Module 2:

21st Century
Skill
Categories
Group 2
Learning Outcomes
1. Identify the categories of 21st Century skills

2. Apply the 21st Century skills in preparing, planning and delivering a lesson

3. Cite ways on how to enhance the 21st Century skills of learners

4. Explain how 21st Century skills be integrated in the teaching-learning process

5. Cite implications of 21st Century skills to educators and to pre-service teacher preparation

6. Draw relevant life lessons and significant values from the personal experience in attaining 21st
Century skills

7. Analyze research abstract on 21st Century skills and its implications on the teaching-
learning process

8. Craft a curriculum plan matrix imbued with

21st Century learning outcomes
21st Century
Skills
 - 21st 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 workplaces. Thus, it can be
applied in all academic subject areas and
educational settings throughout a
student’s life.
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

13. health and wellness literacy, including nutrition,

diet, exercise, and public health and safety
Framework for 21st
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.
 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.
 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

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
today's world.
 The Partnership for 21st Century
Skills presents the following sets
of skills that are categorized
accordingly with different strands
of expected outcomes.
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.
 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
Establish clear definitions and agreements on the
1. Work roles of partners in the collaborative process

together Keep communication open within teams to carry out

tasks
effectively in
team Carefully identify obstacles and address problems
cooperatively

Use various types of reasoning (inductive,

deductive, etc.) as appropriate to the situation
2. Reason
effectively Use systems thinking
Analyze how parts of a whole interact with each
other to produce overall outcomes in complex
systems
 Skill Sub-skills
Effectively analyze and evaluate evidence,
arguments, claims and beliefs

3. Make
Analyze and evaluate major alternative points of
view

judgement Synthesize and make connections between

information and arguments

and Interpret information and draw conclusions

decision
based on the best analysis

Reflect critically on learning experiences and

processes
 Skill Sub-skills
Solve different kinds of non-
familiar problems in both
4. Solve conventional and innovative ways

problems Identify and ask significant

questions that clarify
various points of view and
lead to better solutions
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
Articulate thoughts and ideas effectively using oral, written and
1. Communicate nonverbal communication skills in a variety of forms and contexts

clearly 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
 Skill Sub-skills
Use digital technologies (computers, PDAs, media
players, GPS, etc.), communication/networking
1. Communicate
tools and social networks appropriately to access
clearly
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
 c. Collaboration. It entails
demonstrating ability to work
effectively and respectfully
with diverse teams.
 Skill Sub-skills
Establish clear definitions and agreements
1. Work on the roles of partners in the collaborative
together process

effectively in
Keep communication open within
team
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
Use a wide range of idea creation
techniques, such as creatively
brainstorming
1.Think
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
Develop, implement and communicate
2. Work
new ideas to others effectively
creatively with
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
 Skill Sub-skills

Act on creative ideas to make a

3. Implement tangible and useful contribution
innovations to the field in which the
innovation will occur
 INFORMATION, MEDIA AND
TECHNOLOGY SKILLS People in
the 21st 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.
 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
Access information
1. Access and efficiently (time) and
evaluate effectively (sources)
information
Evaluate information
critically and
competently
 Skill Sub-skills
Use information accurately and
creatively for the issue or problem at
hand

2. Use and
Manage the flow of
manage information from a wide
information variety of sources

Apply a fundamental understanding of

the ethical/legal issues surrounding
the access and use of 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 creation
tools, characteristics and
conventions.
 Skill Sub-skills
Understand both how and why media
messages are constructed, and for
what purpose

1. Analyze Examine how individuals interpret messages

media differently, how values and points of view
are included or excluded, and how media
can influence beliefs and behaviors

Apply a fundamental understanding of

the ethical/legal issues surrounding
the access and use of media
 Skill Sub-skills

Understand and utilize the most

appropriate media creation tools,
2. Create media characteristics and conventions
products
Understand and effectively utilize
the most appropriate expressions
and interpretations in diverse,
multi-cultural environments
 C. Technology Literacy. It
pertains to the use of
technology as a tool to
research, organize, evaluate
and communicate information.
 Skill Sub-skills
Use technology as a tool to research,
organize, evaluate and communicate
information

1. Apply Use digital technologies (computers, PDAs, media

technology players GPS, etc.), communication/networking tools
and social networks appropriately to access,
effectively 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
 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
Flexibility and
Adaptability
 Skill Sub-skills
Adapt to varied roles, job
1. Adapt to responsibilities;
change schedules and contexts

Work effectively in a
climate of ambiguity and
changing priorities
 Skill Sub-skills
Incorporate feedback
effectively

2. Be flexible
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
Set goals with tangible and
intangible success criteria

1. Manage goals
and time Balance tactical (short-term)
and strategic (long-term) goals

Utilize time and

manage workload
efficiently
 Skill Sub-skills

2. Work Monitor, define,

independently
prioritize and
complete tasks
without direct
oversight
 Skill Sub-skills
Go beyond basic mastery of skills and/or
curriculum to explore and expand one's own
learning and opportunities to gain expertise

3. Be self- Demonstrate initiative to

directed
advance skill levels towards a
learner
professional level

Demonstrate commitment to learning

as a lifelong process

Demonstrate integrity and ethical

behavior in using influence and power
 Skill Sub-skills

Act responsibly with the interests

of the larger community in mind
4. Be responsible
Consider others' ideas and view
to others
points Look for others' welfare and
safety in all circumstances Assist
others in times of their downfalls
and setbacks
SOCIAL AND CROSS-
CULTURAL SKILLS
 Skill Sub-skills
Know when it is
1. Interact appropriate to listen and
effectively when to speak
with others
Conduct one's self in a
respectable,
professional manner
 Skill Sub-skills
Respect cultural differences and work
effectively with people from a range of
social and cultural backgrounds
2. Work
effectively in Respond open-mindedly to
diverse teams 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
Set and meet goals, even
1. Manage in the face of obstacles
projects and competing pressures

Prioritize, plan and

manage work to achieve
the intended result
 Skill Sub-skills
Demonstrate additional attributes associated with
producing high quality products, including the abilities to:
-Work positively and ethically

2. Produce - Manage time and projects effectively

results
- 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

LEADERSHIP AND
RESPONSIBILITY
 Skill Sub-skills
Use interpersonal and problem-solving
skills to influence and guide others toward
a goal

1. Guide and Leverage strengths of others

lead 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
 Skill Sub-skills

4. Be responsible
Act responsibly with the
to others interests of the larger
community in mind
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 of 21st
Century skills:
 1.) 21st Century standards;

2.) assessments;

3.) curriculum and instruction;

4.) professional development;

5.) learning environments.

 1. 21st Century Standards

1.1 Focus on 215 Century skills, content knowledge and expertise

1.2 Build understanding across and among core subjects, as well as 21st
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 21st 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 21st Century skills
 2.4 Enables development of portfolios of student
work that demonstrate mastery of 21st 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 21st
Century skills
 3. 21st Century Curriculum and Instruction

3.1 Teaches 21st Century skills discretely in the context of core subjects
and 21st Century interdisciplinary themes

3.2 Focuses on providing opportunities for applying 21st Century skills

across content areas and for a competency-based approach to learning

3.3 Enables innovative learning 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
 4. The 21st Century Professional Development

4.1 Highlights ways teachers can .seize opportunities for

integrating 21st 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 21st
Century skills
4.4 Enables 21st Century professional learning communities
for teachers that model the kinds of classroom learning that
best promotes 21st 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'
21st 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
 5. The 21st Century Learning Environments

5.1 Create learning practices, human support and

physical environments that will support the teaching
and learning of 21st Century skill outcomes

5.2 Support professional learning communities that

enable educators to collaborate, share best practices
and and integrate 21st Century skills into classroom
practice
 5.3 Enable students to learn in relevant, real-world 21s
Century contexts le.g., through project-based or other
applied work)

5.4 Allow equitable access to quality learning tools, 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
 Implications to
Educators
The advent 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 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

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

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 conducive learning

environment where learners can freely express themselves and explore their
potential and capacity
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% Century skills 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.
 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 and career skills in
the context of all academic
subjects and across
interdisciplinary themes.
 An effective 21st Century skills
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, modern learning technologies
and real-world resources and contexts
are all imperative in:
 Integrating "teach for
understanding" principles.

1. 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. Creating rich practice
teaching experiences.
2.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 21st
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
supports a range of high-quality standardized testing along formative
and summative assessment

emphasizes useful feedback on student performance

requires balanced technology-enhanced, formative and summative

assessments;

enables development of student portfolios that demonstrate mastery

of 21st Century knowledge and skills

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 ánd can
influence current trends in assessment through:

research and evaluation test for innovative

approaches

21st Century knowledge and skills assessment

strategies

mastery of a wide range of student assessment

methods.
 Determining the enabling structures, policies and strategies that can best support 21st
Century skills acquisition among pre-service teachers is a step towards creating a kind of
environment that will promote 21st Century learning. The following are initiatives in creating
21st Century teacher education learning environment

Establish a 21st Century vision for learning environments in the

program and the university

Ensure that the physical infrastructure supports 21s Century

knowledge and skills

Practice flexibility in time for project-based work and competency-

based assessment

Ensure technical infrastructure that sufficiently supports learning

Strengthen networking engagement in the learning environment.

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

Clearly identify measurable goals

Track progress regularly against these goals

Communicate progress to all stakeholders

Engage all participants in refining and improving

success over time (AACTE, 2010).
 Twenty-first century
skills: A needs
assessment of school-
based agricultural
education teachers
Weeks
 Preparing students to be career-and-work
ready is a concern of educators and schools
nationwide. Twenty-first century skills
prepare students to enter the workforce or
higher education with the ability to think
critically and creatively, collaborate with
others, take the initiative when approached
with a task, and use technology to its fullest
potential. If students are not learning the
skills needed for success, it is because
educators and schools are not teaching them.
THANK YOU!
Group Members:
AIRA JELINE RAMOS

MARY LIZZIE CRUZ

ROWELL STA MARIA

Group leader:
FERNANDEZ JOSHUA S.