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Supporting 21st Century Skills for STEM Students - Coggle Diagram
Supporting 21st Century Skills for STEM Students
Intrapersonal Skills
:
Conversations taking place within one's own self
Awareness and conscious control of internal attitudes, beliefs, and goals.
Self-Awareness
(Emotions)
Ability to recognize and understand:
moods
emotions
motivations
needs
Self-Regulation
(Behaviors)
Ability to control or redirect:
disruptive impulses
thoughts/moods
judgements prior to action
Motivation/Performance
(Work)
Reasons for work/effort:
extrinsic - money, status
intrinsic - internal satisfaction, joy
Social Skills
Management of relationships
Building and maintenance of social/professional networks
Empathy
Ability to understand the emotional makeup of other people
Interpersonal Skills
:
Conversations taking place with others
Awareness and conscious regulation of relationships with others, drives/goals of the group
Social-Awareness
(Emotions)
Ability to perform the following in diverse social/cultural backgrounds:
take on the perspective of others
understand the feeling of others
recognize social and ethical norms
identify and utilize resources and support
Relationship Management
(Behaviors)
Strategies to:
maintain ongoing engagement with others
change, develop, resolve conflict, and grow with others
People's Performance
(Work)
Strategies to:
manage groups
empower individuals/groups
intervene and mediate
Social Skills
Management of relationships
Building and maintenance of social/professional networks
Empathy
Ability to understand the emotional makeup of other people
Domains of Learning and Bloom's Taxonomy
Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity.
The cognitive domain
(knowledge-based)
The primary focus of most traditional education.
Knowledge/Remembering
Terminology
Facts
Classification and categories
Principles, theories and structures
Comprehension/Understanding
Summarizing
Stating
Translating
Describing
Application
Solving problems in new, real situations
Use of prior knowledge
Analysis
Breaking down into components
Determining relationships
Making inferences
Synthesis/Creation
Building a structure or pattern from diverse elements
Evaluation
Validity of ideas and work quality
Internal or external criteria
The affective domain
(emotion-based)
The way people react emotionally and their ability to feel other living things' pain or joy.
Receiving
Passive attention tied to memory and recognition
Responding
Participation in and reaction to the learning process
Valuing
Setting an amount of worth associated with a particular piece of knowledge/information
Organizing
Combining values, information, and ideas and putting them into personal schema
Requires comparing, relating, and elaborating on learning
Characterizing
Incorporation of previous results to build abstract knowledge
The psychomotor domain (action-based)
Perception
Use of senses to guide motor activity
Set
Mental, physical, and emotional readiness to act
Guided response
Learning a complex skill through imitation, trial and error
Mechanism
Learned responses become habit
Confidence and proficiency in action
Complex overt response
Skillful performance of motor acts with complex movement patterns
Adaptation
Modification of pre-existing patterns to fit special requirements
Origination
Creation of new movement patterns to fit a particular situation/problem