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Which modification to the student presentation will meet the requirements for Level 4 of the 21CLD Rubric for Skilled Communication?

• Students will submit the presentation for grading.

• Student presentations will be recorded to show to their parents.

• Students will create an educational presentation for primary students.

• Student presentations will be evaluated by a panel of educators and community members.

Which two learning activities work together to facilitate an environment of Real-World Problem-Solving and Innovation at Level 4, as defined in the 21CLD Rubric? Each correct answer presents part of the solution. Choose two.

• Students meet with you once every three weeks (weeks three, six, and nine) for feedback. They incorporate feedback into their final report and presentation.

• Students meet with Relecloud executives to present a possible strategy that Relecloud can use to convince A. Datum Corporation to scale back on their lumber harvesting plans.

• Students develop a research report about how an indigenous plant or animal will be affected by A. Datum Corporation's wood harvesting, including the impact around the world.

• Students create and manage individual and team schedules.

Based on the tasks outlined for the groups, which part of the learning activity illustrates substantive decisions, according to the 21CLD Collaboration Rubric?

• Relecloud provides a checklist of success criteria and expectations.

• The groups meet every three weeks for a feedback session.

• At the end of the 10-week period, each group makes a presentation to the executives

• Students determine roles, responsibilities, and schedules, and collectively decide on a strategy

Which three learning activities contribute to an environment of Self-Regulation at Level 4 as defined in the 21CLD Rubric? Choose three.

• Students make collective decisions about what and how they present their strategy to the Relecloud executives.

• Students read a research report assigned by the educator on an indigenous plant or animal that will be affected by A. Datum Corporation's wood harvesting.

• . Students create and manage individual and team schedules for the duration of the 10-week project. Students define the roles and responsibilities of each team member.

• . Students meet with you once every three weeks (weeks three, six, and nine) for feedback. Students incorporate feedback into the final report and presentation.

•  Students adhere to the checklist of success criteria and expectations Relecloud provided at the start of the project.

Which element of the learning activity represents innovation according to the 21CLD Rubric for Real-World Problem-Solving and Innovation?

• Student teams conduct market and product research, and decide on a marketing strategy based on their research.

• Students work in teams of two marketing and two graphic design students

• Student teams provide supporting evidence for their logo, slogan, and advertisement decisions.

• Student teams present their logo, slogan, and advertisement to Northwind Traders executives.

Review the underlined text. If it makes the statement correct, select "No change is needed." If the statement is incorrect, select the answer choice that makes the statement correct.

• No change needed

• the storytelling capability of Office Sway.

• Reading Progress.

• speech recognition in Bing.

Review the underlined text. If it makes the statement correct, select "No change is needed." If the statement is incorrect, select the answer choice that makes the statement correct.

• No changed is needed.

• learn online search techniques for the project to be considered knowledge construction using ICT.

• have learning goals in two different subjects.

• be designers of an ICT product for authentic user

Review the underlined text. If it makes the statement correct, select "No change is needed." If the statement is incorrect, select the answer choice that makes the statement correct.

• No change needed

• create a team schedule.

• make a presentation to the Town Council.

• create a multi-modal presentation outlining the location they have identified as being ideal for a new 'teen zone’.

Which level of the 21CLD Rubric for Real-World Problem-Solving and Innovation does this learning activity meet?

• Level 3-The learning activity's main requirement is problem-solving and the problem is a real-world problem but students do not innovate. They are not required to implement their ideas in the real world, or to communicate their ideas to someone outside the academic context who can implement them.

• Level 1-The learning activity's main requirement is not problem-solving. Students use a previously learned answer or procedure for most of the work

• Level 2-The learning activity's main requirement is problem-solving but the problem is not a real-world problem.

• Level 4 - The learning activity's main requirement is problem-solving and the problem is a real-world problem and students do innovate. They are required to implement their ideas in the real world, or to communicate their ideas to someone outside the academic context who can implement them

Which two learning activities facilitate an environment of self-regulation at Level 4 of the 21CLD Learning Activity Rubric? Choose two.

• Science students research a human muscle group, write a report, and create a presentation to share with the class. Students are given two weeks to complete the report and presentation. They are provided with a grading rubric and examples of completed projects.

• Pre-engineering students are organized into small groups for a class model bridge building competition. Students must use the provided materials to build a beam bridge within a single class period. The bridges are displayed in the classroom.

•  History students research and write a term paper. Students are provided with a grading rubric and an example paper. Students select either a figure in history or a period in history as the topic. Students write a rough draft of the paper using Microsoft Word and submit the assignment through Microsoft Teams. The instructor reviews the draft and provides feedback using Word's review and markup features. The instructor returns the assignment for the student to revise.

• Computer science students create a website for a charitable organization as a service learning project. Students use industry standards to create functional web pages that meet the requirements of the organization. Students organize into small groups and select the project they want to work on. They schedule meetings with the organization's director to determine design specifications, review the progress of the project, and gather feedback. The finished product is presented at the end of the term