Module 2:

21ST CENTURY SKILL

CATEGORIES

Prepared by: DOC ROMMEL DC. MALLARI

CED110
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. Therefore, there
is a need to stress on creativity, critical thinking.
communication and collaboration in preparing learners
for the future.
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.

SKILL SUB-SKILL
1 .Work together
effectively in learn

2. Reason effectively
3. Make judgments and
decisions
4.SoIve problems
 B. Communication.
This pertains to articulating thoughts and ideas effectively
using oral and written communication skills in a variety of
forms and contexts.
SKILL SUB- SKILL
1. Communicate clearly

C.Collaboration.
It entails demonstrating ability to work effectively and
respectfully with diverse teams.

SKILL SUB- SKILL

1. Work together
effectively in team
D. Creativity and Innovation
It denotes use of wide range of idea creation
techniques to create new and worthwhile ideas.

SKILL SUB-SKILL
1. Think creatively

2. Work creatively
with others
3. Implement innovations
 INFORMATION, MEDIA AND TECHNOLOGY SKILLS
People in the 21st century live in a technology and
mediasaturated environment marked by the following:
(1) access to an abundance of information:
(2) rapid changes in technology tools; and
(3) the ability to collaborate and make individual
contributions on an unprecedented scale.
Therefore, to be effective in the 21st Century,
everyone must be able to exhibit a range of functional and
critical thinking skills related to information, media and
technology (AACTE, 2010)
A. Information Literacy
It refers to accessing and evaluating information
critically and competentlyand managing the flow
informationfrom a wide variety of sources.

SKILL SUB-SKILL
1. Access and evaluate
information

2. Use and manage

information
B. Media Literacy.
It underscores understanding both how and why media
messages are constructed; creating media products by
understanding and utilizing the most appropriate media
creationtools, characteristics and conventions.

SKILL SUB-SKILL
1. Analyze media

2. Create media products

C. Technology Literacy
It pertains to the use of technology as a tool to research,
organize, evaluate and communicate information.

SKILL SUB-SKILL
1. Apply technology
effectively
D. Life and Career Skills
Today's life and work environments both require more than
thinking skills and content knowledge. Cultivating the ability
to navigate the 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).
FLEXIBILITY AND ADAPTABILITY
SKILL SUB-SKILL
1. Adapt to change
2. Be flexible

INITIATIVE AND SELF- DIRECTION

SKILL SUB-SKILL
1. Manage goals and time
2. Work independently
3. Be self- directed learner

4. Be responsible to others
SOCIAL AND CROSS- CULTURAL SKILLS
SKILL SUB-SKILL
1. Interact effectively
with others

2. Work effectively in
diverse teams
PRODUCTIVITY AND ACCOUNTABILITY
SKILL SUB-SKILL
1. Manage projects
2. Produce results
LEADERSHIP AND RESPONSIBILITY
SKILL SUB-SKILL
1. Guide and lead others

2. Be responsible to
others
Integrating 21st Century Skills in
Teaching-Learning Process
The 21st Century support systems. The following elements are the
critical systems necessary to ensure student mastery 21st Century
skills:
(1) 21" Century standards;
(2) assessments;
(3) curriculum and instruction;
(4) professional development; and
(5) learning environments.
These must be aligned to produce a suppor system that produces
21st Century outcomes for today's student (Partnership for 21st
Century Skills, 2008).
 IMPLICATIONS TO EDUCATORS
The advent of 21st Century skill enhancement among learnen bring the
following implications to educators in:

1. successfully complementing technologies to content ang pedagogy

and developing the ability to creatively use technologiestomeet
specificlearningneeds

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

 IMPLICATIONS TO EDUCATORS

5. using a range of assessment strategies to evaluate student

performance and differentiate instruction (including but not limited to
formative, portfolio-based, curriculum embedded and summative)

6. participating actively in learning communities, tapping the expertise

within a school or school district through coaching, mentoring.
knowledge-sharing, and team teaching

7. acting as mentors and peer coaches with fellow educators

 IMPLICATIONS TO EDUCATORS
8. using a range of strategies (such as formative assessments) to reach
diverse students and to create environments that support differentiated
teaching and learning

9. pursuing continuous learning opportunities and embracing career-

long learning as professional ethics (AACTE,2010)

10. establishing a conducive learning environment where learners can

freely express themselves and explore their potentials and capacities

IMPLICATIONS TO PRE-SERVICE
TEACHER PREPARATION
There is a need to understand the key elements of
optimum curricula that will help pre-service teachers
develop the dispositions, habits of mind and confidence to
enable students to develop 21st Century skills in a range of
core academic subject areas.

Since schools get rid of a one-size-fits-all system,

therefore, preservice teachers are expected to play an
active role indeveloping and organizing content and
instruction for their students.
IMPLICATIONS TO PRE-SERVICE
TEACHER PREPARATION

AACTE (2010) asserts that a 21st Century approach to

curriculum is about more than just adding an extra course
or extra class time in the curriculum. 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.
 INSTRUCTIONAL MODELS
Instructional models are an important componentofany teacher
preparation program, AACTE (2010) pointedout that the integration of
innovative and research-proven teaching strategies, modern learning
technologies and real-world resources and contexts are all imperative in:

1. Integrating "TEACH FOR UNDERSTANDING" principles.

2. Creating rich practice teaching experience
3. Creating dynamic learning communities and peer mentoring networks
4. Examining the role of content, pedagogy and technologies in
developing higher order thingking skills.
Teacher preparation programs can play a vital role in developing
education leaders who understand and can influence current trends in
assessment.
 LEARNING ENVIRONMENTS
The learning environment
within the teacher
preparation program is a key component of any
systemic reform initiative.

PARTNERSHIPS

Partnerships are extraordinarily important in

the work of transforming 21st Century teacher
preparation programs. Along the line, team
work within the program and the institution is
Imperative for sustainability and development.

 CONTINUOUS IMPROVEMENT

Continuous improvement represents

willingness to commit to revisiting the process
over time.

Thank you
- DOC. ROMMEL DC. MALLARI