COMMUNICATION AS A 21ST CENTURY SKILL
Communication is essential to project success starting in the classroom. Communications competency is now an integral part of the Common Core Standards, and forms the basis for success in college and in careers. Students will need to collaborate and present their knowledge and ideas by using the following skills:
Communicate Clearly
● Articulate thoughts and ideas effectively using oral, written and non-verbal communication skills in a variety of forms and contexts;
● Listen effectively to decode meaning, including knowledge, values, attitudes and intentions;
● Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade);
● Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact;
● Communicate effectively in diverse environments (including multi-lingual);
Collaborate with Others
● Demonstrate ability to work effectively and respectfully with diverse teams;
● Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal; and
● Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
21st Century Frameworks
PROJECT COMMUNICATION RELATIVE TO SIZE
Communication is essential to project success starting in the classroom. Communications competency is now an integral part of the Common Core Standards, and forms the basis for success in college and in careers. Students will need to collaborate and present their knowledge and ideas by using the following skills:
Communicate Clearly
● Articulate thoughts and ideas effectively using oral, written and non-verbal communication skills in a variety of forms and contexts;
● Listen effectively to decode meaning, including knowledge, values, attitudes and intentions;
● Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade);
● Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact;
● Communicate effectively in diverse environments (including multi-lingual);
Collaborate with Others
● Demonstrate ability to work effectively and respectfully with diverse teams;
● Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal; and
● Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
21st Century Frameworks
PROJECT COMMUNICATION RELATIVE TO SIZE
SCAFFOLDNG PRESENTATION SKILLS FOR STUDENTS
Students enter high school with varying expertise in public speaking. Some may be ready to star in the school play while others hesitate to raise their hands to ask questions in class. The following table describes components of presentation skills that teachers can focus on and practice in small, low-pressure ways with students in order to prepare them for culminating project presentations.
Students enter high school with varying expertise in public speaking. Some may be ready to star in the school play while others hesitate to raise their hands to ask questions in class. The following table describes components of presentation skills that teachers can focus on and practice in small, low-pressure ways with students in order to prepare them for culminating project presentations.
MEDIA LITERACY
Students will be encouraged to use a multimedia approach to make their presentation. The use of media is a vital aspect of both STEAM education and 21st century life skills. The effective use of multimedia will excite not only the student but also the audience. Rubrics should push students to use these technologies.
Students will be encouraged to use a multimedia approach to make their presentation. The use of media is a vital aspect of both STEAM education and 21st century life skills. The effective use of multimedia will excite not only the student but also the audience. Rubrics should push students to use these technologies.
ASSESSMENT
For each presentation or multimedia project, there should be a “communication” section in the project rubric that specifies selected elements of communication and expectations for deliverable and presentable work products. The previous sections explain many aspects of communication, but not all can be assessed at once within one presentation.
DOCUMENTATION AND SHARING WITHIN THE EDUCATIONAL COMMUNITY
Projects do not end once the presentations are over and the multimedia is submitted. In order to promote STEAM, EBL, and PBL within the school and the larger educational community, the teacher should share the successes and failure of project experiences. Seeing success stories and ways to avoid pitfalls can encourage reluctant colleagues or administrators to adopt STEAM/EBL/PBL. This can be done in person at team or leadership meetings or virtually with technology such as blogs. Additionally, documentation of STEAM/EBL/PBL efforts can provide evidence/artifacts for teacher evaluation.
For each presentation or multimedia project, there should be a “communication” section in the project rubric that specifies selected elements of communication and expectations for deliverable and presentable work products. The previous sections explain many aspects of communication, but not all can be assessed at once within one presentation.
DOCUMENTATION AND SHARING WITHIN THE EDUCATIONAL COMMUNITY
Projects do not end once the presentations are over and the multimedia is submitted. In order to promote STEAM, EBL, and PBL within the school and the larger educational community, the teacher should share the successes and failure of project experiences. Seeing success stories and ways to avoid pitfalls can encourage reluctant colleagues or administrators to adopt STEAM/EBL/PBL. This can be done in person at team or leadership meetings or virtually with technology such as blogs. Additionally, documentation of STEAM/EBL/PBL efforts can provide evidence/artifacts for teacher evaluation.