LIVING WATER ESSENTIAL COLLEGE INC

VALUES, ARTS AND LANGUAGE SCHOOL

PALOMARIA, BONGABON, NUEVA ECIJA

LESSON TITLE: Learning Activities to Develop 21st Century Skills

LEARNING OBJECTIVES:
 Plan at least 1 to 2 activities that will facilitate for the development of 21st Century Skills in your
lessons; and
 Justify at least one of those activities in the class.

Introduction
You are now in Lesson 3. This is quite exciting because you are dealing with learning activities to
develop 21st century skills! Surely, you will enjoy this. Have fun!

Concept Note:

4Cs of 21st Century Learning and Technology

The key competencies of 21st Century Learning are identified and recognized by many reputable organizations
and scholars not only in the educational setting but in the whole world of real work and life.
Kivunja (2015) viewed 4Cs as ‘super skills’ for the 21st century: Creativity, Communication, Critical
Thinking, and Collaboration. He presented that 4Cs is the New Learning Paradigm since teaching to the
students who will become well- equipped with 21st-century skills.
This new learning paradigm is articulated by the Partnership for the 21 st Century Skills (P21, 2019) known as
Rainbow or Framework for 21st Century Learning in which illustrated below:

https://images.app.goo.gl/xMZVxeeBfwDhErbS8

The 4Cs also known as learning and innovation skills are placed at the apex of the Rainbow or Framework for
21st Century Learning in order to provide learners the skills and attributes they each need to meet their own
goals. These skills are what learners learn about mental processes required to adapt and improve upon the
increasingly complex life and modern work environments. These include critical thinking and problem solving
(solving problems), communication (understanding and communicating ideas), collaboration (working with
others), and creativity (producing high-quality work).

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On the right portion of the rainbow is how the Information, Media, and Technology (IMT) skills play in the
context of nowadays trends and phenomena. In this contemporary world, digital tools and resources printed
rapid growth and change the development of humanity. The ability of the learners to collaborate, contribute, and
think critically to an unprecedented scale of educational technology are accentuated in a form of IMT literacy
skills. Stauffer (2020) discussed that IMT skills are concerned with a different element in each digital
comprehension such as Information Literacy (Understanding facts, figures, statistics, and data), Media Literacy
(Understanding the methods and outlets in which information is published), and Technology Literacy
(Understanding the machines that make the Information Age possible).

Life and career skills are positioned at the left portion to develop thinking skills, content knowledge, and social
and emotional competencies. As such, learners must learn the intangible elements of life to exist and survive
based on the recent competitive phenomenon and necessary requirement to achieve the desired job. The
essential skills include are flexibility and adaptability, initiative and self-direction, social and cross-cultural
skills, productivity and accountability, and leadership and responsibility.

At the heart of the rainbow is the key subjects or core skills in which the learners are grounded with the basic
knowledge and mainly concentrate the efforts on the three “Rs” – reading, writing, and arithmetic.
The four pillars of contemporary learning are Standards and Assessments, Curriculum and Instruction,
Professional Development, and Learning Environments.

STUDENT’S ACTIVITY

▪What did you understand about the 4Cs of 21st Century Skills as illustrated above?

▪What are the considerations using infographic?

▪What do you think is the paramount result of the 4Cs ‘super skills’ to the digital teaching and learning process?

▪When can you say that digital tool is not effective? What other factors may contribute and affect learning?

▪As a teacher, how can you apply this knowledge information to maximize learning?

References: Technology for Teaching and Learning, Edition 2, published 2001.

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