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Participating in an online discussion on events and issues in the news not only gives students a forum, but it also helps them build critical thinking, writing and news literacy skills and provides an opportunity to write for an authentic audience.

This site represents a collective effort to explore teaching and learning in the 21st century and beyond. The list of teachers and student knowledge, skills, and dispositions was initially generated by teachers and administrators from Rockland County BOCES who explored a number of resources and references on 21st learning. The lists are a work in progress and will benefit greatly from the continued exploration and addition of outcomes by those who visit this site.

Digital Investigator Training Digital DIF Investigator Applying the Digital Information Fluency (DIF) Process Digital Investigator Training is a way for middle and high school students to learn valuable digital information fluency skills. Educators interested in the teacher's guides should contact us at: 21cif@imsa.edu Start Here (materials open in a new window.) In this training course you will learn to: Power Search for Digital Resources Evaluate Digital Materials Use Digital Materials in an Ethical Manner

Free resources for teaching and learning critical 21st century skills.

Academic Writing Course,In the future you must give your students more specific study preparatory skills, not least the ability to acquire material in English in various disciplines: This book deals with all aspects of academic writing, through advice and exercises based on a wide range of material.

good lesson plan for close reading practice. METACOGNITIVE readers use these skills...goes with my Good Reader poster in my room

Might help create a blended classroom, even when you have to share the blender.  Common sense advise for the real world of underequipped classrooms and stretched thin teachers.

Assignment of English is the important part of the life of each student and preparation. These missions can be totally different, but they all aim to develop specific skills for students of English and other areas related to it

"Learning Strategies Learning strategies refer to methods that students use to learn. This ranges from techniques for improved memory to better studying or test-taking strategies. For example, the method of loci is a classic memory improvement technique; it involves making associations between facts to be remembered and particular locations. In order to remember something, you simply visualize places and the associated facts. Some learning strategies involve changes to the design of instruction. For example, the use of questions before, during or after instruction has been shown to increase the degree of learning (see Ausubel). Methods that attempt to increase the degree of learning that occurs have been called "mathemagenic" (Ropthkopf, 1970). A typical study skill program is SQ3R which suggests 5 steps: (1) survey the material to be learned, (2) develop questions about the material, (3) read the material, (4) recall the key ideas, and (5) review the material. Research on metacognition may be relevant to the study of learning strategies in so far as they are both concerned with control processes. A number of learning theories emphasize the importance of learning strategies including: double loop learning ( Argyris ), conversation theory (Pask), and lateral thinking ( DeBono ). Weinstein (1991) discusses learning strategies in the context of social interaction, an important aspect of Situated Learning Theory. References: H.F. O'Neil (1978). Learning strategies. New York: Academic Press. H.F. O'Neil & C. Spielberger (1979). Cognitive and Affective Learning Strategies. New York: Academic Press. Rothkopf, E. (1970). The concept of mathemagenic behavior. Review of Educational Research, 40, 325-336. Schmeck, R.R. (1986). Learning Styles and Learning Strategies. NY: Plenum. Weinstein, C.E., Goetz, E.T., & Alexander, P.A. (1986). Learning and Study Strategies. NY: Academic Press. Weinstein, C.S. (1991). The classroom as a social context for learning. Annual Revi

Students today need to learn to live amid vast amounts of information. They need to learn to construct points of view using reason, evidence, and intelligent emotions. Such skills and understandings are best taught by helping them create original presentations, drawing on original research from primary sources.\n\n Through learning expeditions planned to include the ALERT processes, young researchers can explore and contribute to their cultural heritage.

Students often expect their teacher to correct their written errors, but students can also learn a lot from looking for and correcting errors in written work. This activity gives you the chance to test your correction skills and find errors in short texts using a site called BookOven and a tool called SpellChecker

Goes directly to the Tough Choices Tough Times report (a summary of it) which is the latest version of the SCANS report several decades ago. Tough Times looks at what the workplace says kids need to graduate knowing how to do if we are to remain economica

# Record five minutes of a talk radio show. Write down the dialogue and add narrative descriptions of the speakers and actions as if you were writing a scene. # Write a 500-word biography of your life. # Write your obituary. List all of your life's acco

Combines mapping skills and English texts. Browse lit trips others have made or create your own.

Important site for ELA teachers as we work to redefine and clarify our discipline in light of changing demands from the world of work. NCTE is partnering with P21 to create an ELA framework. Many states have begun to adopt and adapt the P21 standards to t