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Learning Fluencies - Coggle Diagram
Learning Fluencies
Collaboration Fluency
A cyclical process where students are unconsciously working cooperatively in real and virtual environments to solve problems (Global Digital Citizen Foundation, n.d.-a).
The Process
- Establish
Group, Roles &Responsibilities, Norms, Define the scope of the project, information needs, leadership, and group contract (Crockett et al., 2011, p. 69-70).
- Envision Visualize and define the purpose, issue, challenge, solutions, and outcome of collaboration (Crockett et al., 2011, p. 70)
- Engineer Designing a plan to get from begin to end while delegating responsibilities (Crockett et al., 2011, p. 71).
- Execute Put the plan into action to develop a tangible solution or product (Crockett et al., 2011, p. 71).
- Examine Determine if challenge was met and goal achieved while giving criticism (Crockett et al., 2011, p. 71).
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Classroom implementation
In social studies, after learning about a topic students can work in a group to produce a project. For example, give students an event in history and have them find a solution to that event to debate. Students would work in teams to establish a SMART solution. They would collaborative word together to find a solution to their challenge. In the end, they will debate their findings.
In math, creating groups for small group time is essential for learning. Groups allow students to work together to identify and problem and engage in finding a solution (Crockett et al., 2011, p. 70). Forming groups that work best together gives students the best chance to work collaboratively to achieve all five steps of collaboration fluency. As students work cooperatively, the educator's role is to circulate and provide assistance to learners as needed (Klinger & Vaughn, 2019).
Media Fluency
Immersing students in the ability to be producers and consumers of media (Global Digital Citizen Foundation, n.d.-e).
The Process
- Listen Measuring effectiveness of messages (Crockett et al., 2011, p. 58).
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- Leverage Properly identifying the medium, message, and audience to interact in multimedia world (Crockett et al., 2011, p. 60).
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Classroom Implementation
Providing a current events idea in social studies. This would enable students to generate a report based on information. Students would have to identify if information is credible and applicable to the topic. This would create consumers of media. To enable producers of multimedia, students would report findings. For example, this could be in the form of a news broadcast to deliver the facts to their peers.
In math, students could watch videos regarding the various ways to complete a task. For example, there are various ways to multiply multi-digit numbers. Students could watch videos on the ways to complete the multiplication. From there, for students to be producers, they will create a video or other media outlet examining and explaining the method they deem best fit for their style.
References
Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st–century fluencies for the digital age. Thousand Oaks, CA: Corwin. Global Digital Citizen Foundation. (n.d.-e). Media fluency [Video file]. Retrieved from http://globaldigitalcitizen.org/media-fluency-video Global Digital Citizen Foundation. (n.d.-a). Collaboration fluency [Video file]. Retrieved from http://globaldigitalcitizen.org/collaboration-fluency-video
Klingner, J., & Vaughn, S. (2019, July 29). Using collaborative strategic reading. Reading Rockets. Retrieved from https://www.readingrockets.org/article/using-collaborative-strategic-reading