MODULE 2

21ST CENTURY SKILL CATEGORIES

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
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 preservice teacher preparation.
6. Draw relevant life lessons and significant values from
the personal experience in attaining 21st Century skills.
7. Analyze research abstract on the 21st Century skills
and its implications on the teaching learning process.
8. Craft a curriculum plan matrix imbued with 21st
Century Learning outcomes
CONCEPT EXPLORATION

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.

The 21st Century Skills

 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
 Oral and written communication, public speaking and
presenting, listening
 Leadership, teamwork, collaboration, cooperation, virtual
workspaces
 Information and communication technology (ITC) literacy,
media and internet literacy, visual interpretation, data
interpretation and analysis, computer programming
 Civic, ethical, and social-justice literacy
 Economic and financial literacy, entrepreneurialism
 Global awareness, multicultural literacy, humanitarianism
 Scientific literacy and reasoning, the scientific method
 Environmental and conservation literacy, ecosystems
understanding
  Health and wellness literacy, including nutrition, diet,
exercise, and public health and safety

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 SEVEN SURVIVAL SKILLS

The Seven Survival Skills encompass; critical thinking and
problem solving, collaboration and leading by influence, agility
and adaptability, initiative and entrepreneurialism, effective
oral and written communication, accessing and analyzing
information, curiosity and imagination.
 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. 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.

Skill Sub- skills

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

Skill Sub- skills

2. Reason Use various types of reasoning (inductive,
effectively deductive, etc.) as appropriate to the 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,
judgements arguments, claims and beliefs.
and
Analyze and evaluate major alternative points of
decisions
view
Synthesize and make connections between
information and arguments.

Interpret information and draw inclusions based on

the best analysis
Reflect critically on learning experiences and
processes

Skill Sub- skills

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

1. Communicate Articulate thoughts and ideas effectively using oral
clearly written and non-verbal communication skills in a
variety of forms and contexts.
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
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

1. Work Establish clear definitions and agreements on the
together roles of partners in the collaborative process
effectively
Keep communication open within teams to carry
in team
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

1. Think Use wide range of idea creation techniques, such as
creatively brainstorming
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 idea to
creatively others effectively
with others
Be open an open and responsive to new and
diverse perspectives; incorporate group input and
feedback into the work
View failure as an opportunity to learn; understand
that creativity and innovation is a long-term, cyclical
process of small success and frequent mistakes

Skill Sub- skills

3. Element Act on creative ideas to make a tangible and useful
innovations contribution to the field in which the innovation will
occur
 INFORMATION, MEDIA AND TECHNOLOGY SKILLS

(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.
SKILLS SUB-SKILLS
2. Access and Access information efficiently (time) and
evaluate effectively (sources)
information
Evaluate information critically and competently

SKILLS SUB-SKILLS
4. Use and Use information accurately and creatively for
manage the issue or problem at hand
information
Manage the flow of information from a wide
variety of sources
Apply a fundamental understanding of the
 ethical/legal issues surrounding the access 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
2. Analyze Understand both how and why media messages
media are constructed, and for what purposes

Apply a fundamental understanding of the

ethical/legal issues surrounding the access and use
of media

SKILL SUB-SKILLS
4. Create Understand and utilize the most appropriate
media media creation tools, characteristics and
products conventions
Understand and effectively 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
2. Apply Use technology as a tool to research,
technology organize, evaluate, and communicate
effectively information
Apply fundamental understanding of
ethical/legal issues surrounding the access
and use information technologies
D.
LIFE AND CAREER SKILLS. Today’s life and work
environments both require more than thinking skills and content
knowledge. (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).

Flexibility and Adaptability

SKILL SUB-SKILLS
2. Adapt Adapt to varied roles, job responsibilities,
to schedules and contexts
 change
Work effectively in a climate of ambiguity and
changing priorities

SKILL SUB-SKILLS
4. Be Incorporate feedback effectively
flexible

Understand, negotiate and balance diverse views

and beliefs to reach workable solutions,
particularly in multicultural environments

INITIATIVE AND SELF DIRECTION

SKILL SUB-SKILLS
2. Manage Set goals with tangible and intangible success
goals criteria
and
time
Balance tactical ( short-term) and strategic (long
term) goals
Utilize time and manage workload effeciently

SKILL SUB-SKILLS
 4. Work Monitor, define, prioritize, and complete
independently tasks without direct oversight

SKILL SUB-SKILLS
6. Be self- Go beyond basic mastery skill and/or
directed curriculum to explore and expand one’s own
learner learning and opportunities to gain expertise
Demonstrate commitment to learning as
lifelong process
Demonstrate integrity and ethical behavior in
using influence and power

SKILL SUB-SKILLS
7. Be Act responsibly with the interests of the
responsible larger community in mind consider others’
ideas and viewpoints 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
2. Interact Know when it is appropriate to listen and
effectively when to speak
 with
others
Conduct one’s self in a respectable,
professional manner

SKILL SUB-SKILLS
4. Work Respect cultural differences and work
effectively effectively with people from a range of social
in diverse and cultural backgrounds
teams
Leverage social and cultural differences to
create new ideas and increase both
innovation and quality of work
PRODUCTIVITY AND ACCOUNTABILITY
SKILL SUB-SKILLS
2. Manage Set and meet goals, even in the face of
projects obstacles and competing pressures

Prioritize, plan and manage work to achieve the

intended result

SKILL SUB-SKILLS
4. Produce Demonstrate additional attributes associated
results 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
- Collaborate and cooperate effectively with
teams
- Respect and appreciate team diversity
- Be accountable for results

LEADERSHIP AND RESPONSIBILITY

SKILL SUB-SKILLS
2. Guide Use interpersonal and problem-solving skills to
and influence and guide others toward a goal
lead
others
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
4. Be Act responsibly with the interest of the
responsible larger community in mind
 to others

THE 21ST CENTURY SKILLS IN TEACHING-LEARNING PROCESS

The 21st Century support systems.

(1) 21st Century standards; (2) assessments; (3) curriculum and instruction; (4)
professional development; and (5) learning environments.

21ST CENTURY STANDARDS

• Focus on 21st century skills, content knowledge and expertise

• Build understanding across and among core subjects as well as
21st century interdisciplinary themes
• Emphasize deep understanding rather than shallow knowledge
• 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
• Allow for multiple measures of mastery

ASSESSMENT OF 21ST CENTURY SKILLS

• Supports a balance of assessments, including high-quality standardized

testing along with effective formative and summative classroom
assessments
• Emphasizes useful feedback on student performance that is embedded
into everyday learning
• Requires a balance of technology-enhanced, formative and summative
assessments that measure student mastery of 21st century skills
• Enables development of portfolios of student work that demonstrate
mastery of 21st century skills to educators and prospective employers
• Enables a balanced portfolio of measures to assess the educational
system’s effectiveness in reaching high levels of student competency in 21st
century skills
 21st Century Curriculum and INSTRUCTION

• Teaches 21st century skills discretely in the context of core subjects and
21st century interdisciplinary themes
• Focuses on providing opportunities for applying 21st century skills 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

21ST CENTURY PROFESSIONAL DEVELOPMENT

• 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
• Balances direct instruction with project-oriented teaching methods
• Illustrates how a deeper understanding of subject matter can actually
enhance problem-solving, critical thinking, and other 21st century skills
• Enables 21st century professional learning communities for teachers that
model the kinds of classroom learning that best promotes 21st century skills for
students
• Cultivates teachers’ ability to identify students’ particular learning styles,
intelligences, strengths and weaknesses
• 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
• Supports the continuous evaluation of students’ 21st century skills
development
• Encourages knowledge sharing among communities of practitioners,
using faceto-face, virtual and blended communications
• Uses a scalable and sustainable model of professional development
21ST CENTURY LEARNING ENVIRONMENT
• Create learning practices, human support and physical environments that will
support the teaching and learning of 21st century skill outcomes
• Support professional learning communities that enable educators to
collaborate, share best practices and integrate 21st century skills into classroom
practice
• Enable students to learn in relevant, real world 21st century contexts (e.g.,
through project-based or other applied work)
• Allow equitable access to quality learning tools, technologies and resources
• Provide 21st century architectural and interior designs for group, team and
individual learning
• Support expanded community and international involvement in learning, both
face-to-face and online

IMPLICATIONS TO EDUCATORS

The advent of 21st Century skills enhancement among learners bring the
following implications to educators in:
• Successfully aligning technologies with content and pedagogy and developing the ability to
creatively use technologies to meet specific learning needs,
• Aligning instruction with standards, particularly those standards that embody 21st century
knowledge and skills,
• Balancing direct instruction strategically with project-oriented teaching methods,
• 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),
 • Participating actively in learning communities; tapping the expertise within a school or
school district through coaching, mentoring, knowledge-sharing, and team teaching,
• Acting as mentors and peer coaches with fellow educators,
• Using a range of strategies (such as formative assessments) to reach diverse students and to
evaluate student performance and differentiate instruction (including but not limited to
formative assessments) to reach diverse students.
• Participating actively in learning communities; tapping the expertise within a school or
school district through coaching, mentoring, knowledge-sharing, and team teaching.
• Acting as mentors and peer coaches with fellow educators,
• Using a range of strategies (such as formative assessments) to reach diverse students and to
create environments that support differentiated teaching and learning.

INSTRUCTIONAL MODELS
Instructional models are an important component of any teacher
preparation program.
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 developing
higher order thinking skills. The ability to teach for content mastery is a challenging
task for most preservice 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 21 st
Century knowledge and skills; and.
(5) enables a balanced score card to assess the educational system's effectiveness

Learning Environments
The lea rning e nvironme nt w ithin the te ac he r pre pa ra tion progra m
is a ke y component of any systemic reform initiative. Determining the enabling
structures, policies and strategies that can best support 21 s t Century skills
acquisition among pre-service teachers is a step towards creating a kind of
environment that will promote 21st Century learning.