Search Marzano Research Laboratory:

As the 21st century unfolds, the pace of change in the world is accelerating. The authors believe a combination of cognitive skills (skills students will need to succeed academically) and conative skills (skills students will need to succeed interpersonally) is necessary for the 21st century. This clear, practical guide presents a model of instruction and assessment based on these skills.

Benefits

• Read relatable classroom stories that depict the presented strategies.
• Use end-of-chapter comprehension questions to help assess and reinforce understanding of the new strategies.
• Gain an appendix of rubrics for assessing cognitive and conative 21st century skills.

Table of Contents

Reproducibles

Online Only
Figure 3.1: Student Guidelines for Successful Internet Searching

Chapter 4
Chapter 4: Comprehension Questions

Online Only
Figure 4.2: Guidelines to Increase Student Attention
Figure 4.3: Process for Enhancing Focus

Chapter 5
Chapter 5: Comprehension Questions

Online Only
Figure 5.2: Subtypes and Signal Words for Basic Relationships

Chapter 6
Chapter 6: Comprehension Questions

Online Only
Figure 6.3: Growth Versus Fixed Mindset Intelligence Survey
Figure 6.11: Survey on Test Anxiety

Chapter 7
Chapter 7: Comprehension Questions

Chapter 8
Chapter 8: Comprehension Questions

Appendix A: Answers to Comprehension Questions
Answers to Chapter 3: Comprehension Questions
Answers to Chapter 4: Comprehension Questions
Answers to Chapter 5: Comprehension Questions
Answers to Chapter 6: Comprehension Questions
Answers to Chapter 7: Comprehension Questions
Answers to Chapter 8: Comprehension Questions

Appendix B: Scales for 21st Century Skills
Analyzing and Utilizing Information: Navigating Digital Sources
Analyzing and Utilizing Information: Identifying Common Logical Errors
Analyzing and Utilizing Information: Generating Conclusions
Analyzing and Utilizing Information: Presenting and Supporting Claims
Addressing Complex Problems and Issues: Focus
Addressing Complex Problems and Issues: Divergent and Convergent Thinking
Addressing Complex Problems and Issues: A Problem-Solving Protocol
Creating Patterns and Mental Models: Identifying Basic Relationships Between Ideas
Creating Patterns and Mental Models: Creating Graphic Representations
Creating Patterns and Mental Models: Drawing and Sketching
Creating Patterns and Mental Models: Generating Mental Images
Creating Patterns and Mental Models: Conducting Thought Experiments
Creating Patterns and Mental Models: Performing Mental Rehearsal
Understanding and Controlling Oneself: Becoming Aware of the Power of Interpretations
Understanding and Controlling Oneself: Cultivating Useful Ways of Thinking
Understanding and Controlling Oneself: Avoiding Negative Ways of Thinking
Understanding and Interacting With Others: Perspective Taking
Understanding and Interacting With Others: Responsible Interaction
Understanding and Interacting With Others: Controversy and Conflict Resolution

Additional Resources

Anamorphic illusions
Conflict Resolution Network
Creative Education Foundation
Destination Imagination
Documentary Educational Resources
The Horn Book
International Center for Studies in Creativity
Morton Grove Public Library
Odyssey of the Mind
Odyssey of the Mind (classroom activities)
Optical Illusions
Google+ (Optical Illusions)

• Although they look curved, these lines are actually perfectly parallel. The sunburst pattern in the background makes them seem curved.
• In this illusion, all of the diagonal lines are parallel, even though the vertical and horizontal lines make them look otherwise.
• These horizontal lines are perfectly parallel, but the offset black and white blocks make them seem to curve.
• The ring in the center is a perfect circle, but the lines behind it make it seem pear shaped.
• This square has straight sides, but the rings in the background make it look as if the sides are bent in.
• These lines are perfectly parallel, but the image behind them makes it look like they bend away from each other at the ends.
• These horizontal lines are the same length, but the diagonal lines make it seem as if the top one is longer.
• The center circles of each flower are exactly the same size. The size of the surrounding circles makes you think that the circle at the center of the small flower is bigger than the one at the center of the large flower.
• Although the soldiers are exactly the same size, the one on the left looks shorter and the one on the right looks taller because of the background against which they are shown.
• Here you will either see three white lines or a three-dimensional letter E.
• Here you will either see two faces or a white vase.
• This is either a seal with its tail in the air or a horse’s head.
• This is either a young woman looking away from you or an old woman resting her chin on her chest (the young woman’s chin becomes the old woman’s nose).
• This can be either a duck or a bunny. The duck’s bill becomes the bunny’s ears.
• This is either a Native American head in profile or an Eskimo peering into a dark cave.
• There are actually three pictures here. A young girl with shoulder-length hair is looking away from the viewer, an old woman with a sad smile is looking down and to the left, and a man with a moustache is looking to the right (the girl’s chin becomes the old woman’s nose, and the girl’s hair becomes the mustached man’s nose).
• In this picture, which looks like a collection of random dots, there is Dalmatian dog sniffing the ground. He is facing to the left and has his head down.

Suggested Resources