21ST
CENTURY SKILLS
CATEGORIES
MODULE 2
Learning Outcomes
At the end of the lesson, the students will be able to:
Identify the categories of 21st century skills
Apply the 21st century skills in preparing,
planning, and delivering a lesson
Cite ways on how to enhance the 21st
century skills of learners
Explain how 21st century skills be integrated
in the teaching-learning process
Learning Outcomes
At the end of the lesson, the students will be able to:
Cite implications of 21st Century skills to educators
and to pre-service teacher preparation.
Draw relevant life lessons and significant values
from the personal experience in attaining 21st
Century skills.
Analyze research abstract on 21st Century
skills and its implications on the teaching
learning process.
Craft a curriculum plan
matrix, imbued with 21st Century learning outcomes.
21st Century skills
21st Century skills refer to a
broad set of knowledge, skills,
habits, and character traits that
are deemed necessary in copies
with today's world and future
careers and workplaces.
framework for 21st century
According to the Partnership for 21st Century Skills, this
concept encompasses a wide array of a body of knowledge
and skills that have to be categorized. Moreover, this concept
has been interconnected with applied skills, cross-curricular
skills, cross- disciplinary skills, interdisciplinary skills,
transferable skills, transversal skills, noncognitive skills and soft
skills.
SEVEN SURVIVAL SKILLS
Tony Wagner (2010), in his book "The Global Achievement
Gap",
(1) critical thinking and problem-solving;
(2) collaboration across networks and leading by influence;
(3) agility and adaptability;
(4) initiative and entrepreneurialism;
(5) effective oral and written communication;
(6) accessing and analyzing information; and
(7) curiosity and imagination.
LEARNING And Innovation
skills
These are the primary skills orchestrated in the 21st Century.
They are attributes that differentiate students who are
prepared for a complex life and work environment from
those who are not.
A
CRITICAL THINKING and
problem solving
These may include effectively analyzing and
evaluating evidence, arguments, claims and
beliefs; and solving different kinds of non-familiar
problems in both conventional and innovative
ways.
A
CRITICAL THINKING AND
PROBLEM SOLVING
Skill Sub-skills
1. Work together
Establish clear definitions and agreements on the roles of partners
effectively in
in the collaborative process.
team
Keep communication open within teams to carry out tasks
Carefully identify obstacles and address problems cooperatively
A
CRITICAL THINKING AND
PROBLEM SOLVING
Skill Sub-skills
Use various types of reasoning (inductive, deductive, etc.) as
2. Reason effectively
appropriate to the situation.
Use system thinking
Analyze how parts of a whole interact with each other to
produce overall outcomes in complex systems
A
CRITICAL THINKING AND
PROBLEM SOLVING
Skill Sub-skills
Effectively analyze and evaluate evidence, arguments, and
3. Make judgements and Decisions
beliefs.
Analyze and evaluate major alternative points of view.
Synthesize and make connections between information and
arguments.
A
CRITICAL THINKING AND
PROBLEM SOLVING
Skill Sub-skills
Solve different kinds of non-familiar problems in both
4. Solve Problems
convertional and innovative ways.
Identify and ask significant questions that clarify various
point of view and lead to better solutions
B Communication
This pertains to articulating
thoughts and ides effectively
using oral and written
communication skills in a variety
forms and contexts.
B Communication
Skill Sub-skills
Articulate thoughts and ideas effectively using oral,
1. Communicate Clearly written,and non verbal communication skills in a variety of
forms and contexts.
Listen effectively to decipher meaning, including knowledge.
values, attitudes and intentions.
C Collaboration
It entails demonstrating ability to
work effectively and respectfully
with diverse teams.
C COLLABORATION
Skill Sub-skills
1. Work together Establish clear definitions and agreements on the roles of partners in
effectively in the teams the collaborative process.
Keep communication open within teams to carry out tasks on the best
Carefully identify obstacles and address problems cooperatively
D Creativity and
innovation
It denotes use of wide range of
idea creation techniques to create
new and worthwhile ideas.
Creativity and
D
innovation
Skill Sub-skills
1. Think creatively Use a
wide range of idea Create new and worthwhile ideas (both incremental and radical
creation techniques, such concepts) .
as brainstorming.
Elaborate, refine, analyze and evaluate their own ideas in order to
improve and maximize creative efforts
Creativity and
D
innovation
Skill Sub-skills
2. Work creatively with
Develop, implement and communicate new ideas to others effectively
others
Be open and responsive to new and diverse perspectives; incorporate
group input and feedback into the work.
View failure as an opportunity to learn; understand that creativity and
innovation is a long-term, cyclical process of small successes and
frequent mistakes
Creativity and
D
innovation
Skill Sub-skills
Act on creative ideas to make a tangible and useful contribution to
3. Implement Innovation
the field in which the innovation will occur
Information, media,
and technology skills
People in the 21 century live in a technology
and media-Saturated environment marked
live in technology.
A Information literacy
It refers to accessing and evaluatin
information critically and
competently and managing the
flow information from a wide
variety of sources.
Information media
A
literacy
Skill Sub-skills
2. Use and manage Use information accurately and creatively for the issue or problem at
information hand skill
Manage the flow of information from a wide variety of sources
Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of information
B Media literacy
It underscores understanding both how
an why media messages are
constructed; creating media produd by
understanding and utilizing the most
appropriate media creation tools,
characteristics and conventions.
A Media literacy
Skill Sub-skills
Understand both how and why media messages are constructed and
1. Analyze Media
for what purposes
Examine how individuals interpret messages differently,how values
and points of view are included or excluded, and how media can
influence beliefs and behavior.
2. Create Media Understand and utilize the most appropriate media creation tools
Products characteristics and convenience.
C Technology literacy
It pertains to the use of
technology as a tool to research,
organize, evaluate, and
communicate information.
C Technology literacy
Skill Sub-skills
1. Apply technology Use technology as a tool to research, organize, evaluate, and
effectively communicate information.
Use digital technologies (computers, PDAs, media players, GPS,
etc), communication/networking tools and social networks
appropriately to access, manage, integrate, evaluate and create
information to successfully function in a knowledge economy.
Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of information technologies.
D life and career skills
Today’s life and work environments both require more
than thinking skills and context knowledge.
Cultivating the ability to navigate a complex life
requires students to develop the following life and
career skills: (1) flexibility and adaptability; (2)
initiative and self-direction; (3) social and cross-
cultural skills; (4) productivity and accountability; and
(5) leadership and responsibility (AACTA, 2010).
D life and career skills
flexibility and adaptability
Skills Sub-skills
1. Adapt to Adapt to varied roles, job responsibilities, schedules, and
change context
Work effectively in a climate of ambiguity and changing
priorities
D life and career skills
flexibility and adaptability
Skills Sub-skills
1. Be flexible Incorporate feedback effectively
Deal positively with praise, setbacks, and criticism
Understand, negotiate, and balance diverse views and beliefs
to reach workable solutions, particularly in a multi-cultural
environments
D life and career skills
initiative and self-direction
Skills Sub-skills
1. Manage goals
Set goals with tangible and intangible success criteria.
and time
Balance tactical (short-time) and strategic (long-term) goals.
Utilize time and manage workload efficiently.
D life and career skills
initiative and self-direction
Skills Sub-skills
2. Work Monitor, define, prioritize and complete tasks without direct
independently oversight.
Go beyond basic mastery of skills and/or curriculum to
3. Be self-directed
explore and expand one’s own learning and opportunities to
learner
gain expertise.
Demonstrate commitment to learning as a lifelong process.
D life and career skills
initiative and self-direction
Skills Sub-skills
Act responsibly with the interests of the larger community in mind.
Consider others’ ideas and view points.
4. Be responsible
to others
Look for others’ welfare and safety in all circumstances.
Assist others in times of their downfalls and setbacks.
D life and career skills
Social and cross-cultural
skills
Skills Sub-skills
1. Interact effectively
Know when it is appropriate to listen and when to speak.
with others
Conduct one’s self in a respectable, professional manner.
D life and career skills
Social and cross-cultural skills
Skills Sub-skills
2. Work effectively Respect cultural differences and work effectively with people from a
in diverse in teams ranger of social and cultural backgrounds.
Respond open-mindedly to different ideas and values.
Leverage social and cultural differences to create new and increase
both innovation and quality of work.
D life and career skills
PRODUCTIVITY AND ACCOUNTABILITY
Skills Sub-skills
Set and meet goals, even in the face of obstacles and
1. Manage projects
competing pressures.
Prioritize, plan, and manage work to achieve the intended
result.
D life and career skills
productivity and accountability
Skills Sub-skills
Demonstrate additional attributes associated with producing high quality
products, including the ability to:
Manage time and projects effectively
Multi-task
2. Produce results
Participate actively, as well as be reliable and punctual
Present oneself professionally and with proper etiquette
Collaborate and cooperate effectively with teams
Respect and appreciate team diversity
D life and career skills
leadership and responsibility
Skills Sub-skills
1. Guide and Use interpersonal and problem-solving skills to influence and guide others
lead others toward a goal.
Leverage strengths of others to accomplish a common goal.
Demonstrate integrity and ethical behavior in using influence and power.
2. Be responsible
Act responsibly with the interests of the larger community in mind.
to others
integrating 21st the 21st century
century skills in support systems
teaching- The following elements are the critical systems
learning process Century skills; (1) 21st Century standards; (2)
necessary to ensure students master of 21st
assessments; (3) curriculum ad instruction; (4)
professional development; and (5) learning
environments. These must be aligned to
produce a support system that produces 21st
Century outcomes for today’s students
(Partnership for 21st Century Skills, 2008).
01 21st century standards
1.1. Focus on the 21st century skills, content knowledge, and
expertise.
1.2. Build understanding across and among core subjects, as well
as 21st century interdisciplinary themes.
1.3. Emphasize deep understanding rather than shallow knowledge.
1.4. Engage students with the real-world data, tools, and experts they
will encounter in college, on the job, and in life; students learn
best when actively engaged in solving meaningful problems.
1.5. Allow for multiple measures of mastery.
02 assessment of 21st century
skills
2.1. Support a balance of assessments, including high-
quality standardized testing along with effective
formative and summative classroom assessments.
2.2. Emphasizes useful feedback on student performance
that is embedded into everyday learning.
2.3. Requires a balance of technology-enhanced, formative
and summative assessments that measure student
mastery of 21st century skills.
02 assessment of 21st century
skills
2.4. Enables development of portfolios of student work that
demonstrate mastery of 21st century skills to educators
and prospective employers.
2.5. Enables a balanced portfolio of measures to assess the
educational system’s effectiveness in reaching high
levels of students competency in 21st century skills
(AACTE, 2010).
03 21st Century Curriculum
and Instruction
3.1. Teaches 21st Century skills discretely in the context of core subjects
and 21st Century interdisciplinary themes.
3.2. Focuses on providing opportunities for applying 21st Century skills
across content areas and for a competency-based approach to
learning.
3.3. Enables innovative learning methods that integrate the use of
supportive technologies, inquiry- and problem-based approaches and
higher-order thinking skills.
3.4. Encourages the integration of community resources beyond school
walls (AACTE, 2010).
04 The 21st Century Professional
Development
4.1. Highlights ways teachers can seize opportunities for
integrating 21st Century skills, tools and teaching strategies
into their classroom practice and help them identify what
activities they can replace/de-emphasize.
4.2. Balances direct instruction with project-oriented
teaching methods.
4.3. Illustrates how a deeper understanding of subject
matter can enhance problem-solving, critical thinking, and
other 21st Century skills.
04 The 21st Century Professional
Development
4.4. Enables 21st Century professional learning communities
for teachers that model the kinds of classroom learning that
best promotes 21st Century skills for students.
4.5. Cultivates teachers' ability to identify students'
particular learning styles, intelligences, strengths and
weaknesses.
4.6. Helps teachers develop their abilities to use various
strategies (such as formative assessments) to reach diverse
students and create environments that support
differentiated teaching and learning.
04 The 21st Century Professional
Development
4.7. Supports the continuous evaluation of students' 21st
Century skills development.
4.8. Encourages knowledge sharing among communities of
practitioners using face-to-face, virtual and blended
communications.
4.9. Uses a scalable and sustainable model of professional
development (AACTE, 2010).
05 The 21st Century Learning
Environments
5.1. Create learning practices, human support and physica
environments that will support the teaching and learning of 21st
Century skill outcomes.
5.2. Support professional learning communities that enable educators
collaborate, share best practices and integrate 21st Century skills into
classroom practice.
5.3. Enable students to learn in relevant, real-world 21st Century
contexts (e.g., through project-based or other applied work).
5.4. Allow equitable access to quality learning tools, technologies and
resources.
05 The 21st Century
Learning Environments
5.5. Provide 21st Century architectural and interior designs for
group, team and individual learning.
5.6 Support expanded community and international
involvement in learning, both face-to-face and online (AACTE,
2010) Implications to educators.
04 The 21st Century Professional
Development
4.1. Highlights ways teachers can seize opportunities for
integrating 21st Century skills, tools and teaching strategies into
their classroom practice and help them identify what activities
they can replace/de-emphasize.
4.2. Balances direct instruction with project-oriented teaching
methods.
4.3 Illustrates how a deeper understanding of subject matter can
enhance problem-solving, critical thinking, and other 21st Century
skills.
04 The 21st Century Professional
Development
4.4. Enables 21st Century professional learning communities for
teachers that model the kinds of classroom learning that best
promotes 21st Century skills for students.
4.5 Cultivates teachers' ability to identify students' particular
learning styles, intelligences, strengths and weaknesses.
4.6. Helps teachers develop their abilities to use various
strategies (such as formative assessments) to reach diverse
students and create environments that support differentiated
teaching and learning.
04 The 21st Century Professional
Development
4.7. Supports the continuous evaluation of students' 21st Century
skills development.
4.8 Encourages knowledge sharing among communities of
practitioners using face-to-face, virtual and blended
communications.
4.9. Uses a scalable and sustainable model of professional
development (AACTE, 2010)
The advent of 21st Century skill enhancement
among learners bring the following implications to
Implications educators in:
1. successfully complementing technologies to
to content and pedagogy and developing the ability
to creatively use technologies to meet specific
Educators learning needs
2. aligning instruction with standards, particularly
those that embody 21st Century knowledge and
skills
3. balancing direct instruction strategically with
project-oriented teaching methods
4. applying child and adolescent development
knowledge to educator preparation and education
policy
5. using a range of assessment strategies to
Implications evaluate student performance and differentiate
instruction (including but not limited to formative,
to portfolio-based,
summative
curriculum-embedded and
Educators 6. participating actively in learning communities,
tapping the expertise within a school or school
district through coaching, mentoring, teaching
knowledge-sharing, and team
7. acting as mentors and peer coaches with fellow
educators
8. using a range of strategies (such as formative
Implications
to 9. pursuing continuous learning opportunities and
embracing career-long learning as professional
Educators ethics (AACTE, 2010)
10. establishing a conducive learning environment
where learners can freely express themselves and
explore their potentials and capacities
Implications Since schools get rid of a one-size-fits-all system,
therefore, pre-service teachers are expected to
to Pre- play an active role in developing are organizing
content and instruction for their students.
service AACTE (2010) asserts that a 21st Century approach
Teacher to curriculum is about more than just adding an
extra course or extra class time in the curriculum.
Preparation Thus, pre-service teachers benefit from the ability
to fully explore and understand how to develop and
use curriculum for deep understanding and mastery
of academic subject knowledge and 21st Century
skills.
Implications As a starting point, a teacher education program
can be aligned with student and teacher standards
to Pre- in ways that blend thinking and innovation skills, ICT
literacy; and life and career skills in the context of
service all academic subjects and across interdisciplinary
themes.
Teacher An effective 21st Century skills approach to
curriculum, in other words, is designed for
Preparation understanding (McTighe and Wiggins, 2005 in
AACTE, 2010). The program's curriculum will be
most beneficial to pre-service teachers if it is
designed to produce deep understanding and
authentic application of 21st Century skills in all
subject areas.
Implications Instructional models. Instructional models are an
important component of any teacher preparation
to Pre- program. AACTE (2010) pointed out that the
integration of innovative and research-proven
service teaching strategies, modern learning technologies
and real-world resources and contexts are all
Teacher imperative in:
1. Integrating "teach for understanding" principles.
Preparation When pre-service teachers can prepare and
present lessons that can develop students' essential
concepts and skills with the integration of
technologies, the latter can reciprocally
demonstrate critical thinking and problem-solving in
class.
Implications
to Pre- 2. Creating rich practice teaching experiences.
Strong practice teaching experiences allow pre-
service service teachers to connect theory and practice.
3. Creating dynamic learning communities and
Teacher peer mentoring networks. Pre-service teachers
benefit greatly from service-learning as part of
Preparation their experiential learning courses. It provides time
to reflect on relevant pedagogic strategies that
enhance 21st Century skills in classroom practice.
Implications
4. Examining the role of content, pedagogy
and technologies in developing higher-order
thinking skills. The ability to teach for content
to Pre- mastery is a challenging task for most pre-service
teachers. Teaching for content mastery (1)
service supports a range of high-quality standardized
testing along formative and summative
Teacher assessments; (2) emphasizes useful feedback on
student performance; (3) requires balanced
Preparation technology-enhanced, formative and summative
assessments; (4) enables development of student
portfolios that demonstrate mastery of 215
Century knowledge and skills; and (5) enables a
balanced score card to assess. the educational
system's effectiveness.
Implications to pre-service
preparation
Teacher preparation programs can play a vital role in developing education
leaders who understand and can influence current trends in assessment
through: (1) research and evaluation test for innovative approaches; (2) 21st
Century knowledge and skills assessment strategies; and (3) mastery of a
wide range of student assessment methods.
Implications to pre-service
preparation
Learning environments. The learning environment within the teacher
preparation program is a key component of any systemic reform initiative.
Determining the enabling structures, policies and strategies that can best
support 21st Century skills acquisition among pre-service teachers is a step
towards creating a kind of environment that will promote 21st Century
learning.
The following are initiatives in creating 21st Century teacher education
learning environment: (1) Establish a 21st Century vision for competency-
based assessment; (4) Ensure technical infrastructure sufficiently supports
learning; and (5). Strengthen networking engagement in the learning
environment.
implications to pre-service
preparation
Partnerships. Partnerships are extraordinarily important in the work of
transforming 21st Century teacher preparation programs. Along the line,
teamwork within the program and the institution is imperative for
sustainability and development. The partnership forged with community
leaders, business industry, professional associations, government
agencies, non-government organizations, other institutions, parents,
other stakeholders and the community creates high impact outcome.
The powerful partnerships are created through strong collaboration
towards enabling innovation in the teaching and learning for the 21st
Century.
Implications for pre-service
preparation
Continuous improvement. Continuous improvement represents
willingness to commit to revisiting the process over time. For AACTE
(2010), any implementation effort should include continuous
improvement steps. to wit: (1) Clearly identify measurable goals; (2)
Track progress regularly against these goals; (3) Communicate
progress to all stakeholders; and (4) Engage all participants in
refining and improving success over time (AACTE, 2010)
thank
you!