Latihan Buat Diri Sendiri

Which two learning activities work together to facilitate an environment of Real-World Problem-Solving and

Innovation at Level 4, as defined in the 21CLD Rubric? Each correct answer presents part of the solution. Choose

two.

• Students meet with you once every three weeks (weeks three, six, and nine) for feedback. They incorporate

  feedback into their final report and presentation.

• Students meet with Relecloud executives to present a possible strategy that Relecloud can use to convince A.

  Datum Corporation to scale back on their lumber harvesting plans.

• Students plan reoccurring meeting times to work on the project.

• Students create and manage individual and team schedules.

• Students develop a research report about how an indigenous plant or animal will be affected by A. Datum

  Corporation's wood harvesting, including the impact around the world.

Based on the tasks outlined for the groups, which part of the learning activity illustrates substantive decisions,

according to the 21CLD Collaboration Rubric?

• Relecloud provides a checklist of success criteria and expectations

• At the end of the 10-week period, each group makes a presentation to the executives

• Students determine roles, responsibilities, and schedules, and collectively decide on a strategy

• The groups meet every three weeks for a feedback session

Which three learning activities contribute to an environment of Self-Regulation at Level 4 as defined in the 21CLD

Rubric? Choose three.

• Students make collective decisions about what and how they present their strategy to the Relecloud

  executives.

• Students create and manage individual and team schedules for the duration of the 10-week project.

  Students define the roles and responsibilities of each team member.

• Students present a possible strategy Relecloud can use to convince A. Datum Corporation to scale back on

  their lumber harvesting plans.

• Students read a research report assigned by the educator on an indigenous plant or animal that will be

  affected by A. Datum Corporation's wood harvesting.

• E. Students adhere to the checklist of success criteria and expectations Relecloud provided at the start of the

  project.

  F. Students meet with you once every three weeks (weeks three, six, and nine) for feedback. Students

  incorporate feedback into the final report and presentation.

Students are working in collaborative groups and creating websites for a small local business. The student groups interview the business owners via Skype. Students then complete market research and develop various customer personas. You need to adjust the learning activity to meet Level 4 of the 21CLD Skilled Communication Rubric. Which modification should you make?

• The students meet with the business client and give a presentation showing the website and the supporting evidence.

• The students gather feedback about the website from their classmates.

• The students create a presentation about their findings and turn it in to the educator for grading

• The students write a journal entry about what they learned during the project.

Students must design a Recommended Summer Reading display for 11 to 14-year-old readers who visit the local public library. The display must include the following information for each featured book:

• Relevant images, video, or audio • A paragraph on the main themes of the story How can this learning activity be modified to meet Level 4 of the 21CLD Rubric for Skilled Communication?

• The student must identify main themes in the story and include examples and quotations to support their conclusion.

• The book summary must include a fact about the author

• The student must publish a photograph of the display on the school website.

• The display must contain information about where each book can be found in the library.

City officials in your community recently announced that the local recycling program is being overhauled because the cost of improper waste disposal has been rising each year. There is a lot of confusion in the community about how to recycle properly. You assign your Marketing class the task of developing a marketing strategy that promotes the new program. Students must create advertising materials that can be used by the city to educate citizens on how to recycle. The educator will grade the advertising materials. Which level of the 21CLD Rubric for Real-World Problem-Solving and Innovation does this learning activity meet?

• Level 1- The learning activity's main requirement is not problem-solving. Students use a previously learned answer or procedure for most of the work.

• Level 2- The learning activity's main requirement is problem-solving but the problem is not a real-world problem.

• Level 3- The learning activity's main requirement is problem-solving and the problem is a real-world problem but students do not innovate. They are not required to implement their ideas in the real world, or to communicate their ideas to someone outside the academic context who can implement them.

• Level 4 - The learning activity's main requirement is problem-solving and the problem is a real-world problem and students do innovate. They are required to implement their ideas in the real world, or to communicate their ideas to someone outside the academic context who can implement them.

This question requires that you evaluate the underlined text to determine if it is correct. The community center is under renovation and is temporarily closed. The adolescents in your town no longer have a dedicated location for an after-school homework club and socialization space. Many students in your school stay on school property after hours. The residents around the school are complaining about excessive noise in the neighborhood. The Town Council is looking for new sites for a 'teen zone'. You assign your class the task of identifying other locations that can serve as a temporary 'teen zone' for students until the renovation is complete. Students are encouraged to work in pairs or groups of three and present their ideas to you after one week. This learning activity must meet the Level 4 of the 21CLD Real-World Problem-Solving Rubric.

• No change needed.

• Create a team schedule.

• Make a presentation to the Town Council.

• create a multi-modal presentation outlining the location they have identified as being ideal for a new 'teen zone'.

Your Science class recently studied different types of natural disasters and their causes. You ask each student to research a natural disaster that has taken place in the past 30 years and perform the following tasks: • Create a digital playlist consisting of 8 to 10 sound clips of the natural disaster. • Design an original graphic depicting the natural disaster to go along with their playlist. • Present their playlist and the graphic design to the class. Which two statements describe how this activity can meet Level 5 of the 21CLD Knowledge Construction Rubric? Choose two.

• Modify the activity as follows: In the presentation, students show which areas of the world they believe are most susceptible to the natural disaster they chose and explain why

• The learning activity is interdisciplinary because it combines the use of ICT with Science.

• The learning activity is interdisciplinary because it combines Science and Art.

• Modify the activity as follows: In the presentation, students describe what they learned about the natural disaster they chose.

• The learning activity is interdisciplinary because it uses cause and effect research.

Your students are working on a career !Project that requires each student to perform the following tasks: • Conduct online research on a career of their choice, including education, experience, and the skills required for an entry-level position. • Research salary, working conditions, and employment opportunities. • Use Skype to interview someone employed in the selected career. • Use what they learned in the interview to identify additional things to research about the career. • Compose an essay on how to prepare for the selected career. In order to meet Level 5 of the 21CLD Use of ICT for Learning Rubric, the project must be modified and students must directly use ICT for the knowledge construction part of a learning

• No changed is needed.

• learn online search techniques for the project to be considered knowledge construction using ICT.

• have learning goals in two different subjects.

• have learning goals in two different subjects.

. The educator must meet the diverse needs of students in her inclusive classroom. She needs an ICT resource to improve reading and increase fluency. The educator implements quizzes created in Microsoft Forms. Review the underlined text. If it makes the statement correct, select "No change is needed." If the statement is incorrect, select the answer choice that makes the statement correct

• No change needed.

• The storytelling capability of Office Sway

• Immersive Reader.

• Speech recognition in Bing.