From: Developing student 21st Century skills in selected exemplary inclusive STEM high schools
Category | Scale | Example of a 2 | Example of a 4 |
---|---|---|---|
Knowledge construction | 1–5 | Students were asked to draw conclusions at the end of a lab activity as to how surface area and weight affect frictional force. | Students were asked to investigate different theories on dark matter and use that knowledge to create advertisements, publications and a talk show in an attempt to sway the public to their side of the debate. |
Real-world problem Solving | 1–4 | Students were asked to write an interesting and engaging story that explains calculus through everyday experiences. | Students were divided into groups to refurnish/upgrade the teacher’s house on a budget while balancing needs and wants. |
Skilled communication | 1–4 | After going on a tour of a gross anatomy lab, students were asked to write a reflection on what they learned on the from the tour and how it applies to their physiology and medical terminology class. | Senior students were required to create a portfolio that included volunteer forms, journal entries, artifacts, and a competed paper with references on their internship experience. |
Collaboration | 1–5 | In a lesson where students were working to solve and interpret exponential growth and decay problems the students were expected to work together in table groups. | Students were expected to work in pairs to create a shared presentation and poster on drug awareness. Both students must be prepared to answer questions. |
Use of ICT | 1–5 | Students are asked to create a facebook/twitter page, story book, instruction manual, rap, skit, or recipe to explain aerobic and anaerobic respiration. | Students were asked to create a video on You Tube that demonstrates their use of grammar and vocabulary learned in the second semester of Spanish. |
Self-regulation | 1–4 | Students were asked to graphically represent research on a country and use plotted points to draw the country’s name and flag. Due dates for this project stretched out over two weeks. | Students were asked to create or redesign an invention that help a person with a disability overcome a specific obstacle of their interest. This six-week project had students, plan, create and improve multiple prototypes of their innovation. |