EDUC 18: Building and Enhancing New Literacies Across the Curriculum

Module 2: 21ST CENTURY SKILL CATEGORIES

LEARNING OUTCOMES

1. Identify the categories of 21" Century skills

2. Apply the 21" Century skills in preparing. planning and delivering a lesson
3. Cite ways on how to enhance the 21" Century skills of learners
4. Explain how 21" Century skills be integrated in the teaching-learning process
5. Cite implications of 21" Century skills to educators and to pre-service teacher preparation
6. Draw relevant life lessons and significant values from the personal experience in attaining 21" Century
skills
7. Analyze research abstract on 21 Century skills and its implications on the teaching learning process
8. Craft a curriculum plan matrix imbued with 21 Century learning outcomes.

CONCEPT EXPLORATION

21" 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 21" Century Skills

The 21 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-21st century-skills).

Framework for 21 Century

According to the Partnership for 21 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.
EDUC 18: Building and Enhancing New Literacies Across the Curriculum

The 21 Century skills concept is grounded on the belief that students must be educated 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, 21" 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 "21" Century skills" refers to certain core competencies, such as collaboration, digital
literacy, critical thinking, and problem on solving that schools need to teach the students for them to
thrive in today’s world.
The Partnership for 21 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 21" 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.
EDUC 18: Building and Enhancing New Literacies Across the Curriculum

Skill Sub- Skills

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

Skill Sub- Skills

2. Reason Use various types of reasoning (inductive, deductive, etc.) as appropriate to the
effectively 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 analyze and evaluate evidence, arguments, claim and beliefs
judgments Analyze and evaluate major alternative points of view
and decisions Synthesize and make connections between information and arguments
Interpret information and draw conclusions based on the be analysis
Reflect critically on learning experiences and processes

Skill Sub- Skills

4. Solve Solve different kinds of non-familiar problems in both conventional and innovative
problems ways
Identify and ask significant questions that clarify various point of view and lead to
better solutions

B. Communication. This pertains to articulating thoughts and idea effectively using oral and written
communication skills in a variety forms and contexts.
Skill Sub- Skills
1. Articulate thoughts and ideas effectively using oral, written and nonverbal
Communicate 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
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
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contributions made by each team member

C. Collaboration. It entails demonstrating ability to work effectively and respectfully with diverse
teams.
Skill Sub- Skills
1. Work Establish clear definitions and agreements on the roles of partners in the
together collaborative process
effectively in Keep communication open within teams to carry out tasks
team 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
Creativel brainstorming
y 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

2. Work Develop, implement and communicate new ideas to others effectively
creatively with Be open and responsive to new and diverse perspectives; incorporate group
others 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

3. Implement Act on creative ideas to make a tangible and useful contribution to the field in
innovations 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.

Therefore, to be effective in the 21st Century, everyone must be able to exhibit a range of
functional and critical thinking skills related to 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.
EDUC 18: Building and Enhancing New Literacies Across the Curriculum

Skill Sub- Skills

1. Access and Access information efficiently (time) and effectively (sources)
evaluate Evaluate information critically and competently
information

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

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 Understand both how and why media messages are constructed, and for what purposes
media Examine how individuals interpret messages 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

2. Create Understand and utilize the most appropriate media creation tools, characteristics and
media 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
1. Apply Use technology as a tool to research, organize, evaluate and communicate information
technology Use digital technologies (computers, PDAS, media players, GPS, etc.),
effectively 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.

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).
EDUC 18: Building and Enhancing New Literacies Across the Curriculum

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

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

INITIATIVE AND SELF-DIRECTION

Skill Sub- Skills
1. Manage Set goals with tangible and intangible success criteria
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, prioritize and complete tasks without direct oversight
independently

Skill Sub- Skills

3. Be self Go beyond basic mastery of skills and/or curriculum to explore and expand one's own learning
directed and opportunities to gain expertise
learner 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

Skill Sub- Skills

4. Be responsible Act responsibly with the interests 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

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

Skill Sub- Skills

2. Work Respect cultural differences and work effectively with people from a range of social and
effectively in cultural backgrounds
diverse teams Respond open-mindedly to different ideas and values
EDUC 18: Building and Enhancing New Literacies Across the Curriculum

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 Set and meet goals, even in the face of obstacles and competing pressures
projects Prioritize, plan and manage work to achieve the intended result

Skill Sub- Skills

2. Produce Demonstrate additional attributes associated with producing high quality
results 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

LEADERSHIP AND RESPONSIBILITY

Skill Sub- Skills
1. Guide and Use interpersonal and problem-solving skills to influence and guide others toward a goal
lead others Leverage strengths of others to accomplish a common goal
Inspire others to reach their very best via example and self-lessness
Demonstrate integrity and ethical behavior in using influence and power.

Skill Sub- Skills

2. Be responsible Act responsibly with the interests of the larger community in mind
to others

Integrating 21" Century Skills in Teaching-Learning Process

The 21" Century support systems. The following elements are the critical systems necessary to
ensure student mastery of 21 Century skills: (1) 21 Century standards; (2) assessments; (3) curriculum
and instruction; (4) professional development; and (5) learning environments. These must be aligned to
produce a support system that produces 21st Century outcomes for today's students (Partnership for
21st 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 21st Century interdisciplinary
themes
EDUC 18: Building and Enhancing New Literacies Across the Curriculum

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 is embedded into everyday learning that is
embedded into everyday learning.
2.3 Requires a balance of technology-enhanced, formative and summative assessments that measure
mastery of 21st Century skills student
2.4 Enables development of portfolios of student work that demonstrate mastery of 21st Century skills
to educator and prospective employers
2.5 Enables a balanced portfolio of measures to assess the educational system's effectiveness in
reaching high level of student competency in 21st Century skills (AACTI 2010),

3. 21st Century Curriculum and Instruction

3.1 Teaches 21" Century skills discretely in the context of core subjects and 21st Century
interdisciplinary themes
3.2 Focuses on providing opportunities for applying 21 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 (AACTE, 2010)

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
EDUC 18: Building and Enhancing New Literacies Across the Curriculum

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 (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 21st 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 Enable students to learn in relevant, real-world 21 Century contexts (e.g.. through project-based or
other applied work)
5.4 Allow equitable access technologies and resources to quality learning tools
5.5 Provide 21" 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 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
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) 5.
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 range of strategies (such as
formative a assessments) to reach diverse students and to create environments that support
differentiated teaching and learning pursuing continuous learning opportunities and embracing
9. 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

EDUC 18: Building and Enhancing New Literacies Across the Curriculum

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. 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 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 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:

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 21st Century skills in classroom practice.
4. Examining the role of content, pedagogy and technologies in 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 21st 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
EDUC 18: Building and Enhancing New Literacies Across the Curriculum

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

Learning environments. The learning environment within the teacher preparation program is a
key component of any systemic 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 a kind of environment that will promote 21st Century learning.

The following are initiatives in creating 21st Century teacher education learning environment:
(1) Establish a 21st Century vision for learning environments in the program and the university; (2)
Ensure that the physical infrastructure supports 21st 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 21st

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 21st
Century.

Continuous improvement. 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: (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)