Module 2:

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21 CENTURY SKILL CATEGORIES

CONCEPT EXPLORATION

21st Century skills refer to a broad seat of knowledge, skills, work habits, and character traits that are
deemed necessary in Coping with today’s world and future careers and workplaces. Thus, it can be
applied in all academic subject areas and educational settings throughout a student's life.

The 21st Century Skills

The 21st Century skills may include the following: (1) Critical thinking, problem-solving, reasoning,
analysis, interpretation, synthesizing information; (2) research skills and practices interrogative
questioning; (3) creativity, artistry, curiosity, imagination, innovation, personal expression; (4)
perseverance, self-direction, planning, self-discipline, adaptability, initiative; (5) oral and written
communication, public speaking and presenting, listening; (6) leadership, teamwork, collaboration,
cooperation, facility in using virtual workspaces; (7) information and communication technology (ICT)
literacy, media and internet literacy, data interpretation and analysis, computer programming; (8) civic,
ethical, and social justice literacy: (9) economic and financial literacy, entrepreneurialism: (10) global
awareness, multicultural literacy, humanitarianism; (11) scientific literacy and reasoning, the scientific
method; (12) environmental and conservation literacy, ecosystem understanding; and (13) health and
wellness literacy, including nutrition, diet, exercise, and public health and safety (http
//thoughtfullearning. com/resources/what-are-21stcentury-skiis).

Framework for 21% 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.

The 21st Century skills concept is’ grounded on the belief that students must be educated in a
more relevant, useful, in-demand and universally applicable manner. The idea simply lies in the fact that
students need to be taught different skills and reflect on the -specific demands that will be placed upon
them in a complex, competitive, knowledge-based, information-age and technology-driven society.
Therefore, 21st Century education addresses the whole child or the whole person (AACTE, 2010).

Hence, the curriculum should be designed to be interdisciplinary, integrated and project-based.

Tony Wagner (2010), in his book “The Global Achievement Gap”, advocated the seven survival skills,
namely: (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.

The term “21st Century skills” refers to certain core competencies, such as collaboration, digital
literacy, critical thinking, and problem solving that schools need to teach the students for them to thrive
in s today’s world.

The Partnership for 21% Century Skills presents the following sets of skills that are categorized
accordingly v with different strands of expected outcomes.

Learning and Innovation Skills

These are the primary skills orchestrated in the 21 st 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-skills
1. Work together Establish clear definitions and agreements on the roles of partners in the
effectively in collaborative process
team Keep communication open within teams to carry out tasks
Carefully identify obstacles and address problems cooperatively
https://www.thebalancecareers.com

Skill Sub-skills
2.Reason Use various types of reasoning (inductive, deductive, etc.) as appropriate to
effectively the situation.
Use systems thinking
Analyze how parts of a whole interact with each other to produce overall
outcomes in complex systems.

Skill Sub-skills
3. Make Effectively analyse and evaluate evidence, arguments, Claims and beliefs
judgment and Analyze and evaluate major alternative points of view
decisions Interpret information and draw conclusions on the best analysis
Reflect Critically on learning experiences and processes
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(Partnership for 21 Century skills, 2008)

Skill Sub-skills
4. Solve Solve different kinds of non-familiar problems in both conventional and
Problems innovative ways
Identify and ask significant questions that clarify various points of view and
 lead to better solutions
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(Partnership for 21 Century skills, 2008)

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-skills
1. Communicate Articulate thoughts and ideas effectively using oral, written and nonverbal
clearly communication skills in a variety of forms and contexts
Listen effectively to decipher meaning, including knowledge, values, attitudes
and intentions
Use communication for a range of purposes (e.g. to inform, instruct, motivate
and persuade)
Utilize multiple media and technologies, and judge their effectiveness a priori,
as well as assess their impact
Communicate effectively in diverse environments (including multi-lingual)
Use technology as a tool to research, organize, evaluate and communicate
information
Use digital technologies (computers, PDAs, media players, GPS, etc.),
communication/networking tools and social networks appropriately to access
Exercise flexibility and willingness in making necessary compromises to
accomplish a common goal
Assume shared responsibility for collaborative work, and value the individual
contributions made by each team member
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(Partnership for 21 Century Skills, 2008)

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

Skill Sub-skills
1. Work together Establish clear definitions and agreements on the roles of partners in the
effectively in collaborative process
team Keep communication open within teams to carry out tasks
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.

Skill Sub-skills
1. Think Use a wide range of idea creation techniques, such as brainstorming
creatively Create new and worthwhile ideas (both incremental and radical concepts)
Elaborate, refine, analyze and evaluate their own ideas in order to improve
and maximize creative efforts
Skill Sub-skills
1. Think Develop, implement and communicate new ideas to others creatively
creatively with effectively
 others Be open and responsive to new and diverse perspectives, incorporate group
input and feedback into the work
Demonstrate originality, and inventiveness in work and understand the real
world limits to adopting new ideas
View failure as an opportunity to learn; understand that creativity and
innovation is a long-term, cyclical process of small successes and frequent
mistakes
{Partnership for 27" Century Skills, 2008)

Skill Sub-skills
3. Implement Action creative ideas to make a tangible and useful contribution to the field in
innovations which the innovation will occur
(Partnership for 27" Century Skills, 2008)

INFORMATION, MEDIA AND TECHNOLOGY SKILLS

People in the 21% century live in a technology and media saturated 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 21" Century, everyone must be able to exhibit a range of
functional and critical thinking skills related for information, media and technology (AACTE, 2010).

A. Information Literacy It refers to accessing and evaluating information critically and

competently and managing the flow of information from a wide variety of sources

Skill Sub-skills
1.Access and Access information efficiently (time) and effectively (sources)
Evaluate Evaluate information critically and competently
information
(Partnership for 21st Century Skills, 2008)

Skill Sub-skills
2.Use and Use information accurately and creatively for the issue or problem at hand
manage Manage the flow of information from a wide variety of sources
information Apply a fundamental understanding of the ethical/legal issues surrounding
the access and use of information
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(Partnership for 21 Century Skills, 2008)

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 creation tools, characteristics and conventions.

Skill Sub-skills
1. Analyze media Understand both how and why media messages are constructed, and 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 behaviours
 Apply a fundamental understanding of the ethical/legal issues surrounding
the access and use of media
(Partnership for 21st Century Skills, 2008)

Skill Sub-skills
2. Create media Understand and utilize the most appropriate media creation tools,
products characteristics and conventions
Understand and effectively utilize the most appropriate expressions and
interpretations in diverse, multi-cultural environments
(Partnership for 21* Century Skills, 2008)

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

evaluate and communicate information.

Skill Sub-skills
1.Apply Use technology as tool to research, organize, evaluate and communicate
technology information
effectively 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
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(Partnership for 21 Century Skills, 2008)

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-skills
1. Adapt to Adapt to varied roles, job responsibilities, schedules and contexts
change Work effectively in a climate of ambiguity and changing priorities
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(Partnership for 21 Century Skills, 2008)

Skill Sub-skills
2. 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 multi-cultural environments
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(Partnership for 21 Century Skills, 2008)

INITIATIVE AND SELF-DIRECTION

Skill Sub-skills
 1.Manage goals Set goals with tangible and intangible success criteria
and time Balance tactical (short-term) and strategic (long-term) goals
Utilize time and manage workload efficiently
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(Partnership for 21 Century Skills, 2008)

Skill Sub-skills
2. Work Monitor, define, prioritize and complete tasks without direct oversight
independently
(Partnership for 21st Century Skills, 2008)

Skill Sub-skills
3.Be self- Go beyond basic mastery of skills and/or curriculum to explore and expand
directed learner one’s own learning and opportunities to gain expertise
Demonstrate initiative to advance skill levels towards a professional level
Demonstrate commitment to learning as a lifelong process
Demonstrate integrity and ethical behaviour in using influence and power
(Partnership for 21st Century Skills, 2008)

Skill Sub-skills
4.Be responsible Act responsibly with the interest of the larger community in mind
to others Consider others’ ideas and view points
Look for others’ welfare and safety in all circumstances
Assist others in times of their downfalls and setbacks
(Partnership for 21st Century Skills, 2008)

SOCIAL AND CROSS-CULTURAL SKILLS

Skill Sub-skills
1.Interact Know when it is appropriate to listen and when to speak
effectively with Conduct one’s self in a respectable, professional manner
others
Partnership for 21st Century Skills, 2008)

Skill Sub-skills
2.Work Respect cultural differences and work effectively with people effectively from
effectively in a range of social and cultural backgrounds
diverse teams Respond open-mindedly to different ideas and values
Leverage social and cultural differences to create new ideas and increase both
innovation and quality of work
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(Partnership for 21 Century Skills, 2008)

PRODUCTIVITY AND ACCOUNTABILITY

Skill Sub-skills
1.Manage Set and meet goals, even in the face of obstacles and competing projects
projects pressures
Prioritize, plan and manage work to achieve the intended result
Skill Sub-skills
2. Produce Demonstrate additional attributes associated with producing results thigh
 quality products, including the abilities to:
- Work positively and ethically
- Manage time and projects effectively
- Multi-task
- 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
- Be accountable for results
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(Partnership for 21 Century Skills, 2008)

LEADERSHIP AND RESPONSIBILITY

Skill Sub-skills
1.Guide and lead Use interpersonal and problem-solving skills to influence and guide others
others toward a goal
Leverage strengths of others to accomplish a common goal
Inspire others to reach their very best via example and selflessness
Demonstrate integrity and ethical behaviour in using influence and power
st
(Partnership for 21 Century Skills, 2008)

Skill Sub-skills
2. Be responsible Act responsibly with the interests of the larger community in mind
to Others
(Partnership for 21st Century Skills, 2008)

Integrating 21st Century Skills in Teaching-Learning Process

The 21st Century support systems. The following elements ere the critical systems necessary to
ensure student mastery of 21st Century skills: (1) 21st Century standards; (2) assessments; (3) curriculum
and instruction; (4) professional development; and (5) learning environments These must be aligned to
produce a support that produces 21% Century outcomes for today’s students for 21% Century Skills,
2008).

1. 21st Century Standards

1.1 Focus on 21st Century skills, content knowledge and expertise
1.2 Build understanding across and among core subjects, as well as 21 st 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

2. Assessment of 21* Century Skills

 2.1 Supports 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 21 st Century skills
2.4 Enables development of portfolios of student work that demonstrate mastery of 21 st

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 student competency in 21 st Century skills (AACTE, 2010)

3. 21st Century Curriculum and instruction

3.1 Teaches 21st Century skills discretely in the context of core subjects and 21 st Century
interdisciplinary themes
3.2 Focuses on providing opportunities for applying 214 Century skills across content areas and
for a competency based approach to learning
3.3 Enables innovative leaning 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)

4. The 21" Century Professional Development

4.1 Highlights ways teachers can seize opportunities for integrating 21 st 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 21% Century skills
4.4 Enables 21* Century professional learning communities for teachers that model the kinds of.
classroom learning that best promotes 21° 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 .
4.7 Supports the continuous evaluation of students’ 21 st 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)

5. The 21st Century Learning Environments .

5.1 Create learning practices, human support and physical environments that will support the
teaching and learning of 21* Century skill outcomes
5.2 Support professional learning communities that enable educators to collaborate, share best
practices and integrate 21st Century skills into classroom practice
5.3 Enabie students Century contexts to learn in relevant, real-world 21 st century context (e.g.,
 through project-based or other applied work)
5.4 allow equitable access to equality learning tools, technologies and resources
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

The advert of 21st Century skill enhancement among learners, bring the following implications to
educators in:
1. successfully complementing technologies to content and pedagogy and developing the
ability to creatively use technologies to meet specific learning needs.
2. aligning instruction with standards, particularly those that embody 21 st 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 evaluate Student performance and differentiate
instruction (including fut 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
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, h bits of mind and confidence to enable students to develop 21° ry its
in a range of core academic subject areas.

Since schools get rid of a one size-fits-all system, therefore, pre-service teachers are expected to
play an active role in developing and organizing content and instruction for their students.

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 develop and use curriculum for deep understanding and mastery of
academic subject knowledge and 21st Century skills
 As a starting point, a teacher education program can be aligned with student and teacher
standards in ways that blend thinking and innovation skills, ICT literacy, and life end career skills in the
context of all academic subjects and across interdisciplinary themes.

An effective 21st Century skis approach to curriculum, in other words is designed for
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.

Instructional models. Instructional models are’ an important component of any teacher

preparation program. AACTE (2010) pointed out that the integration of innovative and research-proven
teaching strategies, modem learning technologies and real-world resources and contexts are all
imperative in:

1. Integrating “teach for understanding” principles. 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.

2. Creating rich practice teaching experiences. Strong practice teaching experiences allow pre-
service teachers to connect theory and practice.

3. Creating dynamic learning communities and peer mentoring networks. Pre-service teachers
benefit greatly from service-learning as part of their experiential learning courses. it provides
time to reflect on relevant pedagogic strategies that enhance 21% Century skills in classroom
practice.

4. Examining the role of content, pedagogy and technologies in developing higher-order

thinking skills. The ability to teach for content mastery is a challenging task for most pre-service
teachers. Teaching for content mastery (1) supports a range of high-quality standardized testing
along formative and summative assessments; (2) emphasizes useful feedback on student
performance; (3) requires balanced technology enhanced, formative and summative
assessments; (4) enables development of student portfolios that demonstrate mastery of 21%
Century knowledge and skills; and (5) enables a balanced score card to assess the educational
system's effectiveness.

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 (2) 21st Century knowledge and skills assessment; and (3) mastery of a wide range of student
assessment methods.

Learning environments. The learning teacher preparation program is a key component of any
system, 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 & kind of
environment that will promote 21st Century learning

The following are initiatives in creating 21 st Century teacher, education teaming environment:
(1) Establish a 21st Century vision learning environments in the program and the university; (2) Ensure
what the physical infrastructure supports 21 st Century knowledge and skills: (3) Practice flexibility in time
for project-based work and competency-based assessment; (4) Ensure technical infrastructure that
sufficiently supports learning; and (5) Strengthen networking engagement in the learning environment.

Partnerships. Partnerships are extraordinarily important in the work of transforming 21 st

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 21 st Century.

Continuous improvement. Continuous improvement represents willingness to commit to

revisiting time. For AACTE (2010), any implementation effort should 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)