|
# | Term | Definition |
| 21st century skills | Refers to a broad set of knowledge, skills, work habits, and character traits that are believed—by educators, school reformers, college professors, employers, and others—to be critically important to success in today’s world, particularly in collegiate programs and contemporary careers and workplaces. |
| Authentic assessment | The measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful, as contrasted to multiple choice standardized tests. |
| Authenticity | The quality of being real or true |
| Brainstorming | A group creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas spontaneously contributed by its members. |
| Coherence | Logical interconnection; overall sense or understandability |
| Collaboration | The action of working with someone to produce something. |
| Creativity | The ability to transcend traditional ideas, rules, patterns, relationships, or the like, and to create meaningful new ideas, forms,methods, interpretations, etc.; originality, progressiveness, or imagination |
| Critical thinking | The process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion. |
| Cross-cultural understanding | The way to understand the different culture of different country to avoid misunderstanding. |
| Digital age | The time period starting in the 1970s with the introduction of the personal computer with subsequent technology introduced providing the ability to transfer information freely and quickly. |
| Driving question | The question posed to students in order to get them to investigate a problem or process. |
| Engaged learning | The process in which students actively participate in their learning, vigorously research, discuss, create projects, and use technology to make discoveries based on their choices. |
| Evaluation | The critical assessment, in as objective a manner as possible, of the degree to which a service or its component parts fulfills stated goals. |
| Fundamental skills | Abilities needed to perform a task or understand an idea.
|
| Inquiry-based learning | A form of active learning that starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. |
| Knowledge-based society | Refers to societies that are well educated, and who therefore rely on the knowledge of their citizens to drive the innovation, entrepreneurship and dynamism of that society’s economy. |
| Learner autonomy | A situation in which the learner is totally responsible for all the decisions concerned with his [or her] learning and the implementation of those decisions. |
| Learning standards (also called academic standards, content standards and curricula) | Elements of declarative, procedural, schematic, and strategic knowledge that, as a body, define the specific content of an educational program. |
| Lifelong learning | The provision or use of both formal and informal learning opportunities throughout people's lives in order to foster the continuous development and improvement of the knowledge and skills needed for employment and personal fulfilment. |
| Multidisciplinary | Combining or involving several academic disciplines or professional specializations in an approach to a topic or problem. |
| Open-ended question | Question that cannot be answered with a "yes" or "no" response, or with a static response. Open-ended questions are phrased as a statement which does not require only one right answer. |
| Project | A task or problem engaged in usually by a group of students to supplement and apply classroom studies |
| Project-based Learning (PBL) | A method of teaching that presents students with a problem or challenge to solve, requires them to gather information from various resources, and asks them to come up with an original solution that ends in a product or performance. |
| Provocative | Causing thought about interesting subjects |
| Real-life context | Learning that is designed so that students can carry out activities and solve problems in a way that reflects the nature of such tasks in the real world. |
| Skills-based learning | Provides classroom environments where independence, thinking skills, collaboration and active learning are developed at the same time as knowledge is acquired. |
428
117 402 
