Critical Thinking and Problem Solving Skills - The Partnership for ...

Learning and thinking SkillsCritical Thinking and Problem Solving SkillsExercise sound reasoning in understanding. Make complex choices. Understand the interconnections among systems. Frame, analyze and solve problems.4th Grade 8th Grade 12th Grade21st Century Tools forLearning & Thinking• Search engines & strategies• Spreadsheet & graphing software• Online sources• Search engines & strategies• Electronic reference material (onlinelibraries, databases, encyclopedias, atlases,almanacs, E-texts)• Search engines & strategies• Electronic reference material (onlinelibraries, databases, encyclopedias, atlases,almanacs, E-texts)• Print resources• Digital images• Web publishing software• Primary Sources (text, graphic, audio,multimedia, & material culture)• Print sources (newspapers, journals,books, magazines, maps)• Primary Sources (text, graphic, audio,multimedia, & material culture)• Print sources (newspapers, journals,books, magazines, maps)• Brainstorming software• Graphics software (drawing, painting,image editing)• Multimedia resources (clip art, video,sound, animations)• Graphics software (drawing, painting,photo & video editing)• Publishing & multimedia creation (clip art,video, sound, animations, Web authoring,word processing & layout programs)• Graphics software (drawing, painting,photo & video editing)• Publishing & multimedia creation (clip art,video, sound, animations, Web authoring,word processing & layout programs)• CAI & simulation software• Videoconferencing and interactive TV• Data collection, manipulation, & storagetools (spreadsheets, graphing, databases,digital cameras, surveys)• Data collection, manipulation, & storagetools (spreadsheets, graphing, databases,digital cameras, surveys)• TV, Video, & DVD• GIS & GPS tools• Concept mapping/graphic organizers(Inspiration, Timeliner)• Presentation tools (software, projectiondevices, “smart” whiteboards)• Concept mapping/graphic organizers(Inspiration, Timeliner)• Presentation tools (software, projectiondevices, “smart” whiteboards)• CAI & simulation software• CAI & simulation software• Videoconferencing and interactive TV• Videoconferencing and interactive TV• TV, Video, & DVD• TV, Video, & DVD• GIS & GPS tools• GIS & GPS tools177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org Publication date: 08/07

Learning and thinking SkillsCritical Thinking and Problem Solving Skills (continued)Exercise sound reasoning in understanding. Make complex choices. Understand the interconnections among systems. Frame, analyze and solve problems.4th Grade 8th Grade 12th GradeSAMPLE Student Outcomesfor Learning & Thinking1. Use digital reference material to identifyand describe the natural resources,human resources, and/or capital goodsneeded for proposed economic activity inthe regional community or state.E.G. Students will research onthe Internet the composition ofSouthwestern adobe, in order to dig theappropriate soil to make small adobebricks for a model of a 17th centurymission (San Xavier del Bac, MissionSanta Barbara, San Diego de Alcala, etc.).2. Use technology to graphically display dataused to make a complex choice involvinga regional community or state publicissue.1. Analyze problems in the past andevaluate the decisions made byindividuals and groups involved.E.G. Students use online databases andsearch engines to locate primary sourcematerial from the Civil Rights Movementand identify the problems the movementintended to address. Students presentthis information in a slide show andevaluate the effectiveness of a specificevent, such as the 1965 march on Selma,Alabama, in reaching the movement’sgoals. Students then explore their localcommunity for examples of equal rights,whether related to race, age, gender, orculture and document these examplesusing digital cameras.1. Analyze contemporary problems andevaluate the decisions made by individualsand groups involved.E.G. In groups, students use the Internetand digital libraries to identify andanalyze the work being done by variousorganizations to provide alternative,sustainable economic and environmentalresponses to significant resourcedepletion in specific regions. Studentgroups create wikis that explain theirperspective on the effectiveness of theorganizations.2. Identify and analyze different ways thatelectronic news sources define andpresent a problem.E.G. Students will make a spreadsheetshowing the funding provided by schooldistricts within their state for eachpublic school pupil; they will display theinformation alphabetically and then bylargest to smallest dollar amount, anddiscuss their observations about this data.Which districts do they think will be themost sought after and why? What mightthe differences be in the schools in thelowest funded areas compared with thehighest funded areas?2. Evaluate ethical considerations relatedto an issue or problem and determinewhether alternative courses of actionare/were available and/or viable given thecircumstances.E.G. Students and teacher brainstorma list of problems from the recent past,such as responses to the 9/11 attacks, orhurricanes Katrina, and Rita. Cooperativegroups choose a problem, developideas for finding materials online thatdetail the issues, and provide possiblesolutions, Groups use this informationto evaluate the steps that were takento deal with the problem they chose toE.G. Students use various online newsmedia sources from different areas inthe Middle East to analyze how eachdescribes the relations between Israel andPalestine and the reasons for the conflictsin that region. They then compare theseportrayals with digitized primary newsreports of the founding of Israel andarticulate how and why the descriptionsand explanations of the conflict differ.3. Collect and analyze information about apublic policy issue from diverse electronicnews sources, look for bias and analyzehow the information is interpreteddifferently.177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org Publication date: 08/07

Learning and thinking SkillsCritical Thinking and Problem Solving Skills (continued)Exercise sound reasoning in understanding. Make complex choices. Understand the interconnections among systems. Frame, analyze and solve problems.4th Grade 8th Grade 12th GradeSAMPLE Student Outcomesfor Learning & Thinking(continued)3. Access information to discover theinterconnections between the role ofgovernment and a service it provides tothe public.E.G. All fourth graders in a schoolwill be surveyed for sports and hobbyinterests, and results will be reported ingraphs. Students will use GIS and GPSto show the location of areas in whichthese sports can be played throughouttheir community.investigate. Groups then create a multimediapresentation to teach the classtheir findings, or create an online blogin which students suggest and debatealternatives that might have been taken.3. Identify and analyze different ways thatelectronic news sources define andpresent a problem.E.G. Students conduct an online searchand compile representative news reportsabout persons of Middle Eastern descentpublished in major online news sourcesaround the country. Working in smallgroups, students review, analyze anddiscuss any apparent biases evident inthe way news agencies report incidentsof ethnic profiling and/or cooperationamong various ethnic groups in America.Groups present their findings to theclass in a slide show format and/orpodcast.4. Use electronic charting and graphic toolsto graphically display data that can beused to make a complex choice involvinga regional community or state publicissue.E.G. Using electronic referencematerial, students investigate the issuesinvolved (economic feasibility, asbestosremoval), and resources that would beneeded to renovate a school built inE.G. Students gather information onglobal warming from diverse electronicsources such as the United Nations,scientific associations, and non-profitorganizations; research the organizations;and analyze how the beliefs and natureof the organization might influencethe interpretation of the information.Using programs such as Timeliner orGIS, students then illustrate the historyand impact of global warming on U.S.Territories. Students produce a newsbroadcast explaining the issue of globalwarming from the perspective of aresident of one of these territories.4. Demonstrate an understanding throughthe use of technology about how therelationship among social, economic andgovernmental systems affects change in acommunity over time.E.G. Working in groups, students followan inquiry approach to analyze andpresent the relationship between changesin population in communities and zoningdecisions made by local governments overa 20-year period by using informationsuch as GIS, census data, digitized zoningand population distribution maps, andelectronic transcripts of local governmentmeetings.5. Use technology to research and graphicallydisplay a reasonable prediction about apublic issue.177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org Publication date: 08/07

Learning and thinking SkillsInformation and Media LiteracyUnderstand, manage and create effective oral, written and/or multimedia communication in a variety of forms and contexts. Analyze, access, manage, integrate,evaluate and create information in a variety of forms and media.4th Grade 8th Grade 12th Grade21st Century Tools forLearning & Thinking• Search engines & strategies• Spreadsheet & graphing software• Search engines & strategies• Spreadsheet & graphing software• Search engines & strategies• Spreadsheet & graphing software• Online sources• Online sources• Online sources• Print resources• Print resources• Print resources• Digital images• Digital images• Digital images• Web publishing software• Web publishing software• Web publishing software• Brainstorming software• Brainstorming software• Brainstorming software• Graphics software (drawing, painting,image editing)• Graphics software (drawing, painting,image editing)• Graphics software (drawing, painting,image editing)• Multimedia resources (clip art, video,sound, animations)• Multimedia resources (clip art, video,sound, animations)• Multimedia resources (clip art, video,sound, animations)• CAI & simulation software• CAI & simulation software• CAI & simulation software• Videoconferencing and interactive TV• Videoconferencing and interactive TV• Videoconferencing and interactive TV• TV, Video, & DVD• TV, Video, & DVD• TV, Video, & DVD• GIS & GPS tools• GIS & GPS tools• GIS & GPS tools• Collaboration tools (wikis, listservs,email, asynchronous conferencing, Chat)• Collaboration tools (wikis, listservs,email, asynchronous conferencing, Chat)• Collaboration tools (wikis, listservs,email, asynchronous conferencing, Chat)• Blogs (text & video)• Blogs (text & video)• Podcasts• Podcasts177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org Publication date: 08/07 10

Learning and thinking SkillsInformation and Media Literacy (continued)Understand, manage and create effective oral, written and/or multimedia communication in a variety of forms and contexts. Analyze, access, manage, integrate,evaluate and create information in a variety of forms and media.4th Grade 8th Grade 12th Grade21st Century Tools forLearning & Thinking(continued)E.G. Interview a family member aboutthe changes over time in his/hercommunity. Present the main pointsthat result from the interview in a slideshow that integrates video images.4. Describe the roles and responsibilitiesof their elected officials.E.G. Students download e-textbiographies of their Governor, Senators,and/or Representatives and use agraphic organizer tool to display theroles and responsibilities of each.E.G. Students analyze sources ofinformation about transportationsystems used over time and drawconclusions about how they are relatedto changes in population distribution.4. Locate and select sources, representingseveral types of media, which discuss anelected official’s time in office.E.G. Students create a slideshow orwiki comparing and contrasting theadministrations of several of the earlyAmerican presidents.4. Locate and select sources, representingseveral types of media, which enableone to assess an elected official’seffectiveness while in office.E.G. Students compare and contrastthe voting records of different stateand local officials on issues that impacttheir community, such as education andtaxes, using digital presentation methods(podcast, slideshow, website or blog).5. Use technology tools to present andanalyze data in a meaningful way.5. Use drawing or timeline software toolsto create a timeline of events.E.G. Using graphics or presentationsoftware, students create an electronictimeline of events leading up tothe writing of the Declaration ofIndependence.6. Access the expertise of sources outsidetheir own community.5. Use concept mapping software togenerate and present characteristics,causes, and effects of politicalrevolutions.E.G. Students map the characteristicsof the American Revolution, the FrenchRevolution, the Russian Revolution, anda Latin American revolution.E.G. Create a spreadsheet and fromit a graph to display comparativeprices over a month of three stocks indifferent sectors (high tech, hospitality,communications, etc.); conduct researchonline to describe possible reasons forthe fluctuations and trends evidenced bythe data.E.G. Students participate in anonline discussion or interactivevideoconference with a museumeducator in order to discuss and analyzean artifact found in the student’s localcommunity, drawing conclusions aboutthe item’s purpose and probable owner.177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org Publication date: 08/07 12

Learning and thinking SkillsCreativity and Innovation SkillsDemonstrate originality and inventiveness in work. Developing, implementing and communicating new ideas to others. Being open and responsive to new anddiverse perspectives.4th Grade 8th Grade 12th Grade21st Century Tools forLearning & Thinking• Graphics software (drawing, painting,image editing)• Graphics software (drawing, painting,image editing)• Graphics software (drawing, painting,image editing)• Web publishing software• Web publishing software• Web publishing software• Desktop publishing software (wordprocessing & layout programs)• Desktop publishing software (wordprocessing & layout programs)• Desktop publishing software (wordprocessing & layout programs)• Spreadsheet & graphing software• Spreadsheet & graphing software• Spreadsheet & graphing software• Database creation software• Database creation software• Database creation software• Concept mapping/graphic organizers(ex. Inspiration, Timeliner)• Concept mapping/graphic organizers (ex.Inspiration, Timeliner)• Concept mapping/graphic organizers (ex.Inspiration, Timeliner)• Collaboration tools (wikis, listservs,email, asynchronous conferencing, Chat)• Presentation tools• GIS & GPS tools• CAI software• Videoconferencing and interactivetelevision• Production tools (Digital photography &video)• Blogs• Collaboration tools (wikis, listservs,email, asynchronous conferencing, Chat,MUD, MOO)• Presentation tools• GIS & GPS tools• CAI software• Videoconferencing and interactivetelevision• Production tools (Digital photography &video)• Blogs• Collaboration tools (wikis, listservs,email, asynchronous conferencing, Chat)• Presentation tools• GIS & GPS tools• CAI software• Videoconferencing and interactivetelevision• Production tools (Digital photography &video)• Blogs177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org Publication date: 08/07 13

Learning and thinking SkillsCreativity and Innovation Skills (continued)Demonstrate originality and inventiveness in work. Developing, implementing and communicating new ideas to others. Being open and responsive to new anddiverse perspectives.4th Grade 8th Grade 12th Grade21st Century Tools forLearning & ThinkingDemonstrate creativity and share newideas and perspectives by incorporatingwork in the social sciences withtechnology, to invent products such asplays, games, dances, puzzles, models,writings, speeches, etc.Demonstrate creativity and share newideas and perspectives by incorporatingwork in the social sciences withtechnology, to invent products such asplays, games, dances, songs, puzzles, models,writings, speeches, etc.Demonstrate creativity and share newideas and perspectives by incorporatingwork in the social sciences withtechnology, to invent products such asplays, games, dances, songs, puzzles, models,writings, speeches, etc.E.G.1. Using electronic drawing tools, re-designthe student’s state flag, using informationfrom the state’s history, geography, artsand/or culture.2. Write clues about colonial times into anelectronic crossword puzzle program.3. Take digital photographs of politicalsigns in your neighborhood and usea graphics program to create a digitalelection collage.4. Using desktop publishing softwarecreate a newsletter highlighting thismonth’s classroom activities, such asunits studied, field trips, special events,etc.5. Maintain a wiki, for youngsters, byyoungsters, for sharing opinions aboutglobal problems.6. Participate in asynchronous discussionwith peers in both Israel and in Lebanonto better understand issues in that partof the world.7. Create a speech representing one sideof a cultural or religious belief.E.G.1. Invent a Smart Board game modeledon “Chutes and Ladders” to illustrateprogress and backsliding in the searchfor peace in the Middle East.2. Compose and word process inbroadside format an additional Federalistpaper by “Publius,” using references tothe real Federalist papers.3. Write, enact, and film a digitalcommercial for either Jefferson orAdams in the election of 1800, asthough there had been television twohundred years ago.4. Compose and record an originalCivil War ballad based on the onereproduced online in Harper's Weekly,edition of August 17, 1861. Make therecording available for download.E.G.1. Study FDR’s Fireside Chats, and thenscript and record one of your ownwhich follows the last of the real ones(June 12, 1944, about a war loan drive),for any date between June 12th of 1944and April 12th, 1945, when Rooseveltdied. Make the recording available fordownload.2. Construct a circle graph depictingwhat a single tax dollar buys. Make itthe centerpiece of a digital poster youcreate for this year’s Congressionalelection.3. Create an online poll consisting ofquestions on current issues (the waron terrorism, the invasion of Iraq,immigration, etc.). Solicit 50 classmatesto complete the poll online, thensummarize and publish conclusions usingpresentation software.4. With cooperation from your localgovernment or school, organize alistserv that will keep citizens and/orstudents abreast of community issues.5. Using GPS and GIS, map in yourcommunity hazardous locations of whycertain businesses (day cares, etc) shouldnot be near other locations (traintracks) etc.177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org Publication date: 08/07 14

Learning and thinking SkillsCollaboration SkillsDemonstrate ability to work effectively with diverse teams. Willing to be helpful and make necessary compromises to accomplish a common goal.4th Grade 8th Grade 12th Grade21st Century Tools forLearning & Thinking• Web publishing software• Brainstorming software• Brainstorming software• Digital networking tools• Brainstorming software• Digital networking tools• Digital networking tools• Authoring software• Authoring software• CAI & simulation software• Email• Email• Videoconferencing and interactive TV• Cellular phones• Cellular phones• Authoring software• Blogs• Blogs• Email• Asynchronous discussion boards• Asynchronous discussion boards• Cellular phones• Multimedia production tools• Multimedia production tools• Blogs• Online chat• Online chat• Asynchronous discussion boards• Multimedia production tools• Online chat• Wikis• Listservs• Web publishing and desktop publishingsoftware• Wikis• Listservs• Real-time videoconferencing• Web publishing and desktop publishingsoftware• Wikis• Listservs• Real-time videoconferencing• Real-time videoconferencing177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org Publication date: 08/07 15

Learning and thinking SkillsCollaboration Skills (continued)Demonstrate ability to work effectively with diverse teams. Willing to be helpful and make necessary compromises to accomplish a common goal.4th Grade 8th Grade 12th GradeSAMPLE Student Outcomesfor Learning & Thinking1. Work together in pairs and small groupsin a specified role to plan, investigate,and report the results of their work ona community and/or state political orsocial issue.E.G. As news reporters for anewspaper/magazine/online journal,students investigate the impact of astate legislative bill mandating the use ofhelmets while riding a bicycle. They thenuse graphics software or other electronicdrawing tools to illustrate the results oftheir study and conduct a town meetingwhere their views must be presentedelectronically.2. As a group, work together to reach adecision and to explain the reasons for it.E.G. Students participate in anasynchronous discussion forum abouthow to respond to the state billrequiring bicycle helmets and developconsensus about what the team willdo. Using a word processing program,students author a persuasive letter eitherfor or against the proposed bill, providingsound reasons to support their position.3. Recognize and compare two or moreperspectives on an issue.1. Work together as a group in differentroles to plan, investigate and reportthe results of their work on a state ornational political and/or social issue.E.G. Students use multiple resources,especially communications technology,to gain perspectives from peers inother locales, and to develop a blogthat details the team’s perspective onviolence in schools. Student teams thenprepare an electronic proposal regardingviolence prevention and present thisproposal to the school administration.2. Recognize and communicate diverseperspectives on an issue anddemonstrate how diverse perspectivesmight lead to different interpretations ofan issue.E.G. After watching videos of theevents surrounding the desegregationof Little Rock Central High School,students read online first-hand accounts,then use online tools to find studentsin other parts of the country withwhom they can discuss and compareinterpretations of the events. Studentsthem summarize and reflect on theirexperiences in small group discussions.3. Communicate to school or communitymembers about opportunities to assistwith a group project.1. Work in groups, taking various roles toplan, investigate and report the results oftheir study on a national or global politicaland/or social issue.E.G. Working in groups, conduct onlineresearch & create a report on HIV/AIDSin the U.S. and in Africa, using sites suchas MTV’s Fight for Your Rights and theUnited Nations’ Cyber Schoolbus, andcompare the economic, health and socialimplications of HIV/AIDS in both settings.2. Reach consensus on a viable action thatcould be taken relative to a political and/orsocial issue and then act accordingly.E.G. Working in student teams and usingonline decision-tree tools, research anissue that is a challenge for the localcommunity and develop consensus aroundthree specific actions the group will taketo address the issue (e.g., writing lettersto elected representatives, local paper,organizing an email campaign or otheractivity, etc.).Prepare a summary report ofthe group’s decision-making process andwhat action steps were taken.3. Recognize, empathize with, andcommunicate diverse perspectives on anissue and realize how one’s perspectiveinfluences one’s interpretation of an issueand/or work within a group.177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org Publication date: 08/07 16

Learning and thinking SkillsCollaboration Skills (continued)Demonstrate ability to work effectively with diverse teams. Willing to be helpful and make necessary compromises to accomplish a common goal.4th Grade 8th Grade 12th GradeSAMPLE Student Outcomesfor Learning & Thinking(continued)E.G. Students select a state, local, orcommunity issue such as recreational useof state property, smoking in restaurants,or skateboarding on sidewalks, anddemonstrate their understanding oftwo or more views by using publishingsoftware to develop a Venn diagram thatincludes text and images. Conclude bypresenting an argument that endorsesone of the viewpoints.4. Working in small groups, encourage andengage other classmates to assist with agroup community service project.E.G. Using digital media, studentsdemonstrate the need of a local foodor animal shelter to raise the awarenessof their classmates on the issue withintheir community. Students then create adigital poster that persuades classmatesto participate in a school fundraisingproject.5. Work as a team to assess individual and/or group work.E.G. Working in teams, studentsprepare a digital audio recording, adigital brochure and a digital poster anddistribute these in order to enlist thecommunity’s help with a food drive tobenefit the local food pantry.4. Assess their performance as a groupand develop and implement a plan towork together more productively.E.G. Students use a wiki orasynchronous discussion board toreflect on a recent group activity,discussing both strengths andweaknesses of their team’s interactionand productivity.E.G. Conduct an online survey amongcommunity members about the effects ofa recent influx of immigrants and compareresponses with digitized accounts fromother communities nationwide. Thenwork in groups to present two opposingviewpoints on the issue, analyzing themerits of each perspective.4. Engage other students, communitymembers and/or other relevant parties toassist with a group effort.E.G. Host an online chat, present apodcast and use a discussion board orlistserv to involve community members inan online debate on global warming.5. Assess their performance as a group anddevelop and implement a plan to worktogether more productively.E.G. Create and operate a blog thatdocuments the group’s process, work withthe teacher to review the online account,and post a recommended improvementplan for the next project.E.G. Using a teacher constructedonline rubric, students work in teams toreview their personal performance andcontributions to their team, as well asoverall group performance.177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org Publication date: 08/07 17