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For special education students, playing virtual guitars helps with fine-motor skills. Autistic students, tasked with navigating a virtual raft down a virtual river with their classmates, practice cooperation, social skills and overcoming obstacles.

helps English language learners who struggle with reading

teachers reporting that students are more interested in lessons and that their comprehension has improved

Analyze and 'code' learning activities to see how deeply they integrate 21st century skills Collaborate in designing new learning activities that provide deeper 21st century skills development Examine the impact of these learning activities on students' work Use ICT as part of the process

21st Century Learning Design is based on the way ITL Research studies and measures innovative teaching practices. 21st Century Learning Design asks teachers and school leaders to

Teachers review the 21CLD rubrics that define each 21st century skill (e.g. 'problem solving'); Then they analyze and code an existing learning activity (lesson) according to one rubric (for example, does a science project on cell structure score a 2 or a 4 on the "problem solving" rubric?); They review student work done as a response to the lesson and code it; Then they refine the lesson to have a higher score on the problem solving rubric – providing students with more in-depth opportunities to develop this skill. They follow this same process across many different rubrics, lessons and student work products.