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mardimichels

About: Cybersmart - 0 views

www.cybersmart.gov.au/...about.aspx

technology education digital citizenship

shared by mardimichels on 21 Feb 14 - No Cached
  • The Cybersmart Citizens Guide promotes positive engagement with the online world. Through the three principles of ENGAGE, KNOW and CHOOSE, the Guide provides an umbrella for resources that support online safety, security and digital citizenship.
  • The Cybersmart Citizens Guide promotes positive engagement with the online world. Through the three principles of ENGAGE, KNOW and CHOOSE, the Guide provides an umbrella for resources that support online safety, security and digital citizenship.
  • mardimichels on 21 Feb 14
     
    Promoting positive engagement with the online world for students. An Australian guide but with some good ideas!
Justin Medved

Comics in Education: Interview with Dr. Glen Downey - 0 views

editingeverything.com/...-interview-with-dr-glen-downey

comics

shared by Justin Medved on 03 Apr 14 - No Cached
  • Justin Medved on 03 Apr 14
     
    "Comics began to take a foothold in the classroom about a decade ago when educators realized that visual narrative could be used to engage reluctant and struggling readers. Because comics and graphic novels marry the textual with the visual, they help those who find reading challenging by allowing them to see what the vocabulary they are reading looks like. As well, comics and graphic novels break language up into far more manageable units than a traditional text-based novel. At the same time, visual narratives can be just as complex and engaging, so the student gets the benefit of seeing the story unfold, having the text divided into more manageable units, and making connections between new vocabulary words and the images that represent them."
Carolyn Bilton

Kids Speak Out on Student Engagement | Edutopia - 1 views

www.edutopia.org/...stories-heather-wolpert-gawron

engagement

shared by Carolyn Bilton on 28 Oct 13 - No Cached
  • nteraction
  • Discussions help clear the tense atmosphere
  • earning by doing
  • ...3 more annotations...
  • When we use tech, it engages me more and lets me understand the concept more clearly
  • elations between the text and the outside world
  • How does this event relate to current times?
Meg Wallace

A veteran teacher turned coach shadows 2 students for 2 days - a sobering lesson learne... - 2 views

grantwiggins.wordpress.com/...days-a-sobering-lesson-learned

shared by Meg Wallace on 15 Oct 14 - No Cached
  • If I could go back and change my classes now, I would immediately: Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman’s life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.) set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students’ learning, however much I might enjoy it. Ask every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now – not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn’t begin every class with fifteen or twenty minutes of this.
    • Meg Wallace
      Meg Wallace on 16 Oct 14
       
      I was really intrigued and inspired by Garfield Gini-Newman's presentation at the Curriculum Leaders' meeting at BVG yesterday, especially his point to ask the big questions at the beginning of the class/unit and have students keep a thinking book/learning log which they update as they learn. I'[m curious to hear from Language Arts teachers on how they think they might utilize this as I certainly would like to! 
  • made me realize how little autonomy students have, how little of their learning they are directing or choosing
    • Meg Wallace
      Meg Wallace on 16 Oct 14
       
      There's a lot to be said about student choice. One of the things we're pushing at RLC this year is 'choose your own path' and giving students more choice in when/how they demonstrate learning.
  • I would structure every test or formal activity like the IB exams do – a five-minute reading period in which students can ask all their questions but no one can write until the reading period is finished. This is a simple solution I probably should have tried years ago that would head off a lot (thought, admittedly, not all) of the frustration I felt with constant, repetitive questions.
  • Justin Medved on 15 Oct 14
     
    "If I could go back and change my classes now, I would immediately: Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman's life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.) set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students' learning, however much I might enjoy it. Ask every class to start with students' Essential Questions or just general questions born of confusion from the previous night's reading or the previous class's discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now - not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn't begin every class with fifteen or twenty minutes of this."
sallymastro

Mobile Tech in Classrooms Boost English Learners - New America Media - 0 views

newamericamedia.org/...-english-learners-a-leg-up.php

shared by sallymastro on 27 Oct 12 - No Cached
  • when a student asked Nieto if he could bring his iPod to class, Nieto agreed, and neither teacher nor student has looked back since.
    • sallymastro
      sallymastro on 27 Oct 12
       
      Whether iphone or ereaders...allowing students to use technology to enhance the learning process is something I am starting to approach with a more open mind.
  • said mobile devices are particularly useful because of the many learning applications and basic language tools, such as spell check and grammar check, which increase the speed of learning. Rather than view the mobile applications as learning shortcuts tantamount to cheating, Nieto sees them as motivational tools that increase his students’ interest in reading and writing by giving them instant feedback. It’s a perspective most of his students seem to share.
    • sallymastro
      sallymastro on 27 Oct 12
       
      Instant feedback is what I am looking for in the English classroom. I want to be able to provide constructive criticism more immediately, so the students can edit at the moment as opposed to waiting a day or two days to receive my comments on a writing piece.
  • as motivational tools that increase his students’ interest in reading and writing by giving them instant feedback.
    • sallymastro
      sallymastro on 27 Oct 12
       
      When I indicated to my students that they could use kindles, kobos or ireaders/iphones for the ISU novel study unit, they were quite excited and quickly retained copies of ISU via this means. I am still using paper copies of the books as well, but I want to be able to have choice in their methods of acquiring texts and engaging in the reading process.
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  • Project Tomorrow survey of roughly 300,000 K-12 students, 42,000 parents, 38,000 teachers and librarians, and 3,500 administrators from over 6,500 public and private schools, on how they are using—and would like to be using —new technologies in the classroom.
  • “I know the main reasons mobile technology is not welcome in the classroom are fear and misunderstanding about the structure that it gives the learning,” said Reina Cabezas, a teacher at Cox Elementary in Oakland, Calif., who is also doing masters thesis research on the topic of mobile devices in the classroom.
    • sallymastro
      sallymastro on 27 Oct 12
       
      Currently my students are participating in their ISU novel study. They are currently reading and annotating their novels. I have indicated to my students that ireaders or ereaders are the quickest means to accessing a text as opposed to waiting one to two weeks for a book if it has had to be ordered. With the ireaders and ereaders they can now annotate and highlight important or interesting passages as they read. I would like to be able to have the students bring these technology tools to class. I have indicated that this is the direction in which I am going with ISU study, and so far, my Director has indicated he will back in allowing the kids to bring ereaders/ireaders to class. Fingers crossed it will bring positive and engaging results.
  • The results show that while the majority of students—and, perhaps surprisingly, parents—are in favor of using mobile devices for learning as long as the school allows it, most school administrators remain opposed
  • “But I don't think we stop living because of fear, right? No, we educate ourselves and learn about the security measures, expectations of all stakeholders, and apply principles of successful models of mobile devices in the classroom. Most importantly, we realize that technology is a tool of efficacy for the teacher, not the teacher's replacement. Lastly, technology only engages and motivates students when teachers know how to use them strategically to keep the hook. Overuse of anything is never good.”
    • sallymastro
      sallymastro on 27 Oct 12
       
      I am hoping that I will be able to show my Director and Head of School the successful incorporation of ereaders/ireaders into the English classroom.
    • sallymastro
      sallymastro on 27 Oct 12
       
      Ongoing concern within my school is the use of personal mobile devices in the classroom. Policy at our school is mobile phones are in the lockers and not used on school premises.
  • sallymastro on 27 Oct 12
     
    You should read this article because, like me, if you have been skeptical about the use of iphones in the classroom, you will be enlightened about how to proceed in a way that will make technologies in the classroom understandable to and meaningful for all stakeholders:administrators, teachers, parents and students. Stay tuned for my blog on incorporating ireaders/ereaders in the English classroom. 
Derek Doucet

Personalize Learning: Put the "Person" in "Personalization" - 2 views

www.personalizelearning.com/...person-in-personalization.html

edtech DesignThinking personalized learning SAMR learning vs. teaching

shared by Derek Doucet on 11 Oct 15 - No Cached
  • It's time to put the "person" in "personalization" and stop the conversations going in directions that take us off course.
  • It's not about technology. It's not about the test or improving test scores. It's really not about school. It's all about the learner, how they learn best and that what they learn is meaningful and for a purpose.
  • Teachers and learners can work together to develop learning goals and design activities that are authentic and relevant for the learner so they are engaged in learning. Learning has to have a context that learners can grasp and understand.
  • ...9 more annotations...
  • eachers also think they have to teach like a champion because they are the ones responsible for the learning. Don't you think that this is backwards?
  • When we put the focus on each learner and how they can own and drive their learning, then we see engaged, self-directed learners with agency.
  • This is just the beginning of a new world of learning and it's time to put the "Person" back in "Personalization."
  • They probably don't realize that their digital footprint is actually a "digital tattoo" that can never be removed.
  • If we teach as we taught yesterday,we rob our children of tomorrow.”
  • There are companies that frame "personalized learning" as adaptive learning systems using algorithms to choose the right path for learning. So we're going to end this blog emphasizing learners need to be the ones who choose their path with their teacher guiding the process. It is about encouraging learners to have a voice and choice in their learning. It's happening now all over the world.
  • When we focus on learning and not on curriculum, teachers roles change. We still can teach to standards but let's involve learners in the process and give them a voice so they own the learning.
    • Derek Doucet
      Derek Doucet on 11 Oct 15
       
      "It's about learners having a voice and choice in their learning ... leading to engaged and self-directed learners with agency..."
  • They also need to understand who they are, how they learn best, and how to be global digital citizens.
  • Derek Doucet on 11 Oct 15
     
    A great clarification on what personalized learning is... 
mrsganley

Response: Ways to Cultivate 'Whole-Class Engagement' - Classroom Q&A With Larry Ferlazz... - 2 views

blogs.edweek.org/...te_whole-class_engagement.html

participation feedback

shared by mrsganley on 08 Apr 14 - No Cached
  • mrsganley on 08 Apr 14
     
    What a great read! Practical ideas for improving whole class engagement...be sure to read the tweets and further suggestions as well for a gold mine of ideas! Even the quotes between suggestions are great!
garth nichols

Why I'm Asking You Not to Use Laptops - Lingua Franca - Blogs - The Chronicle of Higher... - 3 views

chronicle.com/...-asking-you-not-to-use-laptops

Laptops EdTech

shared by garth nichols on 05 Jan 15 - No Cached
  • On the first day of class, students and I spend the first 30-40 minutes learning something new about how language works (in order to set the tone for the class), and then we go over the syllabus. When we get to the laptop policy, I pause and say, “Let me tell you why I ask you generally not to use laptops in class.” And here’s the gist of what I say after that:
  • First, if you have your laptop open, it is almost impossible not to check email or briefly surf the Internet, even if you don’t mean to or have told yourself that you won’t. I have the same impulse if I have my laptop open in a meeting. The problem is that studies indicate that this kind of multitasking impairs learning; once we are on email/the web, we are no longer paying very good attention to what is happening in class. (And there is no evidence I know of that “practice” at doing this kind of multitasking is going to make you better at it!)
  • Now I know that one could argue that it is your choice about whether you want to use this hour and 20 minutes to engage actively with the material at hand, or whether you would like to multitask. You’re not bothering anyone (one could argue) as you quietly do your email or check Facebook. Here’s the problem with that theory: From what we can tell, you are actually damaging the learning environment for others, even if you’re being quiet about it. A study published in 2013 found that not only did the multitasking student in a classroom do worse on a postclass test on the material, so did the peers who could see the computer. In other words, the off-task laptop use distracted not just the laptop user but also the group of students behind the laptop user. (And I get it, believe me. I was once in a lecture where the woman in front of me was shoe shopping, and I found myself thinking at one point, “No, not the pink ones!” I don’t remember all that much else about the lecture.)
  • ...5 more annotations...
  • In addition, I can find your multitasking on a laptop a bit distracting as the instructor because sometimes you are not typing at the right times; I am not saying anything noteworthy and yet you are engrossed in typing, which suggests that you are doing something other than being fully engaged in our class. And that distracts my attention.
  • There’s also the issue of the classroom environment. I like to foster a sense of conversation here, even in a class of 100 students. If you are on a laptop, I and your peers are often looking at the back of your computer screen and the top of your head, rather than all of us making eye contact with each other. Learning happens best in a classroom when everyone is actively engaged with one another in the exchange of information. This can mean looking up from your notes to listen and to talk with others, which means you may need to make strategic decisions about what to write down. Note-taking is designed to support the learning and retention of material we talk about in class; note-taking itself is not learning. And speaking of what you choose to write down …
  • A study that came out in June—and which got a lot of buzz in the mainstream press—suggests that taking notes by hand rather than typing them on a laptop improves comprehension of the material. While students taking notes on a laptop (and only taking notes—they were not allowed to multitask) wrote down more of the material covered in class, they were often typing what the instructor said verbatim, which seems to have led to less processing of the material. The students taking notes by hand had to do more synthesizing and condensing as they wrote because they could not get everything down. As a result, they learned the material better.* I think there is also something to the ease with which one can create visual connections on a handwritten page through arrows, flow charts, etc.
  • I figure it is also good for all of us to break addictive patterns with email, texting, Facebook, etc. When you step back, it seems a bit silly that we can’t go for 80 minutes without checking our phones or other devices. Really, for most of us, what are the odds of an emergency that can’t wait an hour? We have developed the habit of checking, and you can see this class as a chance to create or reinforce a habit of not checking too.
  • Of course, if you need or strongly prefer a laptop for taking notes or accessing readings in class for any reason, please come talk with me, and I am happy to make that work. I’ll just ask you to commit to using the laptop only for class-related work.
  • garth nichols on 05 Jan 15
     
    Why we need a balanced approach to the use of computers in the classroom. This is a great partner-piece to Clay Shirky's from 2014...
garth nichols

Our Makerspace: Inquiry & Challenges in Coding, Music & Mathematics - 0 views

brianaspinall.com/?p=689

engagement STEM makered

shared by garth nichols on 23 Mar 15 - No Cached
  • garth nichols on 23 Mar 15
     
    As we explore STEM and engagement, here is an article about MakerEd that connects the two!
garth nichols

"Will this be on the test?" - Medium - 0 views

medium.com/...is-be-on-the-test-237ae9cc53b4

entrepreneurship AltMBA Godin DesignThinking education

shared by garth nichols on 02 Mar 16 - No Cached
  • But, you might say, it’s the internet. We’ve come to associate the internet as low-engagement, a drive-by experience. We take for granted that the internet offers us things that are slightly flaky, or easy. So we’re not surprised when the drop out rate is so high. Easy in, easy out.But it doesn’t have to be this way.The course was as well-designed as a real-world lecture and the teacher was qualified and engaging, but it’s not a surprise that the dropout rate was so high: As soon as education gets difficult (and useful education always gets difficult) it’s social pressure, peer pressure and our own need to fit in and achieve that often keeps us going. The typical online course provides precious little of any of these elements.
  • Lectures are at the heart of the last century of higher learning. A proven scholar orates in front of a class of selected students.Tests are the way institutions enforce compliance. They’re the stick.And accreditation is the carrot. Put up with the lectures and the tests and we’ll give you the certificate, the scarce piece of paper that is (supposed to be) worth far more than the effort you went through to get certified.
  • We’ve seen that when knowledge jobs meet the internet, they change. And now we’re seeing that online education is having trouble acting like a job as well.
  • ...2 more annotations...
  • It turns out that the best way to cause change is for people to actually change someone or something else. We learn what we do, not what we’re told.
  • If you want people to become passionate, engaged in a field, transformed by an experience — you don’t test them, you don’t lecture them and you don’t force them. Instead, you create an environment where willing, caring individuals can find an experience that changes them.
  • garth nichols on 02 Mar 16
     
    Seth Godin cogently responds to "How to fix Online Education". He is exploring his answer by running the AltMBA - I am currenlty enrolled in it. I can't wait for the experience!
garth nichols

What The Screen Time Experts Do With Their Own Kids | MindShift | KQED News - 2 views

ww2.kqed.org/...experts-do-with-their-own-kids

technology social socialmedia

shared by garth nichols on 09 Feb 18 - No Cached
  • They unplug at family dinner and before bed. They have a family movie night on Fridays, which is an example of the principle Radesky touts in her research, of “joint media engagement,” or simply sharing screen time.
  • But more than just limiting time, says Radesky, “I try to help my older son be aware of the way he reacts to video games or how to interpret information we find online.” For example, she tries to explain how he is being manipulated by games that ask him to make purchases while playing.
  • She sums up her findings from over a decade of research: “As kids and adults watch or use screens, with light shining in their eyes and close to their face, bedtime gets delayed. It takes longer to fall asleep, sleep quality is reduced and total sleep time is decreased.”
  • ...3 more annotations...
  • No screens in the hour before bed, no screens in the bedroom and no screens as part of the bedtime routine.
  • “You don’t want to look at a screen before bed because it tells your brain to stay awake.”
  • His materials promote the formula 5- 2- 1- 0. That means five servings of fruits and vegetables a day, no more than two hours of screens, one hour of physical activity, and no sugary beverages
  • garth nichols on 09 Feb 18
     
    "They unplug at family dinner and before bed. They have a family movie night on Fridays, which is an example of the principle Radesky touts in her research, of "joint media engagement," or simply sharing screen time."
Justin Medved

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ThirdTeacher.pdf - 1 views

www.edu.gov.on.ca/...CBS_ThirdTeacher.pdf

learning_spaces

shared by Justin Medved on 21 Apr 13 - No Cached
  • Justin Medved on 21 Apr 13
     
    Designing the Learning Environment for Mathematics and Literacy, K to 8 Imagine the ideal learning environment for today's learner. What would it look like? Think about how much the world has changed in the last three decades and how rapidly it will continue to change in the years to come. How do we ensure that the instruction we provide is responsive to the shifting demands of the 21 st century? Researchers and practitioners in a wide range of disciplines - early childhood and developmental education, psychology and cognitive science, school architecture and design - maintain that the key to learning in today's world is not just the physical space we provide for students but the social space as well(Fraser, 2012; Helm et al., 2007; OWP/P Architects et al., 2010). The learning environment, they suggest, is "the third teacher" that can either enhance the kind of learning that optimizes our students' potential to respond creatively and meaningfully to future challenges or detract from it. Susan Fraser, for example, writes: "A classroom that is functioning successfully as a third teacher will be responsive to the children's interests, provide opportunities for children to make their thinking visible and then fosterfurtherlearning and engagement." (2012, p. 67)
garth nichols

Math Teachers Should Encourage Their Students to Count Using Their Fingers in Class - T... - 2 views

www.theatlantic.com/...478053

Math education Cohort21

shared by garth nichols on 15 Oct 16 - No Cached
  • This is not an isolated event—schools across the country regularly ban finger use in classrooms or communicate to students that they are babyish. This is despite a compelling and rather surprising branch of neuroscience that shows the importance of an area of our brain that “sees” fingers, well beyond the time and age that people use their fingers to count.
  • Remarkably, brain researchers know that we “see” a representation of our fingers in our brains, even when we do not use fingers in a calculation
  • Evidence from both behavioral and neuroscience studies shows that when people receive training on ways to perceive and represent their own fingers, they get better at doing so, which leads to higher mathematics achievement. The tasks we have developed for use in schools and homes (see below) are based on the training programs researchers use to improve finger-perception quality.
  • ...4 more annotations...
  • The need for and importance of finger perception could even be the reason that pianists, and other musicians, often display higher mathematical understanding than people who don’t learn a musical instrument.
  • Teachers should celebrate and encourage finger use among younger learners and enable learners of any age to strengthen this brain capacity through finger counting and use. They can do so by engaging students in a range of classroom and home activities, such as:Give the students colored dots on their fingers and ask them to touch the corresponding piano keys:
  • Visual math is powerful for all learners. A few years ago Howard Gardner proposed a theory of multiple intelligences, suggesting that people have different approaches to learning, such as those that are visual, kinesthetic, or logical. T
  • To engage students in productive visual thinking, they should be asked, at regular intervals, how they see mathematical ideas, and to draw what they see. They can be given activities with visual questions and they can be asked to provide visual solutions to questions.
  • garth nichols on 22 Nov 16
     
    Great article on the strategies and rethinking of them in Math class for younger grades
garth nichols

REALSMO: How to Use Google Plus Embedded Posts in Your Websites - 1 views

www.realsmo.com/...oogle-plus-embedded-posts.html

edtech plus embedded websites blogging Google

shared by garth nichols on 20 Feb 14 - No Cached
  • garth nichols on 20 Feb 14
     
    A way to make your blog posts more engaging!
garth nichols

The EdTech Tornado: Is edtech the horse, the cart, the tail, or the dog? - 2 views

edutechtornado.blogspot.ca/...ch-horse-cart-tail-or-dog.html

edtech integration 21st Century Learning

shared by garth nichols on 19 Feb 14 - No Cached
  • garth nichols on 19 Feb 14
     
    A great article for those wanting to investigate/explore/engage with the tech' integrators at their schools
Justin Medved

PIRSA - The Secret to Engagement: Lessons from Video - 1 views

pirsa.org/displayFlash.php

video

shared by Justin Medved on 04 Dec 13 - No Cached
  • Justin Medved on 04 Dec 13
     
    "Derek Muller from YouTube's Veritasium will present a webcast on Wednesday November 27, 2013 at 7pm EST from the Mike Lazaridis Theatre of Ideas at Perimeter Institute.Derek will discuss the question: Do videos really improve student learning? Derek's PhD in physics education research suggests the answer may be no! In this one hour talk, he will share insights from his research as well as the incredible physics phenomena he has captured for his YouTube channel.Derek Muller created the popular YouTube channel Veritasium in January 2011. With almost 1 million subscribers, Derek's 140 videos have received over 45 million views."
  • cmccauley1 on 04 Dec 13
     
    Hi Justin- Derek Muller spoke to our students last week. I can't speak to the level of conceptual understanding students achieve from watching the videos, but I witnessed some serious engagement and excitement about science and physics in particular. He encouraged the audience to ask questions and observe the science all around them. Sounds like a great complement to inquiry-based learning.
Justin Medved

Make'em Curious With Your Video Lessons - Metta.io - 1 views

www.metta.io

flipped classroom

shared by Justin Medved on 01 Sep 14 - No Cached
  • Justin Medved on 01 Sep 14
     
    "Metta, a video learning platform that allows them to create and share engaging video lessons in their groups and also track the progress."
lesmcbeth

Learning Creative Learning - 0 views

learn.media.mit.edu/...index.html

DesignThinking community

shared by lesmcbeth on 16 Jul 14 - No Cached
  • lesmcbeth on 16 Jul 14
     
    Learning Creative Learning - a community focusing on learning as a means to expand the range of how people design, create, and learn. Online lessons, activities and resources and a platform for you to engage with other creative educators.
Justin Medved

Breakout EDU - 0 views

www.breakoutedu.com/how-it-works

games

shared by Justin Medved on 22 Jul 15 - No Cached
  • Justin Medved on 22 Jul 15
     
    "Breakout EDU creates ultra-engaging learning games for people of all ages. Games (Breakouts) teach teamwork, problem solving, critical thinking, and troubleshooting by presenting participants with challenges that ignite their natural drive to problem-solve. Breakouts are perfect for classrooms, staff trainings, dinner parties, and at home with the family! At the end of a Breakout, your players will be eager for the next! Speciality K-12 Breakouts can be used to teach core academic subjects including math, science, history, language arts and have embedded standards that apply problem solving strategies within a real world OR collaborative context."
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