K-12 UNIVERSAL/LIFE-LONG LEARNING SKILLS
MIDDLE SCHOOL APPLICATION OF UNIVERSAL/LIFE-LONG
LEARNING SKILLS
Revised 8/2008
The skills detailed below are to be integrated in all instructional experiences
- wherever and whenever possible.
á Read, write and
listen for many purposes
Develop lifelong reading habits
Utilize
research steps to obtain, organize, document, and present new learning
Evaluate, justify, and explain concepts, ideas and processes
through the eyes of readers, mathematicians, historians, scientists,
researchers, and/or writers
á Develop and
apply thinking strategies
Ask questions for clarification and understanding
Define the task
Seek
information to clarify the task
Understand
how the process of questioning is used in other areas of their lives, academic
and personal
Articulate
how asking questions deepens understanding
Brainstorm to determine the range of possible sources
Make and revise reasonable predictions
Make connections to create new meaning
Articulate
ways in which using prior knowledge deepens understanding
Determine
the most important ideas from information sources
Select
the best sources of information
Retrieve
relevant information from sources
Articulate
how decisions were made and how those decisions enhanced understanding
Create
sensory images from information sources
Use sensory images to extract
and present information
Adapt
sensory images to incorporate new information and new interpretations
Articulate
how creating images deepens understanding and makes the learning memorable
Organizes
information from multiple sources
Develop
the skill of self-selecting organizational and response tools such as graphic
organizers to gather information and build an argument
Understands
and applies basic principles of hypothesis testing and inquiry
Applies
decision-making techniques
Actively
searches for and is aware of implicit meaning
Create personal meaning by combining what is read with
relevant, prior knowledge
Make
inferences and test the validity of those inferences based on information from
text, text structure, topic, and/or ideas presented by others
Synthesize information
Articulate
how new meaning is made
Revise
thinking as new information is assimilated
Make new meaning and presents information
Express, develop and substantiate ideas and experiences through
written, oral and visual modalities
Monitor
meaning and comprehension
Use
of multiple sources of information to check and adjust the process
Engage in
reflection to evaluate process and product
Judges validity of outcomes
á
DEVELOP
AND APPLY SKILLS IN TECHNOLOGY TO THE LEARNING PROCESS
Operate and use computers and other
technologies as tools for productivity, problem-solving and learning across the
content areas
Demonstrate the responsible, legal and
ethical use of information resources, computers and other technologies
Define information needs and identify effective courses of action
to conduct research and solve problems
Understand and demonstrate a command of
information skills and strategies to locate and effectively use print,
non-print and / or digital resources to solve problems and conduct research
Use appropriate technologies to create
written, visual, oral and multimedia products to communicate ideas, information
or conclusions to others
Evaluate the effectiveness and efficiency of their own choices and
uses of information/technology for problem-solving and communication
á
COMMUNICATE
WITH PRECISION AND CLARITY
Demonstrate
grade appropriate use of Standard English and delivery strategies to become a
more effective speaker in formal or informal speeches and oral interpretation
Use
knowledge of topic, purpose, occasion, audience, time, place, and other
conditions to prepare effectively for discussion and delivery
Organize
key concepts using an outline, note-cards, audio-visuals, or electronic media
Employ
appropriate diction, mechanics and usage according to audience and purpose
Use
and define grade level and subject specific vocabulary in context
Express
content clearly and accurately using active voice and gestures
Construct
ideas logically using specific vocabulary to establish and sustain topic, tone
and voice in formal and informal situations
Perform in a manner that guides the listenerŐs
understanding of key ideas, using appropriate
phrasing, pitch, and
modulation
Use
a variety of verbal elements to enhance communication with an audience
Maintain
a variety of nonverbal communication skills to convey meaning
Deliver
subject-specific vocabulary accurately and confidently
Use
a variety of visual or auditory strategies to clarify ideas, emphasize key
points of information, or provide additional information and citations
Anticipate
difficult concepts in advance and paraphrase using simpler language and visuals
to explain fully and aid comprehension
Respond critically to oral communication, films,
videos, presentations, graphics, and written work
Develop
appropriate listening and viewing strategies
Listen
in order to understand topic purpose and perspective
Use
strategies to enhance listening comprehension—note taking, organizing,
summarizing, and paraphrasing spoken ideas and details
Understand
implicit statements of attitude and opinion [e.g., implicit point of view
conveyed by tone of voice and expression in a television interview]
Use
different oral, visual, and auditory techniques and technology to convey
messages
Analyze
the reliability and validity of acquired information
Use
information gained during discussion and synthesize into ideas, thoughts, or
perceptions
Respond
critically to similarities and differences between real life and life portrayed
in other media
Justify
purpose, planning, and delivery based on established criteria for presentation
Determine
effectiveness of presentation or demonstration according to established
criteria
Evaluate
strategies used by speakers in oral presentations [e.g., persuasive techniques,
effect of diction, use of slanted or biased material]
Evaluate
the effect of medias use of the component parts of a presentation that
influence a viewers perception [e.g., bias, misleading information, prejudice,
propaganda]
Evaluate the effects of stereotyping in communication