CONTENT: Unit 3.

21st CENTURY SKILL CATEGORIES

TIME ALLOTMENT: Week 6-10
INTENDED LEARNING OUTCOMES:
At the end of the unit, the pre-service teacher can:
a. Explain the different categories of 21st century skills;
b. demonstrate teaching strategies that promote the development of 21 st century literacy
skills in a particular subject area.

A. Learning Skills (the 4C’s)

Teach students about the mental processes required to adapt and improve upon a
modern work environment.

1. Critical Thinking
This is the intellectually disciplined process of actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and/or evaluating information gathered from, or
generated by observation, experience, reflection, reasoning, or communication as a
guide to belief and action.
Critical thinking is the ability to think clearly and rationally, understanding the logical
connection between ideas. In essence, critical thinking requires you to use your ability
to reason. It is about being an active learner rather than a passive recipient of
information.
Critical thinkers rigorously question ideas and assumptions rather than accepting
them at face value. They will always seek to determine whether the ideas, arguments
and findings represent the entire picture and are open to finding that they do not.
In more everyday language, it is a way of thinking about whatever is presently
occupying your mind so that you come to the best possible conclusion.
a. Top Critical Thinking Skills
 Analysis - the ability to collect and process information knowledge.
 Interpretation - concluding what the meaning of processed information is.
 Inference - assessing whether the knowledge you have is sufficient and reliable.
 Evaluation - the ability to make decisions based on the available information.
 Explanation - communicating your findings and reasoning clearly.
 Self-Regulation - the drive to consistently monitor and correct your ways of
thinking.
 Open-Mindedness - taking into account other possibilities and points of view.
 Problem-Solving - the ability to tackle unexpected problems and resolve
conflicts.
b. Steps of Critical Thinking
 Identify the problem or question.
Be as practical as possible; the narrower the issue, the easier it is to find
solutions or answers.
 Gather data, opinions and arguments.
Try to find several sources that present different ideas and points of view.
 Analyze and evaluate the data.
Are the sources reliable? Are their conclusions data-backed or just an
argumentation? Is there enough information or data to support given
hypotheses?
 Identify assumptions.
Are you sure the sources you found are unbiased? Are you sure you weren’t
biased in your search for answers?
 Establish significance
What piece of information is most important? Is the sample size sufficient? Are
all opinions and arguments relevant to the problem you’re trying to solve?
  Make a decision/reach a conclusion.
Identify various conclusions that are possible and decide which of them are
sufficiently supported. Weigh strengths and limitations of all possible options.
 Present or communicate.
Once you’ve reached a conclusion, present it to all stakeholders.

2. Creativity
Creativity is the ability to think about a task or a problem in a new or different way, or
the ability to use the imagination to generate new ideas. It enables you to solve complex
problems or find interesting ways to approach tasks. If you are creative, you look at
things from a unique perspective. You can find patterns and make connections to find
opportunities.
Creativity is a valuable workplace skill because it can be a useful tool for developing
new ideas, increasing efficiency and devising solutions to complex problems. While you
may have natural creativity skills in certain forms, it is a skill that can be learned and
developed overtime.
a. Examples of creativity skills.
There are several kinds of creative skills that you can practice to be more creative.
Used in combination, they can be effective in helping you think differently about a
problem or a task. They include the following:
 Making connections
When you are creative, you find connections between different ideas and use
those connections to solve problems. Something you read or something
someone says connects with the problems and you see it in a new way. Being in
a different environment or experiencing something for the first time can also
create connections that help you view tasks differently.
 Asking questions
Being creative sometimes allows you to challenge accepted or conventional
wisdom. You may wonder why you do a task a certain way, or why you have to
follow specific procedure. There maybe times when the reason is no longer
relevant, but everyone is used to doing it that way. This allows you to look for
better ways to do that task or revise the procedures to make them more
relevant.
 Making observations
You can discover fresh ways of doing things by observing the world around
you. Watching how people work can inspire you to think of ways to help them be
more efficient. Paying close attention to how people use products or services can
help you see how they will function, and then you can devise ways to improve
them.
 Networking
When we are creative, we can usually enjoy a diverse company and network
with people who are unlike themselves. Being around people from different
backgrounds can expose you to new ideas and inspire creative thinking.
 Experimenting
Bringing out your creativity may help you experiment. No matter how unusual
an idea might be, a creative person is writing to test it and see if it works. They
see failure as an opportunity to learn and improve to develop this skill, keep
working on a problem, adjusting and rethinking your ideas until you find a
solution.
b. How to improve creativity skills
 Try to circle challenge
Draw twenty circles then set a stopwatch for thirty seconds. Make each circle a
unique picture before the timer ends. This exercise forces you to think about the
 same thing in different ways. Repeat it periodically to see how your thoughts
change overtime.
 Use a sketchpad
Drawing or writing down ideas can help you process information. If you are
listening to a presentation, you could sketch something relevant to what you are
hearing. This can help you remember the things being said.
 Read regularly
Reading is one way to mentally exercise. Exploring fiction sounds, can
introduce you to interesting creative concepts such as complex worlds,
storylines, puzzles, and characters. Another easy way to practice mentally
challenging games and puzzles is by using an app on your phone or another
mobile device.
 Write
Try recording your thoughts in a journal at the end of each day. Writing
encourages you to think critically about your daily experiences and ideas.
 Exercise
Taking care of your physical and mental health can help in an optimal position
to practice and apply creative thinking. Adding regular exercise, if even for 20-30
minutes two to three times per week, is one way to be your best self at work.

3. Collaboration
Collaboration is the practice of working together to achieve a common goal. It means
working together with one or more people to complete a project or task or develop
ideas or processes.
It is critical for students at this time and age to hone the ability to collaborate and
contribute. Collaboration encompasses most, if not all, of the 21 st Century Skill set.
Communication, interpersonal and intercultural skills are very ingredients to effective
collaboration.
Collaboration is important because whether students realize it or not, they’ll
probably work with other people for the rest of their lives.
Virtually every job requires to work with another person at some point, even if it’s for
something as simple as what to get for lunch. Practicing collaboration helps students
understand how to address a problem, pitch solutions, and decide the best course of
action. It is also helpful for them to learn that other people don’t always have the same
ideas that they do. As students practice collaboration more and more, they’ll learn that
they have almost none of the same ideas that others do. This can affect students in one
of two ways. First, it could discourage them since nobody seems to agree with them that
often. Second, it could embolden them because they realize they’re bringing something
unique to every conversation.
As a teacher, encourage students to look at themselves through that second lens.
That way, students learn that they should speak up when they have an idea. Some of
their peers may have strong, opinionated reactions, but it’ll teach them to speak up
when they’re working with others.

4. Communication
Communication is the key to social integration. It enables people to share ideas,
express their feelings and contribute to discussions and debates. In most cases,
language poses a significant barrier to communication between different cultures or
communities.
Communication in the 21st century has significantly changed as compared to
communication in the 20th and 19th centuries. Keeping in touch with one another has
been the trademark of the 21st century. In this century, there are various forms of
communications that meant to connect people to each other. For example, text
 messaging is a phenomenon of the 21st century. When use effectively, messaging can be
a very crucial means of communicating and relaying information between people.
a. Classroom strategies to develop communication skills.
 Oral communication
Oral communication skills are needed to exchange information, persuade or
explain. Students may excel at casual oral communication with peers, but this is
sometimes difficult to translate into a professional or technical setting. To help
students gain confidence in their oral communication skills, consider the
following strategies:
- Create opportunities for students to present in a public format. Audience should
vary and not only include peers. Encourage them to utilize technology and media
as a tool to enhance their presentation, rather than a tool to read from.
- Teach your students how to create an “elevator pitch” to be effective and
concise in their speech.
- Hold debates in your classroom on topics relating to the content. Rather than a
traditional one-to-one format, have students sit in a circle. They can each take
turns making opening statements, rebuttals, and closing statements.
 Written communication
Written communication skills in the workplace are needed to write memos,
emails, and reports. Students need to see the connection between classroom
writing and practical applications.
The following strategies can make the connection more concrete for students:
- Connect all writing assignments to something relevant and practical. This will not
only improve engagement but will prepare students for writing in the workplace.
- Ask students to write in a variety of formats, especially business and persuasive
writing. Formats can include letters, technical writing, proposals, advertising,
flyers and blog posts.
- Include digital writing assignments to further improve 21st Century Skills. Blogs
and wikis can be used to share student writing.
- Encourage students to reflect at the end of a learning experience or activity. As
part of experiential learning, reflection will improve critical thinking skills, along
with writing.
 Interpersonal communication
Interpersonal communication or social communication skills are needed to
interact with one another. Students can leave school with a mastery of the
content yet lack the ability to communicate and collaborate with others.
Interpersonal communication includes the ability to communicate and read
emotions, motivation and behaviors in a social context.
To enhance students’ interpersonal communication skills, try the following
strategies:
- Create diverse groups during classroom activities. This will encourage students to
share different perspectives and develop listening skills.
- Provide opportunities for students to communicate in virtual formats such as
email or messaging. Virtual formats will challenge students to communicate with
group members in a clear and concise manner.
- Practice listening skills by encouraging eye contact, observing body language,
and asking questions.
- Project-based activities can be used to foster the development of team building.

B. Literacy Skills
Focus on how students can discuss facts, publishing outlets, and the technology behind
them. There’s a strong focus on determining trustworthy resources and factual information
to separate it from the misinformation that floods the internet.
1. Information literacy
This is the ability to find, evaluate, organize, use and communicate information in all
its various formats, most notably in situations requiring decision making, problem
solving, or the acquisition of knowledge. It is essential for academic success, effective
functioning in the workplace and participation in society as knowledgeable citizens.
a. The four facets of information literacy
These are the four specific skills that help define the practice of information
literacy.
 Information technology fluency
This forms the basic core of information literacy, and encompassing such skills
as information organization, database searching, web navigation, digital
citizenship, and computer literacy. When students are fluent in these skills, the
change of cognitive overload is reduced when being introduced to the other
facets of information literacy.
 Ways of thinking
Librarians generally teach ways of thinking about information in the context of
evaluating information.
However, within a course, these skills are also being addressed anytime a
teacher focuses on critical thinking, critical literacy and disciplinary literacy. This
is why co-teaching and collaboration between librarians and teachers is very
important.
 Problem solving
This facet of information literacy fits neatly into inquiry-based, problem-based
or project-based learning, all of which are problem-focused. Lessons that
incorporate web quests, original research projects, maker activities or complex
games are examples where problem solving with information takes place.
 Communication
Communication may very well be the culmination of the other three facets of
information literacy. Whether synthesizing information to communicate new
ideas in a research paper, a classroom debate, a workplace presentation, or
social media, a successful communication within a variety of contexts is the
ultimate assessment of an information literate person.

2. Media Literacy
Media literacy is the ability to identify different types of media and understand the
messages they’re sending. Kids take in a huge amount of information from a wide array
of sources, far beyond the traditional media (TV, radio, newspapers and magazines) of
most parents’ youth. There are text messages, memes, viral video, social media, video
games, advertising and more. But all media shares one thing. Someone created it. It was
created for a reason. Understanding that reason is the basis of media literacy.
a. Importance of media literacy
Specifically it helps kids;
- Learn to think critically.
As kids evaluate media, they decide whether the messages make sense, why
certain information was included, what wasn’t included and what the key ideas
are. They learn to use examples to support their opinions.
- Become a smart consumer of products and information.
It helps kids learn how to determine whether something is credible. It also helps
them determine the “persuasive intent” of advertising and resist the techniques
marketers use to sell products.
- Recognize point of view.
 Every creator has a perspective. Identifying an author’s point of view helps kids
appreciate different perspective. It also helps put information in the context of
what they already know or think they know.
- Create media responsibly.
Recognizing your own point of view, saying what you want to say how you
want to say, and understanding that your messages have an impact is key to
effective communication.
- Identify the role of media in our culture.
From celebrity gossip to magazine covers to memes, media is telling us
something, shaping our understanding of the world, and even compelling us to
act or think in certain ways.
- Understand the author’s goal.
What does the author want you to take away from a piece of media? Is it
purely informative, is it trying to change your mind, or is it introducing you to
new ideas you’ve never heard of? When kids understand what type of influence
something has, they can make informed choices.

3. Technology literacy
This is the ability to safely, responsibly, creatively and effectively use appropriate
technology tools to access, manage, integrate, evaluate, create and communicate
information.
a. Ways to teach digital literacy
 Emphasize the importance of critical thinking.
The majority of media we consume today comes from online sources, some of
which are more credible than others. Today’s students are more susceptible to
subliminal messages, misinformation and fake news. With this in mind, a huge
part of teaching digital literacy is helping students become critical consumers of
information. Start by encouraging students to ask questions and then find
answers by going straight to the source and checking for objectivity.
 Use social media for learning and collaborating.
Today’s students are already active on social media, and in many cases they
may already be more adept at using it than their teachers. So, the focus
shouldn’t be on introducing students to the ins and outs of social media, but on
demonstrating how it can be used in an educational context.
Example, Facebook can be used to connect and collaborate with their peers.
 Provide guidance on how to avoid plagiarism.
Students may be at risk of plagiarism even without meaning to. An important
aspect of becoming digitally literate is learning how to avoid plagiarism by taking
good notes, using citations and quotes, and properly supporting a discussion
with references.
 Teach students to manage their online identity.
Regardless of whether we consciously manage it or not, we all leave a digital
footprint and have an online identity. Students who have grown up using social
media are more likely to take it for granted that their data is stored online and as
a result, may not give us much thought to safeguarding their privacy, reading
privacy policies and being as respectful in their online interactions as they would
be in person.
Learning how to safeguard privacy online but also how to share the right
information and content are important aspects of a well-rounded digital literacy
education.
 Help students manage digital distractions.
Digital tools and online resources have made learning more effective in many
ways, but they have also brought new distractions with them. So, the ability to
 manage distractions while utilizing digital tools for learning and professional
purposes is another digital literacy skill that should not be overlooked. Some
examples of distraction – management strategies include taking tech breaks
throughout the day, muting notifications while studying, using productivity tools,
and setting goals around technology use.
 Provide authentic contexts for practice.
Another important part of teaching digital literacy is finding ways for students
to practice using technology in ways that mirror its real world uses, whether this
means giving students opportunities to practice building their own websites and
apps, or respectfully engage in online discussions.
For example, when teaching students about the importance of managing their
online identity, you could have them research online to find out what a potential
employer would see. Follow up with a discussion about their findings and have
them list some of the things they were proud of and the things they like to
change.
 Guide students out of their comfort zone.
We all have a comfort zone when it comes to technology, but if we want
students to become innovative and well-rounded users of technology, it is
important to guide them out of their comfort zone whenever possible.
For example, some students may already be adept at communicating in short
and distinct paragraphs and hashtags on Twitter or Instagram, so moving out of
their comfort zone might mean sharing their opinion through a more in-depth
blog post.

C. Life Skills
Life skills are abilities for adaptive and positive behavior that enable humans to deal
effectively with the demands and challenges of life. This concept is also termed as
psychosocial competency.
1. Flexibility
Flexibility is the thinking skill that focuses on a child’s ability to adapt to new
situations, improvise, and shift strategies to meet different types of challenges.
It is the ability to adjust to changes in your life, without creating stress or drama. Being
flexible in life means that you can change your plans and adapt to new situations easily.
a. How to be more flexible
 Focus on your core values
Using your core values and your organization’s culture as anchor points will
help you to decide what you can and can’t agree to when you receive an
unexpected request.
 Be open-minded
You’ll likely find it easier to understand and manage a situation if you look at it
from different perspectives. Listen and understand the views of the other people
involved.
 Develop your skill set
If you don’t make an effort to learn new skills, you’ll likely find that when an
unexpected event does occur, you won’t be equipped to deal with it.
Stay curious about what’s going on around you. Keep up-to-date with new
trends/issues by reading up on the latest innovations and research and broaden
your knowledge.
 Be optimistic
Looking on the bright side and focusing on the positive will help you to stay
resilient and focused. A break of change in your routine could be an opportunity
to learn new skills or to work with different colleagues, new clients or new
suppliers.
  Stay calm
When expectations shift suddenly, it can be disconcerting and you might find
that you start to feel anxious. Counter the effects of stress by taking steps to
restore calm.
 Plan ahead
Even you can’t predict the future, you can still plan for the unexpected.
Anticipating the next new development, measuring risks and preparing for them
are key skills.
 Have a strong support network
Having a strong and stable team around you is essential in times of flux. It means
that no matter the difficulties you are facing, you have people who you can rely
on to support you.

2. Leadership
Leadership skills are the strengths and abilities individuals demonstrate that help the
oversee processes, guide initiatives and steer their employees toward the achievement
of goals.
a. Why are leadership skills so important?
Recent studies have found leadership quality to be a significant determinant of an
organization’s success. Organizations with strong leaders experience better overall
organizational performance, high levels of customer satisfaction, organizational
productivity, financial skims and product quality. Effective leadership also has a
positive impact on employee retention, performance, engagement and morale.
b. Essential leadership skills
 Self-development
Because businesses today operate at breakneck speed, leadership should
prioritize a half-hour a week to focus on themselves, whether what means
learning something new or taking time to plan for the week ahead.
Self-development might also mean setting aside time each week to prioritize
what you want to achieve in the week ahead. According to Bullock, “Think about
what’s most important for you and your team in the upcoming week and set
strategy actions to accomplish them.”
 Team development
Equally as important as your development is the development of your team
members. Bullock adds, “Some of the most successful managers today are
adopting a leadership approach that enhances developing partnerships with
employees.”
 Strategic thinking and acting
Harvard Business Review found that a strategic approach to leadership was 10
times more important to the perception of effectiveness than other behaviors it
studied. Strategic thinkers take a broad, long-range approach to problem-solving
and decision making that involves objective analysis, thinking ahead and
planning.
 Ethical practice and civic-mindedness
Leaders set the standard for teams based on their values. Bullock says, “The
things you talk about, do and allow all become part of your team’s culture.” He
adds, “If you are talking about ethics and doing the right thing, your team will
pick up on that – what you value gets valued by your team.”
 Innovation
For businesses to keep pace in today’s competitive workplace, innovation needs
to be an organizational priority, and this type of culture starts at the top. Bullock
says “Innovation is a good way for leaders to change things up and try something
new – which sometimes leads to great ideas and better methods.”
3. Initiative
Initiative is the ability to be resourceful and work without always being told what to
do. It requires resilience and determination. People who show initiative demonstrate
they can think for themselves and take action when necessary. It means using your head
and having the drive to achieve.
Initiative is a self-management skill and self-management is one of five key life and
work skills for young professional.
a. Importance of initiative
Using your initiative makes you a desirable candidate for jobs and opportunities as
you are showing you can think for yourself, as well as proving that you will continue
to develop and grow in your role. Initiative will allow you to get ahead of the
competition and ensure you’re up to date with what’s going on in your career
sector. People who show good initiative often win awards and promotions as they
generate exciting and beneficial ideas.
b. Ways to take initiative at work
 Be proactive
You can be proactive by anticipating what work needs to be done and doing it
before you are asked to. Use your knowledge of the job to determine whether
you have the competencies to make decisions on your own or whether you
should present your ideas to your supervisors before proceeding.
 Find opportunities for improvement
You can take initiative by looking for opportunities for improvement. For
example, if you interact with the public and get consistent feedback from clients,
you could look for patterns in issues clients encounter. You can use this feedback
to highlight weak points in current company practices and advocate for positive
change within the company.
 Voice your ideas
Sharing your ideas at meetings or individually with colleagues and supervisors
is another way to take initiative at work. Expressing your opinion can help you
establish your voice within the company and build your reputation as an
employee who actively looks for solutions.
 Be decisive
You may find yourself faced with challenging decisions where there are several
courses of action you could take. To show initiative, be decisive and choose the
best way to proceed. Come up with a few simple solutions to a problem, weigh
the pros and cons of each solution and choose which course of action will work
best.
 Improve systems, procedures and policies
If you notice that a policy is outdated, a great way to take initiative is to review
it and make suggestions on how it can be updated. To make sure the updated
policy is comprehensive, you could draft a new version of the policy and have
members of your department review it and give their input before officially
implementing it.
 Address and prevent problems
Recognize and work to solve problems. By actively addressing issues, you can
help improve your workplace and sharpen your problem-solving skills. When
confronted with an issue, ask yourself questions to find the root cause of the
problem. You can brainstorm independently or work collaboratively with
colleagues to find the best solution to the problem.
 Be prepared for meetings
 Attending meetings with suggestions and questions prepared demonstrates
that you’ve taken the initiative to put time and thought into the meeting’s
purpose.
 Set realistic standards
You can set achievable standards by taking initiative only on tasks that you
have time, energy and resources to contribute to. For example, you could help a
colleague brainstorm how to improve a policy but allow that colleague to draft
and implement the updated policy on his own.

4. Productivity
Productivity is the ability to create a product using these skills: setting and meeting
goals, prioritizing needs, managing time, working ethnically, collaborating and
cooperating with colleagues and clients. According to Mark Twain, “Productivity is not
just about getting work done, but the efficiency and consistency that is involved.”
a. Tips for a productive life
 Make a to-do list
Try to write out a list every morning just before you begin the day or at night
before.
 Give yourself small rewards for completing big tasks
Little rewards don’t have to be about money or things, get creative and find
small ways to motivate yourself.
 Find ways to break up your work day (or night)
It’s good to break up tasks that take a long time or that are physically demanding
in any way. For example, if you are a photographer and you have about five
hours of editing to do. Work for three hours, then give yourself a snack or paint
your nails. Then finish that work. You’ll feel better.
 Avoid addictive time-wasting activities
Facebook can be a trap. Smart phone or internet games can also get super
addictive. Avoid these when you’re trying to get something done. It’s ok to need
a mental break, but don’t get sucked.
 Get as much done early in the day as you can
Start your day with a bang. The momentum will keep you rolling. Then you
have the evening hours to relax and unwind.
 Tackle that really tough to-do first
Once it’s done, it’s done. Just do it and you’ll feel better. You’ll only have the
easy stuff left to do.
 Showcase your success
This is a motivation for the future. It’s ok to feel super proud when you
complete a tough goal or finish a super long to-do test. Celebrate – you did it.
 Tell someone your goals
You can tell anybody a personal goal and then you share progress. Decide who
you want to tell, just tell someone.
 Be realistic
We all need breaks. Plan to come back to difficult or frustrating tasks later.
Sometimes a task turns out to be more physically demanding than we thought.
Be honest with yourself. Take a break if you need. Just be sure to make a specific
plan to come back to the project, maybe seek out help if you need.
 Make goal setting habit
Let goal setting become a routine and positive part of your everyday life.

5. Social Skills
A social skills is any competence facilitating interaction and communication with
other where social rules and relations are created, communicated, and changed in
verbal, non-verbal ways. The process of learning these skills is called socialization. Lack
of such skills can cause social awkwardness.
A person has strong social skills if he has the knowledge of how to behave in social
situations and understand both written and implied rules when communicating with
others.
a. Important social skills
 Observation
The ability to observe serves you well in a professional setting. Though it comes
naturally to some and is closely associated with people who are slightly
introverted, anyone can develop this trait by trying to pay attention to what is
going on in the lives of people around him, in both educational and professional
environments.
Observing how others behave in given situations can help you understand
complex concepts such as group dynamics, group mentality, relationships
between others, non-verbal communication and a general understanding of
colleagues and their personality.
 Active listening
It is the ability to pay attention to a person when he is communicating with you
without interrupting or losing focus you can improve your active listening skills
by avoiding distractions while communicating, focusing only on the speaker and
demonstrating that you understand what the other person is saying through
your body language and by expressing your concern or appreciation.
 Conflict resolution
This is your ability to see a problem for what it is and devise a workable
solution to solve it. For example, if there is misunderstanding between two co-
workers and they come to you for help, you should focus on the root cause of
the issue and then work to solve this problem rather than get involved in the
arguing.
 Empathy
Closely connected to observation skills is the ability to empathize with people
and situations. Empathy is the ability to identify and understand how another
person is feeling in any given situation. Good empathy skills can result in better
relationships in the workplace.
 Written and verbal communication
These are two important components of effective social skills. When you write
or verbally communicate, you are expressing yourself to another person. It is
important to use clear language, as well as proper spelling and grammar, when
communicating to ensure an effective portrayal of what you want to say.
 Mirroring
This is a very useful skill for those whose jobs involve having to deal with
people on irregular basis such as in sales, health care and client relations.
Mirroring is the act of copying the body language and emotions of the person
you care talking to in order to make him feel comfortable and understood. It can
also help build rapport and foster an agreement with the other person.
 Cooperation
It is the ability to work well with others towards the common goal. This is
important for those who work as part of a team on projects on the workplace.
 Relationship management
This is the ability to foster, grow and maintain relationship. This skill is
important in customer service and other positions that require you to work
directly with clients.
SUGGESTED ACTIVITIES
A. Choose one 21st Century Skill category (Learning skills, Literacy skills or Life skills) and
answer the following questions:
1. Why do you prefer this category?
2. How will the skills in this category help you as a pre-service teacher and future
educator?
3. What possible problems will be met in observing/applying the skills in this category?

B. Write a reflection paper on what you have learned from this unit.

Prepared by:

BERNARDITA B. MANALO
Instructor