P21 Framework Definitions for 21st Century Learning

P21 Framework Definitions Page 1 of 9
Publication date: 5/15
P21 Framework Definitions
To help practitioners integrate skills into the teaching of key
academic subjects, the
Partnership has developed a unified, collective vision for
learning known as the
Framework for 21st Century Learning. This Framework
describes the skills, knowledge
and expertise students must master to succeed in work and life;
it is a blend of content
knowledge, specific skills, expertise and literacies.
Every 21st century skills implementation requires the
development of key academic
subject knowledge and understanding among all students. Those
who can think critically
and communicate effectively must build on a base of key
academic subject knowledge.
Within the context of key knowledge instruction, students must
also learn the

essential skills for success in today’s world, such as critical
thinking, problem
solving, communication and collaboration.
When a school or district builds on this foundation, combining
the entire Framework with
the necessary support systems—standards, assessments,
curriculum and instruction,
professional development and learning environments—students
are more engaged in the
learning process and graduate better prepared to thrive in
today’s global economy.
While the graphic represents each element distinctly for
descriptive purposes,
the Partnership views all the components as fully interconnected
in the process
of 21st century teaching and learning.

21st CENTURY STUDENT OUTCOMES
The elements described in this section as “21st century student
outcomes” (represented
by the rainbow) are the knowledge, skills and expertise students
should master to
succeed in work and life in the 21st century.
Key SUBJECTS AND 21st CENTURY THEMES
Mastery of key subjects and 21st century themes is essential for
all students in
the 21st century. Key subjects include:
In addition to these subjects, we believe schools must move to
include not only a
focus on mastery of key subjects, but also promote
understanding of academic

content at much higher levels by weaving 21st century
interdisciplinary themes
into key subjects:
Global Awareness
understand and address global
issues
representing
diverse cultures, religions and lifestyles in a spirit of mutual
respect and
open dialogue in personal, work and community contexts
standing other nations and cultures, including the use
of non-English
languages
Financial, Economic, Business and Entrepreneurial Literacy
ety
productivity and career
options
Civic Literacy
stay informed
and understanding governmental processes

ts and obligations of citizenship at local,
state, national
and global levels
decisions
Health Literacy
rpreting and understanding basic health
information and
services and using such information and services in ways that
enhance
health
measures, including
proper diet, nutrition, exercise, risk avoidance and stress
reduction
-
related decisions
safety issues

Environmental Literacy
environment and the
circumstances and conditions affecting it, particularly as relates
to air,
climate, land, food, energy, water and ecosystems
nding of society’s
impact on the
natural world (e.g., population growth, population development,
resource
consumption rate, etc.)
accurate
conclusions about effective solutions
idual and collective action towards addressing
environmental
challenges (e.g., participating in global actions, designing
solutions that
inspire action on environmental issues)
LEARNING AND INNOVATION SKILLS
Learning and innovation skills increasingly are being
recognized as those that separate
students who are prepared for a more and more complex life and

work environments in
the 21st century, and those who are not. A focus on creativity,
critical thinking,
communication and collaboration is essential to prepare
students for the future.
CREATIVITY AND INNOVATION
Think Creatively
brainstorming)
radical concepts)
orate, refine, analyze and evaluate their own ideas in
order to improve and
maximize creative efforts
Work Creatively with Others
• Develop, implement and communicate new ideas to others
effectively
• Be open and responsive to new and diverse perspectives;
incorporate group
input and feedback into the work
• Demonstrate originality and inventiveness in work and
understand the real
world limits to adopting new ideas

lure as an opportunity to learn; understand that
creativity and
innovation is a long-term, cyclical process of small successes
and frequent
mistakes
Implement Innovations
contribution to the field in
which the innovation will occur
CRITICAL THINKING AND PROBLEM SOLVING
Reason Effectively
appropriate to
the situation
Use Systems Thinking
interact with each other to
produce overall
outcomes in complex systems

Make Judgments and Decisions
and beliefs
nd make connections between information and
arguments
analysis
Solve Problems
-familiar problems in both
conventional and
innovative ways
points of view and
lead to better solutions
COMMUNICATION AND COLLABORATION
Communicate Clearly
using oral, written
and nonverbal
communication skills in a variety of forms and contexts
values, attitudes
and intentions

instruct, motivate
and persuade)
judge their
effectiveness a priori as well as assess their impact
multi-lingual)
Collaborate with Others
diverse teams
necessary
compromises to accomplish a common goal
value the individual
contributions made by each team member
INFORMATION, MEDIA AND TECHNOLOGY SKILLS

People in the 21st century live in a technology and media-
driven environment, marked
by various characteristics, including: 1) access to an abundance
of information, 2) rapid
changes in technology tools, and 3) the ability to collaborate
and make individual
contributions on an unprecedented scale. Effective citizens and
workers of the 21st
century must be able to exhibit a range of functional and critical
thinking skills related to
information, media and technology.
INFORMATION LITERACY
Access and Evaluate Information
nd effectively
(sources)
Use and Manage Information
problem at hand
sources
ly a fundamental understanding of the ethical/legal issues
surrounding the
access and use of information

MEDIA LITERACY
Analyze Media
constructed, and for what
purposes
interpret messages differently, how
values and points
of view are included or excluded, and how media can influence
beliefs and
behaviors
surrounding the
access and use of media
Create Media Products
tools,
characteristics and conventions
expressions and
interpretations in diverse, multi-cultural environments
ICT (Information, Communications and Technology)
LITERACY
Apply Technology Effectively

communicate
information
e digital technologies (computers, PDAs, media players,
GPS, etc.),
communication/networking tools and social networks
appropriately to access,
manage, integrate, evaluate and create information to
successfully function in
a knowledge economy
y a fundamental understanding of the ethical/legal issues
surrounding the
access and use of information technologies
LIFE AND CAREER SKILLS
Today’s life and work environments require far more than
thinking skills and content
knowledge. The ability to navigate the complex life and work
environments in the
globally competitive information age requires students to pay

rigorous attention to
developing adequate life and career skills.
FLEXIBILITY AND ADAPTABILITY
Adapt to Change
varied roles, jobs responsibilities, schedules and
contexts
priorities
Be Flexible
egotiate and balance diverse views and beliefs
to reach workable
solutions, particularly in multi-cultural environments
INITIATIVE AND SELF-DIRECTION
Manage Goals and Time
tical (short-term) and strategic (long-term) goals
Work Independently

oversight
Be Self-directed Learners
of skills and/or curriculum to
explore and expand
one’s own learning and opportunities to gain expertise
professional level
t critically on past experiences in order to inform
future progress
SOCIAL AND CROSS-CULTURAL SKILLS
Interact Effectively with Others
Work Effectively in Diverse Teams
from a range of

social and cultural backgrounds
-mindedly to different ideas and values
and increase both
innovation and quality of work
PRODUCTIVITY AND ACCOUNTABILITY
Manage Projects
competing pressures
result
Produce Results
high quality
products including the abilities to:
- Work positively and ethically
- Manage time and projects effectively
- Multi-task
- Participate actively, as well as be reliable and punctual
- Present oneself professionally and with proper etiquette
- Collaborate and cooperate effectively with teams
- Respect and appreciate team diversity
- Be accountable for results
LEADERSHIP AND RESPONSIBILITY

Guide and Lead Others
-solving skills to influence and
guide others
toward a goal
n goal
selflessness
and power
Be Responsible to Others
mind
21st CENTURY SUPPORT SYSTEMS
The elements described below are the critical systems necessary
to ensure student
mastery of 21st century skills. 21st century standards,
assessments, curriculum,
instruction, professional development and learning
environments must be aligned to
produce a support system that produces 21st century outcomes
for today’s students.

21st Century Standards
and expertise
21st century
interdisciplinary themes
they will encounter
in college, on the job, and in life; students learn best when
actively engaged in
solving meaningful problems
Assessment of 21st Century Skills
-quality
standardized testing
along with effective formative and summative classroom
assessments
embedded into
everyday learning
-enhanced, formative and
summative

assessments that measure student mastery of 21st century skills
demonstrate mastery of
21st century skills to educators and prospective employers
es to assess the
educational system’s
effectiveness in reaching high levels of student competency in
21st century
skills
21st Century Curriculum and Instruction
subjects and 21st
century interdisciplinary themes
skills across
content areas and for a competency-based approach to learning
supportive
technologies, inquiry- and problem-based approaches and higher
order
thinking skills
school walls
21st Century Professional Development

integrating 21st century
skills, tools and teaching strategies into their classroom practice
— and help
them identify what activities they can replace/de-emphasize
-oriented teaching
methods
a deeper understanding of subject matter can
actually enhance
problem-solving, critical thinking, and other 21st century skills
teachers that
model the kinds of classroom learning that best promotes 21st
century skills
for students
learning styles,
intelligences, strengths and weaknesses
velop their abilities to use various strategies
(such as
formative assessments) to reach diverse students and create
environments
that support differentiated teaching and learning

skills
development
practitioners, using
face-to-face, virtual and blended communications
development
21st Century Learning Environments
e learning practices, human support and physical
environments that will
support the teaching and learning of 21st century skill outcomes
educators to
collaborate, share best practices and integrate 21st century
skills into
classroom practice
contexts (e.g.,
through project-based or other applied work)
and resources
group, team and
individual learning

in learning, both
face-to-face and online
About the Partnership for 21st Century Learning
The Partnership for 21st Century Learning recognizes that all
learners need educational
experiences in school and beyond, from cradle to career, to
build knowledge and skills
for success in a globally and digitally interconnected world.
Representing over 5 million
members of the global workforce, P21 unites business,
government and education
leaders from the U.S. and abroad to advance evidence-based
education policy and
practice and to make innovative teaching and learning a reality
for all.
P21 and member organizations provide tools and resources that
help facilitate and drive
this necessary change.
Learn more and get involved at www.p21.org.
Copyright © 2015, The Partnership for 21st Century Learning.
All rights reserved.

http://www.p21.org/
W2 Discussion “Job Cost Sheet"
· Job Cost Sheet
Question A
· Provide and discuss an example of a situation where a
company would use a job cost sheet. As part of your analysis,
be sure to explain the nature and importance of a job cost sheet.
Question B
· Discuss the advantages and disadvantages of Job Order
Costing. Be sure to include specific examples of the
advantages/disadvantages that you discuss.
Please respond to the initial question by day 5 and be sure to
post two additional times to peers and/or instructor by day 7.
The initial post by day 5 should be a minimum of 150 words. If
you use any source outside of your own thoughts, you should
reference that source. Include solid grammar, punctuation,
sentence structure, and spelling.
·
Job Cost Sheet
Question A
·
Provide and discuss an example of a situation where a company
would use a job cost
sheet. As part of your analysis, be sure to explain the n
ature and importance of a job
cost sheet.

Question B
·
Discuss the advantages and disadvantages of Job Order Costing.
Be sure to include
specific examples of the advantages/disadvantages that you
discuss.
Please respond to the initial question by day 5 an
d be sure to post two additional times to peers
and/or instructor by day 7. The initial post by day 5 should be a
minimum of 150 words. If you use any
source outside of your own thoughts, you should reference that
source. Include solid grammar,
punctuation
, sentence structure, and spelling.
Question A
company would use a job cost
sheet. As part of your analysis, be sure to explain the nature and
importance of a job
cost sheet.
Question B
Costing. Be sure to include
specific examples of the advantages/disadvantages that you
discuss.
Please respond to the initial question by day 5 and be sure to
post two additional times to peers

and/or instructor by day 7. The initial post by day 5 should be a
minimum of 150 words. If you use any
source outside of your own thoughts, you should reference that
source. Include solid grammar,
punctuation, sentence structure, and spelling.
W2 Assignment “Application Problems 2”
Page 75: Brief Exercises 2-1 through 2-5
BE2-1 Dieker Company begins operations on January 1.
Because all work is done to customer specifications, the
company decides to use a job order cost system. Prepare a
flowchart of a typical job order system with arrows showing the
flow of costs. Identify the eight
transactions.
BE2-2 During January, its first month of operations, Dieker
Company accumulated the following manufacturing costs: raw
materials $4,000 on account, factory labor $6,000 of which
$5,200 relates to factory wages payable and $800 relates to
payroll taxes payable, and utilities payable $2,000. Prepare
separate journal entries for each type of manufacturing cost.
BE2-3 In January, Dieker Company requisitions raw materials
for production as follows:
Job 1 $900, Job 2 $1,200, Job 3 $700, and general factory use
$600. Prepare a summary
journal entry to record raw materials used.
BE2-4 Factory labor data for Dieker Company is given in BE2-
2. During January, time
tickets show that the factory labor of $6,000 was used as
follows: Job 1 $2,200, Job 2
$1,600, Job 3 $1,400, and general factory use $800. Prepare a
summary journal entry to
record factory labor used.
BE2-5 Data pertaining to job cost sheets for Dieker Company
are given in BE2-3 and BE2-4.
Prepare the job cost sheets for each of the three jobs. (Note:
You may omit the column for

Page 75: Brief Exercises 2
-
1 through 2
-
5
BE2
-
1
Dieker Company begins operations on January 1. Because all
work is done to customer
specific
ations, the company decides to use a job order cost system.
Prepare a flowchart of a typical job
order system with arrows showing the flow of costs. Identify the
eight
transactions.
BE2
-
2
During January, its first month of operations, Dieker Company
accum
ulated the following
manufacturing costs: raw materials $4,000 on account, factory
labor $6,000 of which
payroll taxes payable, and utilities payable

$2,000. Prepare separate journal entries for
each type of manufacturing cost.
BE2
-
3
In January, Dieker Company requisitions raw materials for
production as follows:
BE2
-
4
Factory labor data for Dieker Company is given in BE2
-
BE2
-
5
Data pertaining to job cost sheets for Dieker Company are given

in BE2
-
3 and BE2
-
4.
Page 75: Brief Exercises 2-1 through 2-5
BE2-1 Dieker Company begins operations on January 1.
Because all work is done to customer
specifications, the company decides to use a job order cost
system. Prepare a flowchart of a typical job
order system with arrows showing the flow of costs. Identify the
eight
transactions.
BE2-2 During January, its first month of operations, Dieker
Company accumulated the following
manufacturing costs: raw materials $4,000 on account, factory
labor $6,000 of which
payroll taxes payable, and utilities payable
$2,000. Prepare separate journal entries for each type of
manufacturing cost.
BE2-3 In January, Dieker Company requisitions raw materials
for production as follows:
BE2-4 Factory labor data for Dieker Company is given in BE2-

BE2-5 Data pertaining to job cost sheets for Dieker Company
are given in BE2-3 and BE2-4.
Running head: Action Research
Introduction
Learning is determined by a number of factors, some of which
are environmentally related while others are not. The approach
of teaching is one of the major determinants of learning as far
classroom learning is concerned. However, there has been a
concern that the current approaches to learning are a little too
abstract. Lack of real life scenarios and too much theory’ has
been responsible for the growing apathy towards learning. I
believe that student interaction helps students to learn and gain
skills and knowledge that provides them with the foundation
for.
This study will also increase the knowledge of teachers about
particular types of child-teacher interactions that encourage the
development of young students. I have chosen a research
participant who currently teaches 7th grade at a local middle
school in Cleveland Ohio. By choosing my research participant
in a K-12 setting, I will attempt to show in my research study
that conducting action research for student interaction; can be a
rewarding experience for teachers and can lead to new ideas and
strategies to promote student success. It is for this reason that I
have chosen to conduct this type of action research plan to see
if it can improve learning. I am suggesting that one of the ways
is by increasing the awareness and importance of student

interaction.
Context
The research participant I have chosen is at Euclid Central
Middle in Ohio. I have decided to choose my participant
because of my previous background where I worked for an
after-school academic enrichment organization where we had an
academic campus at the same middle school. After visiting
classrooms during school hours, it became apparent to me that
the classes that I visited all suffered from similar issues. After
talking to Mrs. Copez-Minor, who was in her first year of
teaching at the time; she stated that student interaction and
involvement was one of the biggest issues many teachers at
Euclid Central had encountered. Euclid Central Middle School
is a part of the Euclid City School’s district, which is an inner-
ring suburb of Cleveland Ohio. From information compiled by
the National Center for Education Statistics; the school has a
total of 579 students. Over 80 percent of the students at Euclid
Central Middle School, are identified as African-American,
making up the majority of the student body. The majority of the
student body for the Euclid school district is made up of over 80
% African-American students, so Euclid Central, fundamentally
has the same ethnic circulation contrasted with different schools
in the city. (National Center for Education Statistics, 2013). The
demographic breakdown of Euclid Central Middle School is
radically unique in relation to that of a regular school in the
condition of Ohio, which is comprised of 16.2% African-
American students by and large.
Participant Justification (Population Choice)
I have chosen the population and the students of Euclid Central
as I had a previous history of working with some of the students
of Euclid High School and several of my colleagues would
discuss the students of the middle school and how they were not
prepared for high school. This was important because I took the
opportunity to investigate further by meeting with some of my

colleagues who worked at Euclid Middle School and they shared
a lot of similarities in their comments. After noticing a similar
pattern, amongst incoming freshman into the high school, I was
interested in seeing the Euclid Middle School students before
they entered our high school program.
Literature Review
In an article entitled “Explaining Student Interaction and
Satisfaction: An empirical Investigation of Delivery Mode
Influence: by Zachary S. Johnson et al, an experiment was done
to see if there was a difference in satisfaction due to how the
coursework was delivered-either face-to-face, or on the internet.
To be as objective as possible, the same teacher delivered the
same coursework through the traditional classroom as they did
online, in the same time period. Each student was given the
choice to either participate in the traditional classroom or the
online course according to their personal preference. The
online participants chose to watch either a live streaming of the
traditional classroom or to log online after the video was ready
to be viewed a few hours after the traditional classroom was
over. After conducting this study, the researchers came to the
conclusion that the students that were in the traditional face-to-
face setting had higher student satisfaction. Although online
interactions are more common than they were even 5 years ago,
they are overall still deemed as risky, which is why students did
not interact in the online community as much as the traditional
classroom counterparts. Also stated was that online students
may not have trusted each other due to the fact that it is hard to
test a person’s “warmth” online. Forcing students to engage
online can be done to reach an objective (their grade), but these
interactions can not be deemed as genuine. In this particular
study, student-to-student interaction was not particularly high in
the traditional classroom either, but was still higher than what
was seen online. A reason cited by the author was that this
course was a requirement of all students, so interest was not as
high as if it were a course taken by choice. Also cited as a
reason for low student-to-student was the larger class size. In

larger settings, it is possible for people to be disconnected with
those around them. In middle school, peer interaction is
essential as they are still learning social skills. Also, peer-to-
peer interaction is important to encourage peer pressure of
doing well in school. This study noted that being in a
classroom can not only foster learning, but make it is easier to
remember for a test, and apply in real life because of the
creation of memories of the people around you. Also stated in
this study is that student-to-student interaction can lead to
higher course performance, and that students gain less social
benefit in online courses. Middle school is the time that is
pivotal in academic and social development. In a study titled
Effects of Student Success Skills, it states that the more
connected a child feels with their school, the higher GPA they
will have at the end of the year. The study noticed direct
correlation between support and academic success. Support can
come from both teachers and peers, but is more likely to come
from peers because of being relatable. Students are in need of
positive natural interaction. As shown in the online versus
traditional classroom study, when students are forced to
interact, it is only done so because of their grade. Students
need to feel the warmth of a person-which is able to be seen in
the traditional classroom. While online courses can be
beneficial to college students, middle school students should
participate in the traditional classroom for academics and
socialization purposes.
Area of Focus
The area of focus for this study is to identify the importance of
students’ interaction in the
classroom. It has been shown that student interaction helps
students to learn and gain skills and
knowledge that provide them with foundation for later learning.
This study will also increase the

knowledge of teachers about how different types of child
teaching interactions encourage the
development of young students.
Research Questions
1. Why is student to student interaction advantageous?
2. What are the problems faced when trying to enhance
interaction?
3. How can we endorse a positive change in student
interaction across all environments in which the student is
involved?
Teaching and Learning
The classroom that I observed had computers, and learning
tablets that were made available for students, which was
something that I did not have access to as a child in school, as
there weren’t enough computers for each student to utilize, and
computer programs were still in early stages of academic
development and playing these games became boring and
cumbersome. After my interviews with the teacher and class
observations on student interactions, it was a noticeable
difference between how the class interacted when the teacher
was lecturing, versus when they had the opportunity use the
computers and tablets. My data collection strategies had
allowed to see how important technology can be to today’s
classroom and how it’s only of a teachers benefit to learn how
to integrate these tools into the classroom. Technology can help
facilitate the knowledge-constructed classroom. One author
views PCs as having a powerful impact on the showing and
learning procedures. They state that with the utilization of PCs
in the classroom, schools would turn out to be more learner
focused, more individualized learning would occur than any

time in recent memory (Bork, 1985). In the learner-driven
classrooms of today, with the PC's guide, learners have the
capacity to team up, to build upon learning deficiencies, and to
discover distinct options for arrangements of academic issues. I
believe that with my action plan centered on student interaction,
it appears that technology is the best way to improved student
interaction. My research participant uses a blended learning
approach whenever possible to try and break up the monotony
of the “traditional classroom” and put students the best position
to be engaged.
Intervention/Innovation Description
My intervention/innovation centered on how what methods are
used to improve the student- teacher relationship. By focusing
on these areas first, it allowed to first focus on these internal
factors, before I found what external factors can contribute to
this relationship, and how to use the external factors to improve
student interaction, with both parents, teachers and classmates.
One of the articles of literature I found for this assignment. In
an article written by Richard Ripple an Associate Professor at
Cornell University in New York, states that “ The factors
influencing student learning are numerous and diverse. To
arrive at a useful conceptualization of classroom learning it is
necessary to classify these variables into manageable
categories.” What I derived from this statement was I needed to
not only discover how the environment in which the student is
living before they come to school, effects their environment
which is the classroom or academic setting. Like Ripple I
placed these items into two categories. First being out- of
school interaction, which is how the student interacts with their
parents, and/or siblings. Second this would be in-school time
which creates an emphasis on how the student engages with the
different classmates and school officials. This brought
significant change to my intervention plan because prior I did
not think about whether or not a student’s behavior varies
depending on which environment they are in. This makes

perfect sense because a classroom setting may put them around
more of a situation where they have less control. This is
different from an out-of-school setting where the student may
have more freedom of choice on whom and how they interact
with peers and adults. The way I obtained my data allowed for
me to make informed conclusion on how these student
interactions vary, because I asked more questions; and became
more comfortable with my knowledge after each day.
Data Collection Strategies
The most important data collection methods that this study
relied were observations, interviews and artifacts.
Questionnaires were used to collect data concerning the
stakeholders. These questions that were on the questionnaire to
my research participant. What instructional activities are you
planning on using? What are the learner outcomes for students
that struggle with interaction? How long do you think it should
take before a student should show signs of improved
engagement? I gave her the survey before we went over the
lesson plan and at the conclusion of my study; which served as
a reflection of what went right with the class instruction
methods and whether or not the instructional activities and
learner outcomes for improved interaction were satisfied. The
importance of the observation data strategy was to confirm the
behavior in class shown by the students, matched that of the
pre-questionnaire that was given on day one of the study. I had
interviewed my research participant in order to understand both
her opinions and facts on why chose certain instruction and
implementation methods when it comes to this research study. I
was looking for ways to understand if she conducted each class
the same or whether or not she incorporated contextualized
learning concepts to deliver content. The chosen data collection
methods helped me create the best techniques for how she chose
to improve social interaction.
Outcome Analysis
Since I had 3 types of data collection tools. I wanted to use one

tool for each of the three days that I was present in the
classroom. On the first day, I presented my research participant
with the pre-questionnaire that allowed for me to get an
understanding of what she was going to teach, what type of
classroom did she have in terms of behavior, and how she would
implement curriculum, it was important that I didn’t interact
with her class, or answer any questions about why I was there,
although she introduced which helped. The strategies that
worked was how I felt that by answering, or even asking
questions, this could possibly alter my research conclusions and
outcomes.
This proved effective because everything went well with the
interview and the pre-questionnaire, which lead to the second
day of research. During the second day, I arrived at the same
time to observe the same class. The previous day I was there
during the math lesson. The observation for the second day was
centered on student behavior and social skills. I was mainly
looking for two components. The components were how a
student interacts with their teacher? And, how do they socialize
with their classmates? After I was able to receive sufficient
information from day one I found that I should have added more
questions to the pre-questionnaire that asked my research
participant whether or not student interaction varied based on
subject? Do the interactions differ between genders?
I concluded that the students in the class had difficulty focusing
on her teaching methods, but seemed to get along well during
group activities. This was done intentionally, at my request the
teacher put students in groups of random order, where it was not
a comfort zone of friends. I believed that this would create an
environment where I could interview the teacher during class
time where she and I could monitor her class and see which
groups were actively engaged in their groups or if some groups
were quiet and seemed to not have any synergy amongst each
other. She had stated that typically students work in groups
based of their choice. She believes that this creates a strong
learning investment for the students as they are less focused on

who they are in a group with, and more in completing the
assignment to the best of their abilities.
After the last day I interviewed with my Ms. Copez after giving
her a questionnaire about what she thought she could have done
differently and whether or how she felt the first questionnaire
she was given, coincided with being able to determine student
interaction I observed and concluded that the lack of student
interaction during her class instruction was due to the topic
discussed and how she delivered the activities. She stated that
because it was still only the second week of school and students
were still fighting the “summer hangover”, and they have not
yet entered the reality of being in a structured environment. I
agreed that it was hard to tell, at this point because of how early
it was in the school year, and also at the fact it was only 3 days
of observation; however, she did conclude that a few of the
students displayed learning themes that needed to be
differentiated based on the current classroom of students, and
couldn’t be used for all her students across several classes.
Learning Themes
After each day of my observation, I recall one of the questions I
asked Ms.Copez-Minor was how did some of her students like
to learn. Upon answering a few questions; I concluded that the
strongest learning style for the class room I observed for three
days was visual. This meant that they had to see a lesson
explained and more important than words, many needed to see a
lesson completed and be able to convert the lesson. Many of her
students needed to take what they see with their eyes and store
the images internally for later use if needed. This was great
information to know because since I understood how many of
her students learned it helped explained the lack of class
participation. She started the students in small groups and gave
them time to work on the assignment. This would have been a
good instructional strategy only if there were some examples of
how to complete the lesson the board or prior explanation given.
She told me that she refrained from explanation because this

was review from the past week and students should have an
understand of the lesson along with the use of the notes she had
provided from a few days ago. I would have changed this
strategy of instruction because if students are not retaining the
skills needed to be able to apply to practice, the teacher may
start another lesson and or assessment that may lead to a poor
grade by the student. They may not feel comfortable telling a
peer that they do not understand the material, which
unfortunately may lead to lack of student interaction and
academic progress.
Action Plan
Once I started noticing learning styles amongst the students and
how certain instructional activities affected the learner
outcome. One of the findings was how I noticed patters during
math lesson. The students were watching a math problem
completed by Ms. Copez-Minor and then she would erase it,
because she needed the board space and if the students were not
good at taking notes I noticed many of them looked confused
because they did not understand the problem, but yet were
moving on the next problem. The second day I asked her about
considering the idea of erasing the problem like before but then
asking the class to try one on their own without the notes on the
board, which were already erased, but the difference is whether
or not what you are providing for instruction is working. This
would create improved note-taking strategies for the students
and provide continuous feedback for future less planning as
student interaction would remain high. Instructors have to
realize that students learn best when they can communicate with
the substance on whatever number diverse levels as could be
expected under the circumstances; innovation assets can
encourage this and make more profound, more significant, and
positive learning encounters (Sichivitsa, 2007; Peterson, 2006;
Starkman, 2006).
When formulating my action research plan. I used my personal
learning style to help develop my understanding of how these

students might learn best, and how teaching styles can influence
outcomes regardless of the educational lesson or subject matter.
I have found that students who have technology in common;
seem to communicate better with one another because
technology provides a communication bridge to students to
interact socially and in the classroom. It is the responsibility of
the parents, school administrations, and teachers to determine
how to best use the technology in the classroom. I think that the
days where a student simply writes on instruction worksheets is
changing, and a teacher may have to use these materials as
supplementary to technology based learning whenever possible.
A critical rule choosing my action research plan was to inquire
in the event that it is something over which the instructor has
impact. Is it something of interest and worth the time and
exertion that will be spent? In some cases, there is a discrete
issue that is promptly identifiable. Alternately, the issue to be
concentrated on may originate from a sentiment uneasiness or
pressure in the classroom. For instance, an educator might be
utilizing the most recent chic showing methodology, yet not
truly knowing or comprehension what or how children are
learning.
One of the most important aspects of my action research plan is
wanting my research participant to display adaptability.
Adaptability requires that the instructor adjust their course plan
or lesson plan to suit the understudies needs. My educational
background and experience of working with the students of high
school age, allowed for me to be able to focus on what types of
instructional methods she as using to engage students. For
instance, Ms. Copez-Minor would be alright expanding the due
date on a classroom assignment if the whole classes needed. A
circumstance where adaptability functions admirably is in
course classes with many of the same types of learning styles or
habits. That way, perusing material or assignments and can be
adjusted as the course advances. Ms. Copez-Minor has room
schedule-wise to give more consideration to varying

instructional activities as she does not have to administer state
standardized testing, which is a huge weight off the shoulders
because she has the freedom to react to their adapting needs in
different ways. I understand that each student has varying needs
of education. The students in her classroom were still in an
adjustment period from when the school year begin to when I
performed my action research plan.
Conclusion
My research participant and I understand learning anything
includes investment. Given that dialect basically exists to
encourage correspondence, connection in that dialect must have
a vital part to play in building up a learner's capacity in that
dialect. At the end of the day, instructors need to advance
learner communication keeping in mind the end goal to help the
learners succeed. I’m certain that many people can concur that
learning anything includes interest. You can't figure out how to
play a musical instrument without really getting the instrument
and comparably it is hard to take in a dialect without connecting
with that dialect. Given that dialect fundamentally exists to
encourage correspondence, collaboration in that dialect must
have an imperative part to play in building up a learner's
capacity in that dialect. As it were, educators need to advance
learner connection keeping in mind the end goal to help the
learners succeed.
References
School Statistics: National Center for Educational Statistics.
(2014). Retrieved October 9, 2015.
Sichivitsa, V. (2007). Audacity in vocal improvisation:
motivating elementary school students through technology.
Teaching Music, 14(4).
Mamlin, N., Harris, K. R., Case, L. P. (2001). A Methodological
Analysis of Research on Locus of Control and Learning
Disabilities: Rethinking a Common Assumption. Journal of
Special Education, Winter.

Bork, A. (1985). Personal computers for education. New York:
Harper & Row

P21 Framework Definitions for 21st Century Learning

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