Module 2: 21st Century Skill Categories

Prepared by: Abule , Polixranio Jr. G. Antong , Sarrah Jane A. Ambasing , Cheremie D.

Let’s think… How has our world has changed?.

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Learning outcomes:. Identify the categories of 21 st Century Skills Apply the 21 st Century skills in preparing, planning and delivering a lesson Cite ways on how to enhance the 21 st Century skills of learners Explain how 21 st Century skills be integrated in the teaching-learning process Cite implications of 21 st Century skills to educators and pre-service teacher preparation.

Concept exploration:. 21 st Century Skills - refer to a broad set of knowledge, skills, work habits, and character traits that are deemed necessary in coping with today’s world and future careers and workplace..

the 21 st Century skills. The 21 st Century skills may include the following: critical thinking , problem solving, reasoning, analysis, interpretation, synthesizing information; research skills and practices, interrogative questioning; creativity, artistry, curiosity, imagination , innovation, personal expression; Perseverance, self-direction, planning, self-discipline, adaptability, initiative;.

5. oral and written communication, public speaking, presenting and 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..

Framework for 21 st century. Learning and Innovation Skills Core Subjects and Life and 21st Century Themes Career Skills Standards and Assessments Curriculum and Instruction Professional Development Learning Environments Information, Media, and Technology SkillS 1 Figure 1 - P21 Framework for 21st Century Learning.

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: critical thinking and reasoning collaboration across networks and leading by influence agility and adaptability Initiative and entrepreneurialism effective oral and written communication Accessing and analyzing information; and curiosity and imagination.

The partnership for 21 st century skills presents the following sets of skills that are categorized accordingly with different strands of expected outcomes.

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. Work together effectively in team Establish clear definition and agreements on the roles of partners in the collaborative process Keep communication open within team to carry out tasks Carefully identify obstacles and address problems cooperatively.

B. Media Literacy- it underscores understanding both new and why media messages are constructed, creating media products by understanding and utilizing the most appropriate media creation tools, characteristics and conventions..

Skills Sub-Skills 2. Create media products Understand and utilize the most appropriate media creation tools, characteristics and conventions Understand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-cultural environments.

C. Technology Literacy- it pertains to he use of technology as a tool to research, organize, evaluate and communicate information..

D. Life and Career Skills - Cultivating the ability to navigate the complex life requires students to develop the following life and career skills:.

Flexibility and Adaptability. Skill Sub-Skills 1. Adapt to change Adapt to varied roles, job responsibilities, schedules and contexts Work effectively in a climate of ambiguity and changing priorities 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.

Initiative and self-direction. Skill Sub-Skills 1. Manage goals and time Set goals with tangible and intangible success criteria Balance tactical (Short-term) and strategic (long-term) goals Utilize time and manage workload efficiently 2. Work independently Monitor, define, prioritize and complete task without direct oversight 3. Be self-directed learner Go beyond basic mastery of skills and/or curriculum to explore and expand 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 behavior in using influence and power.

Social and cross-cultural skills. Skill Sub-Skills 1. Interact effectively with others Know when it is appropriate to listen and when to speak Conduct one’s self in a respectable, professional manner 2. Work effectively in diverse teams Respect cultural differences and work effectively with people from a range of social and cultural backgrounds 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.

Productivity and accountability. Skill Sub-Skills 1. Manage projects Set and meet goals, even in the face of obstacles and competing pressures Prioritize, plan and manage work to achieve the intended result 2. Produce results Demonstrate additional attributes associated with producing high 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.

Leadership and responsibility. Skill Sub-Skills 1. Guide and lead others Use interpersonal and problem solving skills to influence and guide 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 behavior in using influence and power 2. Be responsible to others Act responsibly with the interests of the larger community in mind.

Integrating 21 st Century Skills in Teaching-Learning Process The 21 st Century support systems. The following elements are the critical systems necessary to ensure students mastery of 21 st Century skills:.

WHAT ARE 21 ST CENTURY STANDARDS?. Focuses on 21 st century skills, content knowledge and expertise. Builds understanding across/among core subjects as well as 21 st century interdisciplinary themes. Emphasizes deep understanding rather than shallow knowledge. Engages students with real world data, tools, and experts they will encounter in college, on the job, and in life. Allows for multiple measures of mastery..

Assessment of 21 st Century Skills. Supports a balance of assessments, including high quality standardized testing along with effective formative and summative classrooms assessments. Emphasizes useful feedback on student’s performance that is embedded into everyday learning. Requires a balance of technology-enhanced, formative and summative assessment that measure student mastery of 21 st century skills. Enables development of portfolios of student work that demonstrate mastery of 21 st century skills to educators and prospective employers. Enables a balance portfolio of measures to assess the educational systems effectiveness in reaching high levels of student competency in 21 st century skills (AACTA, 2010).

21 ST CENTURY CURRICULUM & INSTRUCTION. Teaches 21 st century skills discretely in the context of core subjects and 21 st century interdisciplinary themes. Focuses on providing opportunities for applying 21 st century skill across content areas and for a competency-based approach to learning. Enables innovative learning methods that integrate the use of supportive technologies, inquiry and problem-based approaches and higher order thinking skills. Encourages the integration of community resources beyond school walls (AACTE, 2010.).

THE 21 ST CENTURY PROFESSIONAL DEVELOPMENT. Balances direct instruction with project-oriented teaching methods. Illustrates how a different understanding of subject matter can enhance problem solving, critical thinking, and other 21 st century skills. Cultivates teachers’ ability to identify students’ particular learning styles, intellegencies , strenghths and weaknesses. Supports the continuous evaluation of students’ 21 st centuries development..

THE 21 st century learning environment. Create learning practices, human support and physical environments that will support the teaching and learning of 21 st Century skill outcomes Support professional leaning communities that enable educators to collaborate, share best practices and integrate 21 st Century skills into classroom practice Enable students to learn in a relevant, real world 21 st Century contexts.

Implications to educators. The advent of 21 st Century Skill enhancement among learners bring the following implications to educators in: Successfully complementing technologies to content and pedagogy and developing the ability to creatively and use technologies to meet specific learning needs Aligning instruction with standards, particularly those that embody 21 st century knowledge and skills Balancing direct instruction strategically with project-oriented teaching method Applying child and adolescent development knowledge to educator preparation and education policy Acting as mentors and peer coaches with fellow educators.

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 21 st Century Skills in range of core academic subject areas. AACTE (2010) asserts that 21 st 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 21 st Century Skills..

*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, modern learning technologies and real world resources and contexts are all imperative in: Integrating “ teach for understanding” principles Creating rich practice teaching experiences Creating dynamic learning communities and peer mentoring networks Examining the role of content, pedagogy and technologies in developing higher-order thinking skills.

*Learning Environments- the learning environment within the teacher preparation program is a key component of any systemic reform initiative. The following are initiatives in creating 21 st Century teacher education learning environment: 1. Establish a 21 st Century vision for learning environments in the program and the university 2. Ensure that 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- are extraordinarily important in the work in transforming 21 st Century teacher preparation programs. Along the line, teamwork within the program and the institution is imperative for sustainability and development. *Continuous Improvement- represents willingness to commit to revisiting the process over time. For AACTE (2010), any implementation effort should include continuous improvement steps: Clearly identify measurable goals Track progress regularly against these goals Communicate progress to all stakeholders Engage all participant in refining an improving success over time (AACTE,2010).