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Getting FLUENT with the 5 FLUENCIES…

  1. Can a committee write a poem?

  2. Why we need more “Committed Sardines”…

  3. From Literacy to Fluency – 21st Century Fluencies, that is… …and I promised that the forth would outline the “spirit” of the 5 Fluencies. Unable to edit down 6 chapters on my own, I got a “help me” message to Ian this morning…

In less than an hour he had done this – Ian, you are “the man”! At the very heart of the 21st Century Fluency Project are the Five Fluencies. We call them fluencies and not skills because we believe this level of proficiency—not just literacy, but fluency—should be the goal when we are teaching students the basic skills that are essential for functioning in life. It's important to note that these are not optional skills for our students, or for us. Everyone living in the 21st century and beyond will need these abilities. They must be cultivated by every teacher in every subject, and at every grade level. And they will mean the difference between success and struggle for the students of our current Information Age. Solution Fluency

  1. Define the problem, because you need to know exactly what you’re doing before you start.

  2. Discover a solution, because planning prevents wasted effort.

  3. Dream up a process, one that is suitable and efficient.

  4. Design the process in an accurate and detailed action plan.

  5. Deliver by putting the plan into action by both producing and publishing the solution.

  6. Debrief and foster ownership by evaluating the problem solving process. Information Fluency

  1. Ask good questions, in order to get good answers.

  2. Access and acquire the raw material from the appropriate digital information sources, which today are mostly graphical and audiovisual in nature.

  3. Analyze and authenticate and arrange these materials, and distinguish between good and bad, fact and opinion. Understand bias and determine what is incomplete to turn the raw data into usable knowledge.

  4. Apply the knowledge within a real world problem or simulation using a VIP action (vision into practice).

  5. Assess both the product and the process, which is both a teacher and a student practice. Creativity Fluency

  1. Identify the desired outcome and criteria.

  2. Inspire your creativity with rich sensory information.

  3. Interpolate and connect the dots by searching for patterns within the inspiration that align with your desired outcome and criteria from Identify.

  4. Imagine is the synthesis of Inspire and Interpolate, uniting in the birth of an idea.

  5. Inspect the idea against the original criteria and for feasibility. Media Fluency

  1. Listen actively and decode the communication by separating the media from the message, concisely and clearly verbalizing the message and verifying its authenticity, and then critically analyzing the medium for form, flow, and alignment with the intended audience and purpose.

  2. Leverage the most appropriate media for your message considering your content or message and what the desired outcome is. Then consider the audience, your abilities, and any pre-determined criteria. From here, the application of the other fluencies is used to produce and publish your message. Collaboration Fluency

  1. Establish the collective, and determine the best role for each team member by pinpointing each team member's personal strengths and expertise, establishing norms, and the signing of a group contract that indicates both a collective working agreement and an acceptance of the individual responsibilities and accountability of each team member.

  2. Envision the outcome, examining the issue, challenge, and goal as a group.

  3. Engineer a workable plan to achieve the goal.

  4. Execute by putting the plan into action and managing the process.

  5. Examine the process and the end result for areas of constructive improvement. Global Digital Citizen

  1. Personal Responsibility in ethical and moral boundaries, finance, personal health and fitness, and relationships of every definition.

  2. Global Citizenship and its sense of understanding of world-wide issues and events, respect for cultures and religions, and an attitude of acceptance and tolerance in a changing world.

  3. Digital Citizenship and the guiding principles of respecting and protecting yourself, others, and all intellectual property in digital and non-digital environments.

  4. Altruistic Service by taking advantage of the opportunities we are given to care for our fellow citizens, and to lend our hands and hearts to these in need when the need is called for.

  5. Environmental Stewardship and its common sense values about global resource management and personal responsibility for safeguarding the environment, and an appreciation and respect for the beauty and majesty that surrounds us every day.

Our Students, Our Future

In the end, our job as educators should no longer be just to stand up in front of our children and show them how smart we are and how stupid they are. The problem is that, as educators, we simply don’t understand how different our digital generation really is. Neurologically speaking, kids today aren’t just a little different; they’re completely different. If we continue to do things that we already know aren’t working, we have to consider just who really has the learning problem ... because it certainly isn’t the kids.
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