your school with the national data (optional)ObjectivesStudents will: Reflect on their use of technology for learning and communication, both in and outsideof school Consider how their science and technology education is preparing them for futuresuccess Discuss their opinions and findings with peers Suggest ways that technology and Internet use can be improved in their school Engage in civic responsibility by participating in school site decision-makingResources Poster board or white board to record ideasWriting journals and/or paperPencilsTeacher Preparation Confirm registration of your school at:http://www.speakup4schools.org/speakup/Preview the Speak Up Survey questions by contacting the Speak Up Team atspeakup@tomorrow.org or going to:http://www.tomorrow.org/speakup/speakup surveys.htmlReserve a computer lab or gain access to mobile laptops for classroom use,set up a station in the classroom where the students can complete the survey,or assign the completion of the survey as homework. 2015 Project Tomorrowwww.tomorrow.orgPage 1
Speak Up Lesson PlanGrades 6-12 SurveyVocabularyThe Speak Up surveys ask questions about the tools that students use for learning inside andoutside of the classroom. In preparation for the survey, discuss any new terminology withstudents.-3D PrintersBlogsCritical thinkingDigital footprintDigital gamesInteractive Whiteboard (SmartBoard,Polyvision)InternetLaptops, Chromebooks, and 2-in-1 laptopsLearning management systems (likeBlackboard)Mobile devices (smartphone, tablet)Mobile reading devices (like Kindle, Nook)Mobile appsMP3 player (like an iPod or iPod Touch)Online class/courses, MOOCsOnline textbooksPodcastPowerPoint, Prezi-School portalSmartphone (iPhone, SamsungGalaxy)SimulationsSkypeSocial NetworkingSTEM (science, engineering,technology, and math)Tablet PC (such as iPad)Text messagingTwitterVideo game player like Xbox,Playstation or WiiVirtual Worlds/ massivelymultiplayer online games (MMOG)(like World of Warcraft)WebsiteAssessmentTeachers can evaluate the students on preparation and participation in group and classdiscussions. Students can print out a copy of their survey completion confirmation to submit asproof of completion of the survey. 2015 Project Tomorrowwww.tomorrow.orgPage 2
Speak Up Lesson PlanGrades 6-12 SurveyClassroom ActivitiesThe following activities are designed to engage the students in the survey experienceand understand the importance of their participation. You may choose to do all or someof these exercises.1. Warm-up Exercise – How Do You Use Technology? (10 minutes)Technology means different things to different people. For this activity and the survey, we areusing the term “technology” to mean all kinds of electronic devices, not just computers and theInternet. Start by reviewing the following Speak Up questions with the class:Which of these things do you do for schoolwork? (Check all that apply) (Question 5)o Create videos to demonstrateo Text other students for class orwhat I have learnedhomework helpo Play or create digital games foro Use a mobile device to look uplearninginformation in classo Post content I create onlineo Use educational mobile apps (like(like writings, videos, artwork)graphing calculator, languageo Post to class blogs or classtranslator, vocabulary lists)discussion boardo Use Google Apps for Educationo Read e-books or online articleso Use online curriculum as part of myon a mobile deviceclasso Take an online classo Use online textbookso Take notes on a mobile deviceo Use social networking sites to worko Take photos of schoolwith classmates on a projectassignments or textbook pageso Watch an online video created byusing a mobile devicemy teachero Take tests or quizzes onlineo Watch online videos I find myself too Text my teacher with questionshelp with homework/studyingWhich of these mobile devices do you have for your own use (but not provided to you byyour school)? (Question 7)o Cell phone with no Interneto Smartphone with Internet (like iPhone, Samsung Galaxy)o Laptopo 2-in-1 laptop (a laptop that can turn into a tablet)o Web-based laptop (like Chromebook)o Tablet (like an iPad)o Digital reader (like Kindle or Nook)Which of these social media tools or applications do you use outside of school? (Checkall that apply)o Communicate with others through discussion boards, social networking sites, chator online communitieso Communicate with others through text messagingo Create videos to post and share with others (like YouTube, Facebook video)o Download and view videos from the Interneto Follow blogs that interest meo Participate in an online community around a topic that I am interested ino Participate in massively multiplayer online games (MMOG) or other virtual realityworlds (like World of Warcraft) 2015 Project Tomorrowwww.tomorrow.orgPage 3
Speak Up Lesson PlanGrades 6-12 Surveyo Participate in online/mobile app games (like Words With Friends,oooooooooFacebook games)Social media apps (like Instagram, Snapchat, Vine)Stream TV shows/movies fromthe internet (like Hulu, Netflix)Take an online classTalk to others over the Internet (like Skype, Facetime or iChat)Update my social networking profile (like Facebook)Use educational mobile apps (like graphing calculator, vocabulary lists, languagetranslators)Use Twitter to communicate or follow othersUse web tools/mobile apps to create a list of resources I want to share orremember (like Evernote, Pinterest)Use web tools for writing collaboratively with others (such as GOOGLE docs)Write or contribute to a blog (my own or someone else's)Ask students to write in their journal a quick response to one or both of these questions: How important is technology to the way you learn at school and outside of school? What is different about the way you use technology at school from the way you use itoutside of school?2. Class Discussion – Digital Footprints (20 minutes)Your digital footprint is the information that is available online about you from what you andothers have posted. Discuss the type of information students “leave” online. In their journals,ask students to write a quick response to each of the following questions: Should students be concerned about the information posted online about them? Whyor why not?Can your digital footprint impact your future?How much control should you have over your digital footprint?Read each journal question and have students move to a side (or corner) of the room that bestrepresents their opinion. Allow students from each group to share their viewpoints. Review thequestions below and compare them to the opinions shared during the class debate.Many people are talking about digital footprints. A digital footprint is the information thatis available online about you, your ideas, and comments. Which of these statements aretrue about your digital footprint? (Check all that apply) (Question 23)o I am careful about what I post about myself onlineo I have advised my friends not to post certain things onlineo I have stopped interacting with someone online based on what they posted onlineo I look at other people’s online profiles before I connect with themo I think it is important to have a positive online profileo I worry about what will still be online 5 years from now about meo I worry about what others post online about meo I worry what others will think about me based upon whom I am connected withonlineo I do not regularly post much about myself onlineo I have not thought about this before 2015 Project Tomorrowwww.tomorrow.orgPage 4
Speak Up Lesson PlanGrades 6-12 Survey3. Group Activity: Challenges and Obstacles (15 minutes)Divide students into small groups to brainstorm five challenges or obstacles to using technologyand the Internet for schoolwork. Is there any problem that is common to most challenges? Whatare some proposed solutions?Encourage students to put themselves in the place of key decision makers in the school ordistrict. How would they prioritize the problems? Which obstacle would they choose to tacklefirst? Encourage students to think about the trade-offs and new challenges that might beintroduced by their proposal. Review the questions below and compare the responses to the listgenerated by the class.What obstacles do you face using technology in your school? (Check all that apply)(Question 6)o Internet access is not schoolwideo Internet is too slow or inconsistento Lack of computers for students to use at schoolo My school blocks websites I need for schoolworko Not allowed to text with classmateso Not allowed to use my mobile devices at schoolo Not allowed to use social mediao Teachers don’t know how to use technology for learningo Teachers limit our technology useo Too many rules against using technologyo I rarely use technology at schoolo OtherNext, review the question below and have the students design their own schools. What is firstthing they would change at the school about technology? How does their choice help studentslearn?Imagine you are designing your dream school. Which of these tools would have thegreatest positive impact on your learning? (Check all that apply) (Question 21)o 3D printerso Chromebook for every studento Cloud based productivity tools (like Google Apps for Education)o Digital reader (like Kindle, Nook)o Google hangouts or other online group messaging in classo Interactive whiteboardso Internet access anywhere at schoolo Laptop for every studento Learning management systems (like Blackboard)o Mobile apps for learningo Mobile device accessories (like attachable keyboards, covers)o Online or digital educational gameso Online or virtual classeso Online tests and assessmentso Online textbookso Online tools that help organize your work and access important information (liketake notes, organize, and view assignments)o Online tutors 2015 Project Tomorrowwww.tomorrow.orgPage 5
Speak Up Lesson PlanGrades 6-12 Surveyo Online videos and movieso School mobile appo Social media tools to connect and work with others (e.g. blogs, wikis, socialnetworking sites)o Subscriptions to digital content such as databases, e-books, journals and onlineooooresourcesTablet for every studentText messagingTools to help students create media projects (e.g. video, audio)OtherExtend this activity by having students write a letter or design a presentation in whichthey evaluate the problem, their solution(s), and how their solution(s) will benefitstudent learning.4. Class Activity: Our Voices, Our FuturesStudents in grades 6-12 may begin to think about their future or they may be very used todiscussing their career aspirations. Have students work on ranking the choices below on theirown and share their responses within a class discussion.How would you like to explore future careers or get prepared for a future job? (Check allthat apply) (Question 18)o Earn a micro-credential or digital badgeo Get real life experience (like working a part-time job, internship, or volunteering)o Go to summer camp (like space camp)o Learn about careers through social mediao Learn from teachers who have worked in the professional field before becoming ateachero Let career professionals teach lessons at schoolo Participate in an after school programo Participate in competitions to see how I rank compared to other students interestedin that careero Play an online or digital game about a careero Shadow a career professional for a dayo Take career technical education classes at my school or local collegeo Take field trips to see and talk with people working in those jobso Use an online quiz to find out my career interests or strengthso Use mobile apps or websites to explore careerso Watch videos about different jobso Work with mentors who can help me with my college and career planning 2015 Project Tomorrowwww.tomorrow.orgPage 6
Speak Up Lesson PlanGrades 6-12 Survey5. Wrap Up – The Big PictureAs with previous years, the Speak Up survey concludes with 2 open-ended questions that focuson big-picture thinking. You may assign these questions to students as a homeworkassignment.1.) Thinking about all of your classes in school this year, in which class is technologyused the most effectively to engage students in learning? Tell us about that class. Whattypes of technology are you using in that class (such as mobile devices, social media,digital games, videos or other online tools), and what is the impact of that technologyusage on your learning?2.) Now, help us predict the future of learning! What will “school” be like five years fromnow in 2020? How will emerging technologies change the way students go to school,take classes, interact with their teachers and classmates, and learn about the world?Share your ideas with us and we will share them with the futurists who are thinking aboutthis same topic – your ideas are important to those discussions!6. Individual Activity: Speak Up Surveys (15-20 minutes)Have the students complete the Speak Up survey about how they use technology and theInternet at the survey site: http://www.speakup4schools.org/speakup/. Enter the school nameand state, and your school's secret word to access the survey.7. Extension: Compare the results of your school with the national dataSchool contacts will be notified when the Speak Up data is available in February 2016. Yourschool's data will be accessible using an admin password provided by your Speak Up contact.Teachers can access aggregated results for their own school as well as their district and seehow their students’ experience with technology and the Internet relates to other students. SpeakUp will compile the results and share with local, state, and national decision-makers.The comparative national data provides rich opportunities for data and statistics activities thatsupport your math objectives. 2015 Project Tomorrowwww.tomorrow.orgPage 7
Speak Up Lesson PlanGrades 6-12 SurveyCurriculum StandardsISTE National Education Technology rds/standards-for-students1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and developinnovative products and processes using technology.a. Apply existing knowledge to generate new ideas, products, or processesb. Create original works as a means of personal or group expressionc. Use models and simulations to explore complex systems and issuesd. Identify trends and forecast possibilities2. Communication and CollaborationStudents use digital media and environments to communicate and workcollaboratively, including at a distance, to support individual learning and contributeto the learning of others. Students:a. Interact, collaborate, and publish with peers, experts, or others employing avariety of digital environments and mediab. Communicate information and ideas effectively to multiple audiences using avariety of media formats.c. Develop cultural understanding and global awareness by engaging withlearners of other culturesd. Contribute to project teams to produce original works or solve problems3. Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information.a. Plan strategies to guide inquiryb. Locate, organize, analyze, synthesize, and ethically use information from avariety of sources and mediac. Evaluate and select information sources and digital tools based on theappropriateness to specific tasksd. Process data and report results4. Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manageprojects, solve problems, and make informed decisions using appropriatedigital tools and resources.a. Identify and define authentic problems and significant questions forinvestigationb. Plan and manage activities to develop a solution or complete a projectc. Collect and analyze data to identify solutions and/or make informed decisionsd. Use multiple processes and diverse perspectives to explore alternativesolutions 2015 Project Tomorrowwww.tomorrow.orgPage 8
Speak Up Lesson PlanGrades 6-12 Survey5. Digital CitizenshipStudents understand human, cultural, and societal issues related to technology andpractice legal and ethical behavior.a. Advocate and practice safe, legal, and responsible use of information andtechnology.b. Exhibit a positive attitude toward using technology that supports collaboration,learning, and productivity.c. Demonstrate personal responsibility for lifelong learning.d. Exhibit leadership for digital citizenship.6. Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, andoperations.a. Understand and use technology systems.b. Select and use applications effectively and productively.c. Troubleshoot systems and applications.d. Transfer current knowledge to learning of new technologies.Common Core State StandardsFor English Language Arts & LiteracyCollege and Career Readiness Anchor Standards for CRA/R/Key Ideas and DetailsCCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitlyand to make logical inferences from it; cite specific textual evidence when writing orspeaking to support conclusions drawn from the text.College and Career Readiness Anchor Standards for Speaking and /CCRA/SL/Comprehension and CollaborationCCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a rangeof conversations and collaborations with diverse partners, building on others’ideas and expressing their own clearly and persuasively.CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented indiverse media and formats, including visually, quantitatively, and orally.Presentation of Knowledge and IdeasCCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidencesuch that listeners can follow the line of reasoning and the organization, development,and style are appropriate to task, purpose, and audience.CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visualdisplays of data to express information and enhance understanding of presentations. 2015 Project Tomorrowwww.tomorrow.orgPage 9
Speak Up Lesson PlanGrades 6-12 SurveyCollege and Career Readiness Anchor Standards for CRA/W/Text Types and PurposesCCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis ofsubstantive topics or texts using valid reasoning and relevant and sufficient evidence.Research to Build and Present KnowledgeCCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained researchprojects based on focused questions, demonstrating understanding of the subject underinvestigation.CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print anddigital sources, assess the credibility and accuracy of each source, and integrate theinformation while avoiding plagiarism.CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts tosupport analysis, reflection, and research.Range of WritingCCSS.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames (time forresearch, reflection, and revision) and shorter time frames (a single sitting or a day ortwo) for a range of tasks, purposes, and audiences. 2015 Project Tomorrowwww.tomorrow.orgPage 10
o 2-in-1 laptop (a laptop that can turn into a tablet) o Web-based laptop (like Chromebook) o Tablet (like an iPad) o Digital reader (like Kindle or Nook) Which of these social media tools or applications do you use outside of school? (Check all that apply) o Communicate with others
To understand the 21st Century Life and Career Standards To gain knowledge in the Framework for 21st Century Inter-disciplinary themes To develop skills in planning cross-curricular activities related to the 21st Century skills To learn practical strategies in how to infuse 21st Century skills
concept “21st OR twenty-first century skills”, this has, also, been searched through the terms: “21st OR twenty-first century competencies”, “21st OR twenty-first century literacy”, “21st OR twenty-first century learn*”. The search action returned 116 results. The references sections of these texts were
21st Century Assessment to Promote 21st Century Learning: The Benefits of Blinking Valerie J. Shute, Vanessa P. Dennen, Yoon-Jeon Kim, Oktay Donmez, & Chen-Yen Wang Abstract What competencies do kids need to succeed in the 21st century, and how do these skills differ from those reflected in current state standards?
The 21st Century Teaching Learning, and Leading (CTLL) Technical Working Group (TWG) developed a set of tools that provide principals a means to understand the shift from a 20th century principal to a 21st Century School Principal. The platform of the 21st CTLL is collaboration throughou t the school,
World Languages and 21st Century Skills. This map provides educators, administrators and policymakers with concrete examples of how 21st Century Skills can be integrated into core subjects. This 21st Century Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation.
“21st century skills” and “college and career readiness” have recently become watchwords in education. The Partnership for 21st century skills advocates adoption of local, state, and federal policies that support explicit integration of 21st century skills into instruction for all students (P21, 2009).
districts or state departments of education implementing 21st century skills now rely on the Partnership for 21st Century Skills’ list or some variation of it, though there are exceptions. We also identified one up-and-coming list, the Assessment and Teaching of 21st Century Skills (ATC21S) initiative, sponsored by Microsoft and Cisco Systems.
go in the next decade to ensure that we respond to 21st-century challenges with 21st-century science and technology. This 21st-century USGS strategy and vision for the decade 2020–2030 embraces an integrated and predictive capability that accounts for complex natural system interactions, antici-
