cognitiv orde nd higher-ord ch as applying the factsto a unique task. tha skils to be succesful at the higher- order,headvocated th stud nts were to be guided through the steps into higher-order thinking.For example,a teache would require students to learn multiplication tables,explain relatio nips betv the numb facts,use multiplication to solve a specific story problem,and finally to use their multiplica tion knowledge in a unique and different way,such as in an art project in which they discusse how they repeated certain design elements as a means to demonstrate their understanding ot multiplication concepts. The most recent modification to Bloom's original steps has been termed Bloom's Digita Taxonomy (Churches,2008).What is significantly different about the new taxonomy is that it is not focused on only cognitive skills,but rather integrates action and resources into the stages.In the Digital Taxonomy,the interplay of use of resources with the cognitive process is an essential element to understanding how students learn.The premise of moving through each stage is not emphasized,but rather the intent is to capitalize on where the student is and what approaches will best help the student to learn the information and use it in meaningful ways.Also criti- cal to the new taxonomy is a focus on collaboration and scaffolding of ideas.In the Digital Taxonomy,the teacher's role as a learning guide is emphasized,as is the idea that technology and media are essential tools to facilitate student learning now the teacher does not need to require prior knowledge of multiplication skills in order for students to gain that knowledge as they apply multiplication skills to a problems they generated as part of their explorations of a as for d several yea identified skills that every ocus is on those highe rder thinking skills that bloom and Churches identified as critical uality lear ing hip identified four skills as the ns by w hich cademic kn tical thinki and c these skill udents hav can loe the inf ion they rder to be cesful in the mpl m dge as part o of their active lea arning expe nts you w ork with group dge and understand FIGURE 2.1 21st Century Student Outcomes and Support ing to gain further Systems pro hey reso lem that has significant impact on a l Clos aligned to the four 21s century ski ls are cr opportunities to view their learning experiences in a global context.For the classroom teacher,these new views of Bloom's Taxonomy and the 21st century skills suggest new approaches of facilitat ing learning using media and technology outside the regular classroom to facilitate preparation of classroom activities.You Curriculum and instruction can guide your students to work on larger issues across a greater span and learn more from students outside the classroom Learning environments setting.The GlobalSchoolNet (www .globalschoolnet.org)offers teachers Source:Reprinted with permission of the Partnership for 21st Century Skills opportunities to collaborate,plan,and 26 Chapter226 Chapter 2 taxonomy. Bloom further expanded his cognitive taxonomy and divided it into lower- order thinking skills, such as requiring the ability to recall specific facts, and higher-order thinking skills, such as applying the facts to a unique task. His idea was that students needed the lower￾order skills in order to be successful at the higher-order skills. In addition, he advocated that all students were to be guided through the steps into higher-order thinking. For example, a teacher would require students to learn multiplication tables, explain relationships between the number facts, use multiplication to solve a specific story problem, and finally to use their multiplica￾tion knowledge in a unique and different way, such as in an art project in which they discussed how they repeated certain design elements as a means to demonstrate their understanding of multiplication concepts. The most recent modification to Bloom’s original steps has been termed Bloom’s Digital Taxonomy (Churches, 2008). What is significantly different about the new taxonomy is that it is not focused on only cognitive skills, but rather integrates action and resources into the stages. In the Digital Taxonomy, the interplay of use of resources with the cognitive process is an essential element to understanding how students learn. The premise of moving through each stage is not emphasized, but rather the intent is to capitalize on where the student is and what approaches will best help the student to learn the information and use it in meaningful ways. Also criti￾cal to the new taxonomy is a focus on collaboration and scaffolding of ideas. In the Digital Taxonomy, the teacher’s role as a learning guide is emphasized, as is the idea that technology and media are essential tools to facilitate student learning. Now the teacher does not need to require prior knowledge of multiplication skills in order for students to gain that knowledge as they apply multiplication skills to a problems they generated as part of their explorations of a local problem to be resolved. Fast forward several years, and the Partnership for 21st Century Skills (www.p21.org) identified skills that every student needs to have to be a successful learner (Figure 2.1). The focus is on those higher-order thinking skills that Bloom and Churches identified as critical to quality learning experiences. The Partnership identified four skills as the means by which children can acquire their academic knowledge: critical thinking, communication, collabora￾tion, and creativity. Each of these skills requires that students have knowledge or can locate the information they need in order to be successful in the implementation of the knowl￾edge as part of their active learning experiences. As a teacher, you would work with groups of students who share their knowledge and understand￾ing to gain further knowledge as they resolve a creative and unique problem that has significant impact on a local setting. Closely aligned to the four 21st century skills are cross- cultural under￾standings through which students have opportunities to view their learning experiences in a global context. For the classroom teacher, these new views of Bloom’s Taxonomy and the 21st century skills suggest new approaches of facilitat￾ing learning using media and technology outside the regular classroom to facilitate preparation of classroom activities. You can guide your students to work on larger issues across a greater span and learn more from students outside the classroom setting. The GlobalSchoolNet (www .globalschoolnet.org) offers teachers opportunities to collaborate, plan, and Life and Career skills Learning and Innovation skills – 4Cs Critical thinking • communication Collaboration • creativity Core subjects – 3Rs and 21st century themes Information Media, and Technology skills Standards and Assessments Curriculum and instruction Professional developments Learning environments Figure 2.1 21st Century Student Outcomes and Support Systems Source: Reprinted with permission of the Partnership for 21st Century Skills. M02_SMAL4150_01_SE_C02.indd 26 2/7/14 8:37 AM