First Edition May 2020 100 Copies

Price : Unpriced e-Publication, not for sale

PUBLISHED BY The Secretary, Central Board of Secondary Education, Shiksha Kendra,

2, Community Centre, Preet Vihar, Delhi - 110092

COVER DESIGN, LAYOUT

AND PRINTED BY : Laxmi Print India, 556, G.T. Road, Shahdara, Delhi-110032

Note: Several Internet resources have been referred for the images, cartoons, facts etc present in this Handbook , only for
educational purpose not for any commercial use. All possible efforts have been done to trace the owners of copyright material. We would be
glad to hear from those whom we have not been able to trace, and from whom no response received. All such sources, the writers and creators
of the images, facts and cartoons are also gratefully acknowledged.
Acknowledgements
Patrons:
• Sh. Ramesh Pokhriyal ’Nishank’, Minister of Human Resource Development,
Government of India
• Sh. Sanjay Dhotre, Minister of State for Human Resource Development, Government
of India
• Ms. Anita Karwal, IAS , Secretary, Department of School Education and Literacy,
Ministry of Human Resource Development, Government of India

Advisory and Creative Inputs:

• Our gratitude to Ms. Anita Karwal, IAS, for her advisory and creative inputs for this
Handbook during her tenure as Chairperson, Central Board of Secondary Education

Guidance and Support:

• Sh. Anurag Tripathi, IRPS, Secretary, Central Board of Secondary Education
• Dr. Biswajit Saha, Director (Skill Education & Training), Central Board of Secondary
Education

Editorial Inputs and Advisory:

• Dr. Joseph Emmanuel, Director (Academics), Central Board of Secondary Education

Value-adder, Curator and Coordinator:

• Dr. Praggya M. Singh, Joint Secretary, Academics unit, Central Board of Secondary
Education

Review:
• Professor R. P. Singh, Department of English and MEL, University of Lucknow
• Dr. Monali Bhattacharya, Associate Professor, JIIT, NOIDA

Initial Draft Preparation Team:

• Dr. Praggya M. Singh, Joint Secretary, Academics unit, Central Board of Secondary
Education.
• Dr. Sweta Singh, Joint Secretary, Academics unit, Central Board of Secondary
Education
• Dr. Jitendra Nagpal, Life Skills and Mental Health Expert
• Ms. Sudha Acharya, Principal, ITL Public School, Dwarka
• Dr. Heena Rachh, Principal, GIIS, Abu Dhabi, UAE

Infographics:
• Ms. Pooja Chawla and Ms. Aarushi Jain, CBSE

Acknowledgements 5
Table of Contents
ACKNOWLEDGEMENTS.................................................................................................5

CHAPTER 1 : INTRODUCTION......................................................................................11

CHAPTER 2 : 21ST CENTURY SKILLS...............................................................................13

2.1. Meaning of 21st Century Skills...................................................................14
2.2. Background Literature Review....................................................................14

CHAPTER 3 : COMPONENTS OF 21ST CENTURY SKILLS

3Ls : 4Cs, IMT, FLIPS..................................................................................17
3.1. An easy way to understand and remember the classification is....................18
3.2. Definitions................................................................................................20

CHAPTER 4 : NEED OF 21ST CENTURY SKILLS................................................................23

4.1. Why do we need 21st Century Skills?..........................................................24
4.2. National Curriculum Framework on Life Skills( one of the
components of 21st Century Skills)............................................................24
4.3. Need and Inter-Connectedness of 21st Century Skills at Various
Age-Levels................................................................................................25

CHAPTER 5 : IMPLEMENTATION AND OUTCOMES OF 21ST CENTURY SKILLS................33

5.1. Various Frameworks..................................................................................34
5.1.1. Core Areas.....................................................................................35
5.1.2. 21st Century Themes.......................................................................35
5.1.2.1. Global Awareness....................................................................35
5.1.2.2. Financial, Economic, Business and Entrepreneurial Literacy.........35
5.1.2.3. Civic Literacy............................................................................35
5.1.2.4. Health Literacy.........................................................................36
5.1.2.5. Environmental Literacy..............................................................36
5.2. Broad Outcomes of 21st Century Skills.......................................................37

CHAPTER 6 : 21ST CENTURY SKILLS: PURPOSE, OUTCOMES, STRATEGIES

AND ACTIVITIES.......................................................................................42
6.1. Critical Thinking.......................................................................................45
6.1.1. Activities.........................................................................................47
6.1.1.1. Adla Badli (Impromptu Debate).................................................48

6 21st Century Skills : A Handbook

 6.1.1.2. Ask yourself (Self-made Questions)...........................................48
6.1.1.3. Gap Fill In...............................................................................48
6.1.1.4. Pucho to Samjhe (Cross-Questioning).......................................48
6.1.1.5. Gol Mol (Asking Riddles)...........................................................48
6.2. Creativity And Innovation..........................................................................49
6.2.1. Activities.........................................................................................51
6.2.1.1. Image talk...............................................................................52
6.2.1.2. S.C.A.M.P.E.R...........................................................................52
6.2.1.3. Wrong is Right.........................................................................52
6.2.1.4. Creative Space.........................................................................52
6.2.1.5. Alternative way of learning Lesson.............................................52
6.2.2. Activities.........................................................................................53
6.2.2.1. Project Based Learning.............................................................53
6.2.2.1.1. Phenomena Based Learning...............................................53
6.2.2.2. Virtual Reality...........................................................................54
6.2.2.3. Two is Enough..........................................................................54
6.2.2.4. Let them Free...........................................................................54
6.2.2.5. Give them a Break...................................................................54
6.3. Collaboration...........................................................................................54
6.3.1. Activities.........................................................................................56
6.3.1.1. ‘Save the Last Word for Me’......................................................56
6.3.1.2. Hands-on projects....................................................................56
6.3.1.3. Integrate Sports in Teaching-Learning........................................56
6.3.1.4. Search to Win..........................................................................56
6.3.1.5. Dumbcharades........................................................................57
6.4. Communication........................................................................................57
6.4.1. Activities.........................................................................................60
6.4.1.1. Guide for the blindfolded.........................................................60
6.4.1.2. No-talk day.............................................................................61
6.4.1.3. Feelings are Important..............................................................61
6.4.1.4. Talk-in-Pairs.............................................................................61
6.4.1.5. Student’s Class.........................................................................61
6.5. Information, Media and Technology Literacy...............................................62
6.5.1. Activities.........................................................................................64
6.5.1.1. Know-How...............................................................................64
6.5.1.2. Design an App.........................................................................64
6.5.1.3. Designing a Blog, Website, PPT.................................................64
6.6. Flexibility and Adaptability.........................................................................65
6.6.1. Activities.........................................................................................66
6.6.1.1. Different Uses of Household Items............................................67

Table of Contents 7
 6.6.1.2. Make up a New Game.............................................................67
6.6.1.3. Shuffle.....................................................................................67
6.6.1.4. Surprise-Surprise......................................................................67
6.6.1.5. Flipped Classroom...................................................................68
6.7. Leadership and Responsibility....................................................................69
6.7.1. Activities.........................................................................................71
6.7.1.1. Quiz to Lead............................................................................71
6.7.1.2. Number Game........................................................................71
6.7.1.3. Leaders You Admire.................................................................72
6.7.1.4. Round Tables...........................................................................72
6.7.1.5. Do Se Bhale Chaar (Teamwork is Better)....................................72
6.7.2. Activities.........................................................................................72
6.7.2.1. Making Own classroom Rules...................................................73
6.7.2.2. Helping hands.........................................................................73
6.7.2.3. Break the chain........................................................................73
6.7.2.4. WANTED! Responsible..............................................................73
6.8. Initiative and Self-Direction........................................................................73
6.8.1. Activities.........................................................................................74
6.8.1.1. Bunch of Activities....................................................................75
6.8.1.2. Everyone Matters......................................................................75
6.8.1.3. Teacher First.............................................................................75
6.8.1.4. Teamwork................................................................................75
6.8.2. Activities.........................................................................................75
6.8.2.1. Self-Advocacy..........................................................................76
6.8.2.2. Let them Be..............................................................................76
6.8.2.3. Connections to Experts.............................................................76
6.8.2.4. Design Thinking.......................................................................76
6.9. Productivity and Accountability...................................................................77
6.9.1. Activities.........................................................................................77
6.9.1.1. Research Project.......................................................................78
6.9.1.2. Expo 2020...............................................................................78
6.9.1.3. Praise for More........................................................................78
6.9.1.4. Read-Read...............................................................................78
6.9.1.5. Ask and Listen..........................................................................78
6.9.2. Activities.........................................................................................79
6.9.2.1. Student Accountability Project....................................................80
6.9.2.2. Monitors and In -Charges.........................................................80
6.9.2.3. Ownership of the learning Process............................................80
6.9.2.4. Do as you say..........................................................................80

8 21st Century Skills : A Handbook

 6.10. Social and Cross-Cultural Interaction.........................................................81
6.10.1. Activities.......................................................................................83
6.10.1.1. Relay Culture.........................................................................84
6.10.1.2. Face It...................................................................................84
6.10.1.3. "Social" Circle Time.................................................................84

CHAPTER 7 : SOME FACILITATION METHODS...............................................................85

CHAPTER 8 : CBSE ACTIVITIES TO PROMOTE 21ST CENTURY SKILLS .............................92

Table of Contents 9
Curtain Raiser

10 21st Century Skills : A Handbook

 CHAPTER 1

INTRODUCTION
 towards attaining the 21st century skills in
each learner. The present Handbook on
21st Century Skills has been prepared with
the same aim.

Do we remember all the marks

that we scored in class 1, 2, 3,

4, 5, 6, 7, 8 and so on? Some of

the greatest and most successful

people were neither ‘A graders’,

nor do they care enough about it

to try and remember their grades

either.

But we do remember the incidents/

experiences that we had in

school/ in market/ with friends/in

travels, because those experiences

have given us various skills

and have made us what we are

today. In fact, more the skills we

gain through our experiences,

the better the human beings we

become.

12 21st Century Skills : A Handbook

 CHAPTER 2

21ST CENTURY SKILLS

 to identify competencies needed in the
coming century. The Delors Report
also formulated four principles
identified as the Four Pillars of
Education: Learning to Know,
Learning to Do, Learning to Be and
Learning to Live Together.2

• Wagner (2010) and the Change

Leadership Group3 at Harvard
University identified another set of
competencies and skills. Informed
by several hundred interviews with
business, non- profit and education
leaders, Wagner stressed that students
need seven survival skills to be
prepared for twenty-first century life,
work and citizenship:

4 Critical thinking and problem

solving 

4 Collaboration and leadership 

4 Agility and adaptability 

4 Initiative and entrepreneurialism 

4 Effective oral and written
communication 

4 Accessing and analysing
information 

4 Curiosity and imagination
• The Asia-Pacific Economic
Cooperation (APEC) has identified
the development of twenty-first
century competencies among youth
• The Delors Report (1996) produced as a ‘pressing international concern’.
by the International Commission on These competencies are defined as
Education for the Twenty-first Century the knowledge, skills and attitudes
proposed one of the first frameworks necessary to be competitive in the

1
https://www.edglossary.org/21st-century-skills/ accessed on 13.03.2020
2
Adapted from UNESCO Working Paper’The Future of Learning 2)
3
Adapted from UNESCO Working Paper’The Future of Learning 2)

14 21st Century Skills : A Handbook

 twenty-first century workforce to creativity, which are to be taught
participate appropriately in an within the context of core subject areas
increasingly diverse society, use new and twenty-first century themes. This
technologies and cope with rapidly framework is based on the assertion
changing workplaces. that twenty-first century challenges
will demand a broad skill set
• Partnership for 21st Century Skills emphasizing core subject skills, social
(P21), a coalition of business leaders and cross-cultural skills, proficiency in
and educators, proposed a Framework languages other than English, and an
for 21st Century Learning, identified understanding of the economic and
essential competencies and skills vital political forces that affect societies.4
for success in twenty-first century work
and life (P21, 2007a, 2011). These Thus, when we chart the historical
included ‘The 4Cs’ – communication, development, the following major
collaboration, critical thinking and developments emerge:

• Learning to Know, Learning to Do, Learning to Live Together and

Delors Report Learning to Be

• Decision-Making and Problem-Solving;

• Creative Thinking and Critical Thinking;
• Communication and Interpersonal Skills;
WHO Life • Self-Awareness and Empathy;
Skills: • Coping with Emotions and Coping with Stress.

• The document ‘21st Century Skills and Competences for New

Millennium Learners in OECD Countries’ details three major
dimensions for the 21st Century Skills: i) Communication,
OECD
ii) Information and , iii) Ethics and Social Impact.

• P21 provided eleven competencies, gisted into 3 skill sets: i) Learning

and Innovation Skills, ii) Information, Media and Technological
P21 Skills, iii) Life and Career Skills

Adapted from UNESCO Working Paper’The Future of Learning 2)

4

Chapter 2 : 21st Century Skills 15

 • ATCS categorized 21st century skills into four types: i) Ways of
Thinking, ii) Ways of Working, iii)Tools for Working and, iv) Living in
ATCS the World.

• Revisited and divided all above -researched Skills into Learning to Know,
Learning to Do, Learning to Live
UNESCO
Working Paper

16 21st Century Skills : A Handbook

 CHAPTER 3

COMPONENTS OF
21ST CENTURY SKILLS
3 Ls : 4Cs, IMT, FLIPS
On the basis of the historical development • Literacy Skills: skills that help in
of 21st Century Skills, it can be stated that creating and gaining new knowledge
21st Century Skills broadly consist of through reading, media and digital
three main skill sets or 3 Ls - namely, resources
Learning Skills, Life Skills and Literacy
Skills. • Life Skills: skills required for
successfully leading everyday life.
• Learning Skills: skills required for the
acquisition of new knowledge.

3.1. An easy way to understand and remember the classification is

• 4Cs: Critical Thinking, Creativity & Innovation, Collaboration, Communication

• IMT: Information Literacy, Media Literacy, Technology Literacy
• FLIPS: Flexibility and Adaptability, Leadership and Responsibility, Initiative and
Self-Direction, Social and Cross-Cultural Interaction

18 21st Century Skills : A Handbook

Please note that this is not an exhaustive list. There are more as given ahead.

Chapter 3 : Components of 21st Century Skills — 3 Ls : 4Cs, IMT, FLIPS 19

3.2. Definitions

S.NO. SKILL DEFINITION

1. Critical Thinking and Critical Thinking is the capability of objective analysis

Problem Solving of information and includes the following qualities:

• fairness and open-mindedness

• activeness and being informed

• willingness to question or to entertain doubts

• being independent

• recognizing and assessing values, peer pressure

and the media influences (for a creative
understanding of critical thinking, refer to CBSE’s
comic book ‘Cogito’)

Problem Solving is the skill of:

• identifying the relevant piece of information

when faced with a mass of data (most of which is
irrelevant)

• discarding information that may not be useful to

give new information

• relating one set of information to another in a

different form by using experience, relating new
problems to ones we have previously solved

2. Creativity And These are the skills to explore and create fresh ways
Innovation of thinking. Creativity refers to new way of seeing or
doing things and includes four components:

• fluency (generating new ideas)

• flexibility (shifting perspective easily)

• originality (conceiving of something new)

• elaboration (building on others' ideas)

Innovative Skills mean skills for thinking creatively to

develop something new/ unique / improved / distinctive.

20 21st Century Skills : A Handbook

3. Collaboration Collaboration is the ability to effectively work together
with others. This skill involves working together
while taking actions respecting others’ needs and
perspectives and contributing to and accepting the
finale. Collaboration helps to develop interest and fun
in the teaching learning process. It effectively broadens
the cultural, social, and environmental boundaries and
helps a child to understand social and environmental
concerns better.

4. Communication Communication refers to the ability to express one’s

opinions, desires, needs, apprehensions etc. oneself
appropriately, verbally and non-verbally.

5. Information Literacy, These skills involve the ability to access information

Media Literacy, (traditional or digital), media and technology, to
Technology Literacy understand and critically evaluate different aspects of
content and information and create and communicate
effectively.

6. Flexibility And Flexibility and Adaptability refer to a person’s

Adaptability ability to change his actions and steps taken by him
according to a new situation, and efficiently face
an unprecedented situation, without compromising
on ethics and values.

Adaptability can be defined as creating modifications

or changes in oneself to suit the new environment. For
students, these can be understood as the skills required
to be flexible and adaptive to the situations around
them and find the best possible solution to go forward
despite adverse conditions.

7. Leadership And Leadership is the ability to lead a team and be

Responsibility capable of effective team- management in relation
to real world challenges. These skills teach a child
how to support the development of key personal
qualities such as perseverance, commitment and
responsibility, resilience and self-confidence and
how to foster a commitment to life-long learning.

Chapter 3 : Components of 21st Century Skills — 3 Ls : 4Cs, IMT, FLIPS 21

 Being Responsible means being:
• a good, effective and sensitive citizen
• aware of the important social and national issues that
may have an impact on our daily lives both as a
human-being and as a student
• aware of our Fundamental Rights and Duties and
embed the core democratic values of India and strive
to live by them.

8. Initiative And Self- Initiation skill involves the ability to begin a task
Direction independently. It helps the child to build his/her own
path of development.

Self-direction is a skill to take initiatives and be self-

motivated to work with integrity.
9. Productivity And Productivity in the student can be understood as
Accountability fulfilment of any task within a given time period.

Accountability can be understood as feeling responsible

for any task done. Developing these skills in a student
helps him/her to work effectively and also make him/
her reliable for other peers by being accountable for
his/her actions.
10. Social And Cross- These are the skills to communicate, work
Cultural Interaction collaboratively and effectively in diverse social and
cultural environments

Please note :“There is no single widely-accepted definition of ‘21st Century Skills’.”5

5
https://www.cambridgeassessment.org.uk/Images/461811-the-cambridge-approach-
to-21st-century-skills-definitions-development-and-dilemmas-for-assessment-.pdf

22 21st Century Skills : A Handbook

 CHAPTER 4

NEED OF 21ST CENTURY SKILLS

4.1. Why do we need 21st Century Andreas Schleicher, OECD Education
Skills? Directorate, 20106 explains the need for
4 Learning is complete and holistic 21st century skills as follows:
only when a student is able to “Today, because of rapid economic and
effectively perform and fulfil his/her social change, schools have to prepare
responsibilities and duties towards students for jobs that have not yet been
self, school, family, society and above created, technologies that have not yet
all, the nation. The goal is to enable been invented and problems that we don't
today’s student to be a good citizen yet know will arise.”
and a responsible human-being who
is well-aware of his potential and 4.2. National Curriculum
competence. Framework on Life Skills (one of
the components of 21st Century
4 Simply teaching to test or learning for Skills)
exams is not going to help a student face
everyday life situations. 21st Century Life Skills are one of the components of 21st
Skills are key to the empowerment of Century Skills. We shall deal with these in
Children and adolescents to deal with detail in the following sections. The need
the issues and concerns related to of Life Skills is also stated in the National
their life. They experience a number Curriculum Framework (2005). We have
of feelings, many of which are related already seen above that Life Skills constitute
to their growth and development from an important part of the 21st Century Skills.
childhood to adolescence and beyond. The importance of the integration of Life
Skills can be seen in the following excerpts
4 These are important for Children with from the National Curriculum Framework
Special Needs for developing their (2005):
independence in their home, school,
and community environments.

• “Development of life skills such as • “The process of acquiring a sense of

critical thinking skills, interpersonal self is linked to physiological changes,
communication skills, negotiation/ and also learning to negotiate
refusal skills, decision making/ the social and psychological
problem solving skills and coping demands of being young adults.
and self- management skills is/are Responsible handling of issues like
also very critical for dealing with the independence, intimacy, and peer
demands and challenges of everyday group dependence are concerns
life.” that need to be recognized and

6
https://www.cambridgeassessment.org.uk/Images/461811-the-cambridge-approach-
to-21 st-century-skills-definitions-development-and-dilemmas-for-assessment-.pdf
accessed on 14.03.2020

24 21st Century Skills : A Handbook

 appropriate support be given to cope lives, manage peer pressure and
with them.” deal with gender stereotypes.”

• “It is important to recognize that • Health & Physical Education has

adolescents need social and the potential to motivate learners
emotional support that may require to acquire generic skills like
reinforcement of norms of positive agility, balance coordination and
behaviour, development of life life skills, especially critical and
skills essential to cope with the risky creative thinking, communication,
situations that they encounter in their problem solving, decision making,
management of emotions and stress.

4.3. Need and Inter- collaboration within and between groups

Connectedness of 21st Century will catalyze creativity, which in turn will
Skills at Various Age-Levels facilitate multidisciplinary innovation.”7

This inter-connectedness of skills at different

An individual’s needs of skill–sets vary at
age-levels is evident from the detailed table
different age-levels. Skills required by an
given below. This table is in fact prepared
adolescent may differ from the ones required
on the basis of the recommendations stated
by a pre-teen. However, one important point
in the NCF (2005) and several discussions8
to note is that, whatever may be the age
held at various forums. These discussions
level, an individual’s personality develops
have centered around: What Core Skills are
through effective inculcation of 21st century
required at what age and what other 21st
skills, and all these skills are inseparable
Century Skills aid the development of the
and develop in cohesion with each other.
Core Skills? These Core Skills are actually
For example, Social Skill is a part of Life
the Core Life Skills given by WHO in 1999
Skills and Communication comes under
which have also been adopted by CBSE in
Learning Skills. But development of Social
its Life Skills Programme.
Skills will be incomplete without developing
effective Communication Skills; similarly, This table delineates the mutual-
a creative person is more likely to be self- connectedness of Core Life Skills and other
directed and innovative and research has components of the 21st Century Skills for
also proven that Innovations are often done the development of an individual’s self at
through Collaboration. An article published various age-levels.
on Research Gate states, “IT-endowed

7
https://www.researchgate.net/publication/220474984_Creativity_Innovation_and_E-
Collaboration accessed on 14.03.2020
8
MHRD Chintan Shivir on Life Skills

Chapter 4 : Need of 21st Century Skills 25

 Dimensions
21st Century
Age of Self of an Core Life Skills Learning Outcomes
Skills
Individual

3-5 Understanding Self- Awareness Communication • Identifies parts of

Years and human body
Expressing Self • Expresses needs and
emotions
• Demonstrates personal
hygiene
• Recognizes safe and
unsafe touch
• Seeks help

Enhancing Self Problem solving Critical Thinking, • Solves problems by

Communication demonstrating curiosity,
exploration and
observation

Building and Managing Communication, • Approaches and

Maintaining Emotions Social Skills, responds to people
Relationships Creative beyond primary
Thinking, caregiver
Flexibility • Interacts with objects in
the environment

Dimensions 21st century

Age Core Life Skills Learning Outcomes
of Self Skills

6-10 Understanding Self-Awareness, Critical Thinking • Demonstrates positive

Years and Accepting Effective view of self
Self Communication, • Demonstrates positive
Decision making body image and
celebrates oneself
• Identifies what s/he is
good at and where help
is required
• Recognizes gender
stereotypes

26 21st Century Skills : A Handbook

Managing and Self-Awareness, Social Skills, • Demonstrates healthy
Expressing Self Effective Adaptability habits
Communication, • Identifies needs and
Managing emotions
Emotions, Critical
• Expresses needs and
thinking, Decision
emotions assertively
Making, Problem
Solving • Respects boundaries for
self and others
• Differentiates between
safe and unsafe
behaviours
• Participates in staying
safe
Enhancing Self Self -Awareness, Social Skills, • Explores their area of
Effective Problem Communication, interest
Solving Critical Thinking, • Represents ideas using
Creative Thinking expressive Forms
• Participates in class
activities involving
speaking in front of
groups
• Participates in group
activities using
interaction skills
• Takes responsibilities in
classroom activities
Building and Empathy, Critical Thinking, • Demonstrates
Maintaining Interpersonal Creative understanding of
Relationships Relationships, Thinking, others' viewpoints and
Problem Solving Communication, emotions
Initiative • Respects differences
and diversity
• Demonstrates
alignment with
collective goals
• Contributes in
achievement of
collective goals

Chapter 4 : Need of 21st Century Skills 27

 • Exhibits sharing and
caring behaviour
towards family and
friends
• Cares for the
environment
Dimensions 21st Century
Age Core Skills Learning Outcomes
of Self Skills
11- Understanding Decision Making, Critical Thinking, • Describes physical,
13 and Accepting Self-Awareness, Creative psychological and
Years Self Problem Solving Thinking, Social socio-emotional
Skills, Effective changes in self and
Communication, peers
• Demonstrates comfort
with changes during
adolescence
• Explains strategies
to enhance strengths
and improve upon
weaknesses
• Expresses what s/he
values about oneself

Managing and Self-Awareness, Communication, • Displays healthy habits

Expressing Self Managing Creative consistently
Emotions, Thinking, Social • Demonstrates healthy
Decision Making, Skills, Critical expression of needs,
Problem Solving, Thinking, thoughts and emotions
Empathy Information/
• Demonstrates
Technology/
ownership of one's
Media Literacy
actions
• Manages expectations
of self and others to
prevent stress
• Discerns different
influences (peers,
media) and makes
informed and
responsible choices

28 21st Century Skills : A Handbook

 • Identifies online and
offline safe and unsafe
situations
• Practices safety
guidelines for self and
others
• Participates in staying
safe
• Accesses support
systems when needed
• practice responsible use
of social media

Enhancing Self Self-Awareness, Communication, • Exhibits readiness to

Decision Making, Creative thinking, work and interact with
Problem Solving, Critical Thinking, diverse groups
interpersonal Flexibility, • Demonstrates multiple
Relationships, Initiative, constructive roles in
empathy, Productivity diverse settings
• Participates in interest-
based projects
demonstrating
innovation and
creativity
• Manages routines and
resources

Building and Self-Awareness, Critical Thinking, • Identifies and builds

Maintaining Managing Effective positive relationships
Relationships Emotions, Communication, • Identifies harmful
Empathy, Creative Thinking relationships
Interpersonal
• Deals effectively with
Relationships, ,
harmful relationships to
Decision Making,
reduce/minimize harm
Problem Solving
• Builds harmonious
relationships with
friends, family and
environment

Chapter 4 : Need of 21st Century Skills 29

 • States commonalities
with the group and
individual uniqueness
• Identifies stereotypes
and stigmas in day to
day life
• Questions and
challenges the stigmas
and stereotypes and
builds arguments
around it
• Identifies causes of
conflicts and responds
appropriately
• Make responsible
decisions about sexual
behaviour

Dimensions 21st Century

Age Core Skills Learning Outcomes
of Self Skills

14- Understanding Self-Awareness, Social Skills • Relates to various

18 and Accepting Decision making, Critical Thinking, experiences of
Years Self Problem Solving, Creative growing up that have
Managing Thinking, contributed to their
Emotions, Communication, development
Empathy Information/ • Demonstrates and
Technology/ expresses comfort with
Media Literacy all aspects of their
personality (including
individual differences)
• Accesses information
and analyzes it to
distinguish between
facts and myths
• Questions/ Challenges
myths and demonstrate
behaviour informed by
scientific thinking
• Demonstrates
individual and social
identity that s/he values

30 21st Century Skills : A Handbook

Managing and Empathy, Self- Critical Thinking, • Makes healthy choices
Expressing Self Awareness, Communication, related to hygiene,
Managing Creative Thinking nutrition and physical
activity
Emotions,
• Analyzes different
Problem Solving, influences and
Inter-personal makes informed and
relationships responsible choices (in
the interest of self and
others)
• Demonstrates skills
to manage emotions
effectively
• Minimizes stress
by identifying and
delivering on realistic
expectations
• Recognizes, resists,
challenges, seeks help,
reports concerns and
incidents of safety and
security related to self
and others
• Analyzes thoughts
and does not engage
in behaviours that
compromise safety
and security of self and
others
• Demonstrates
responsible behaviours
that minimize risk and
reduce harm
• Accesses and provides
support individually
and collectively when
required

Enhancing Self Self-Awareness, Communication, • Exhibits personal

Decision Making, Creative and interpersonal
Problem Solving, Thinking, Critical skills necessary for
Interpersonal Thinking independent living
Relationships,
Empathy

Chapter 4 : Need of 21st Century Skills 31

 • Identifies goals,
motivates self, plans
and manages resources
to achieve them
• Motivates self and team
members to achieve
shared goals
• Exhibits language to
communicate about
their skills, knowledge
and career potential.

32 21st Century Skills : A Handbook

 CHAPTER 5

IMPLEMENTATION AND
OUTCOMES OF 21ST CENTURY
SKILLS
5.1. Various Frameworks leaders and educators, proposed a
Framework for 21st Century Learning,
The 21st Century skills are essentially the which identified essential competencies
outcome of experiential learning, i.e. they and skills vital for success in twenty-first
are imbibed through observing, century work and life. This framework
understanding, practising and experiencing. is based on the assertion that twenty-
Before beginning details about the first century challenges will demand
implementation of these skills in the a broad skill set emphasizing core
teaching-learning process, let us understand subject skills, social and cross-cultural
what various frameworks propound in this skills, proficiency in languages other
area. The following literature-review brings than English, and an understanding
forth a few important points: of the economic and political forces
that affect societies11.
4 Ackerman and Perkins (1989)9 have
suggested teaching thinking skills as Assessment and Teaching of 21st Century
a “meta-curriculum” blended with Skills (ATC21S project 2013)12: The
core subjects. Students would be given international collaboration among
a far more coherent set of learning academics, governments and three major
experiences—they would know why technology companies (ATC21S 2013)
they were being taught various “skills,” researchers concluded that 21st Century
and they would know better how to skills can be grouped into four broad
mobilize themselves to make sense of categories: (i) ways of thinking; (ii) ways
curriculum content. of working; (iii) tools for working; and
(iv) skills for living in the world (Binkley,
4 Tucker and Codding of the US-based Erstad, Herman, Raizen, Ripley and
National Center on Education and the Rumble, 2010). Within these categories,
Economy (1998) have advised to adopt they identified ten skills as encapsulating
such a curriculum that provides deeper all others and accommodating all
understanding of the subject and the approaches. In particular, problem-solving,
ability to apply that understanding to and ICT operations and concepts, are
the complex, real-world problems that listed by all organisations in the following
the student will face as an adult’10. table. Communication, collaboration,
and information literacy. A tabular
4 The US-based Partnership for 21st
representation is given as follows:
Century Skills, a coalition of business

9
http://www.ascd.org/publications/books/61189156/chapters/Integrating-Thinking-and-
Learning-Skills-Across-the-Curriculum.aspx accessed on 14.03.2020
10
https://unesdoc.unesco.org/ark:/48223/pf0000242996 pp 2-3 accessed on 14.03.2020
11
https://unesdoc.unesco.org/ark:/48223/pf0000242996 pp 2-3 accessed on 14.03.2020
12
The Cambridge approach to 21st Century skills: definitions, development and dilemmas for
assessment IAEA Conference, Singapore, 2014, Irenka Suto and Helen Eccles, Cambridge
Assessment

34 21st Century Skills : A Handbook

 Categorisation of 21st Century Skills : Various Frameworks

ATC21S 21st C skills reviewed by ATC21S

21st Century skill Partnership for 21st Lisbon Council
21st century skills ISTE NETS (2013) ETS Skill (2013)
category C skills (2013) (2007)
Creativity & Creativity & Creativity & Creativity &
innovation innovation innovation innovation
Critical thinking, Critical thinking Critical thinking
Critical thinking
Ways of thinking Problem solving Problem solving Problem solving Problem solving
Problem solving
Decision making Decision making Decision making
Learning to learn
metacognition
Communication Communication Communication Communication
Ways of working
Collaboration Collaboration Collaboration Collaboration
Information literacy
Tools for working Information literacy Information literacy Information literacy Information literacy
Media literacy
ICT operation and ICT operation and ICT operation and ICT operation and ICT operation and
ICT literacy
concepts concepts concepts concepts concepts
Citizenship
Initiative Flexibility Flexibility Initiative
Life and career
Living in the world Leadership Adaptability Self-direction
Personal and Social
Responsibility

Thus, the above literature brings forth 4 Understand other cultures and
the two elements essential for the languages from other nations
implementation of 21st Century Skills in
the teaching-learning process. These are: 5.1.2.2. Financial, Economic, Business
Core Subjects/Areas and 21st Century and Entrepreneurial Literacy
Themes: 4 Making appropriate personal
5.1.1. Core Areas: These include Native economic selections
Language/Reading, World Language(s) 4 Knowing the role of the economy in
including English, Arts, Geography, History, everyday life
Mathematics, Science, Government/Civics.
4 Enhancing productivity and career
5.1.2. 21st Century Themes options. 

5.1.2.1. Global Awareness 5.1.2.3. Civic Literacy
4 Learn from and work in collaboration 4 Effective participation in Civic Life
with individuals from diverse cultures,
countries religion etc. 4 Staying informed about Governmental
systems and processes
4 Mutual respect everywhere and all
communication/conversation 
 4 Exercising the rights and duties of

Chapter 5 : Implementation and Outcomes of 21st Century Skills 35

 being a responsible citizenship at 4 Awareness about the impact of
local, state, national and global levels. 
 everyday life and actions, like rising
pollution, population etc. on the nature
4 Understanding national and
international implications of civic 4 Investigate and analyze issues
decisions. 
 affecting environment to reach proper
conclusion and solutions
5.1.2.4. Health Literacy
4 Individually and collectively acting
4 Awareness and understanding about for addressing issues and challenges
basic health, safety and services related to environment
related to that and using that to
improve health This actually means framing and
implementing curricula having:
4 Knowledge and understanding of
holistic wellbeing, including proper 4 21st century skills, core subjects and
diet, nutrition, 
exercise and being 21st century themes blended in to
stress - free teaching-learning;

4 Using available information to make 4 comprehensiveness as well as

appropriate health-related decisions. 
 flexibility;

4 Establish and monitor personal and 4 content that promotes thinking and
family health goals. 
 reasoning;

5.1.2.5. Environmental Literacy 4 freedom for learner’s input and is

interdisciplinary
4 Knowledge and understanding of the
environment and the circumstances
and conditions that affect;

Source: https://www.oecd.org/site/educeri21st/40756908.pdf

36 21st Century Skills : A Handbook

The above framework presents the pedagogy, learning environment, and
implementation framework with a meta- assessments are woven around Core
curriculum wherein the curriculum, Subjects and 21st Century themes.

5.2. Broad Outcomes of 21st Century Skills

S.NO. SKILL OUTCOMES (with indicators)

1. Critical Thinking 1. Effective reasoning

4 Being able to use reasoning appropriate to
the situation
2. Using Systems and Process with Intelligent and
Rational Thinking
4 Analyze how various parts of a system/
process unite/complement each other for a
complete picture
3. Judging and Taking Decision on an issue
after proper evaluation of evidences, claims,
arguments etc.
4 Analyze and evaluate various perspectives 

4 Make correlation between various types of
information available
4 Interpret the available information and form
conclusions after effective analysis
4 Reflect the pros and cons of experiences to
solve problems 

4 Devise innovative solutions of different kinds
of non-familiar problems
4 Identify and ask relevant and vital questions
to bring forth various perspectives and for
getting better 
solutions

2 Creativity And 1. Think Creatively

Innovation 4 Use various techniques for creating and
evolving new ideas (such as brainstorming)
4 Use all available concepts to create or
conceive & perceive novel and useful ideas
4 Elaborate, refine, analyze and evaluate ideas
to improve one’s own creative efforts 


Chapter 5 : Implementation and Outcomes of 21st Century Skills 37

 2. Work Creatively with Others
4 Develop, implement and communicate new
ideas to others
4 Be open and responsive to diversity
4 


4 


4 Treat failure as an opportunity to learn and

improve
3. Implement Innovations
4 Implement creative ideas for a useful
contribution

3 Collaboration Collaborate with Others

4 Work effectively and respectfully in diverse
scenarios
4 Be adaptable to 
accomplish a common goal 

4 Assume shared responsibility for
collaborative work, and value the individual
contributions 
made by each team member 


4 Communication Communicate Clearly

4 Effective oral, written and nonverbal

communication in a variety of forms and diverse
social, cultural, linguistic contexts 


4 Listening effectively to infer meaning

4 Use communication for a variety of purposes and

functions

4 Use several forms of media and technologies and

know their effectiveness

5 Information 1. Information Literacy

Literacy, Media 4 Efficiently and critically access and evaluation
Literacy, of Information
Technology
4 Use information accurately and creatively for
Literacy
resolving issue or problem

38 21st Century Skills : A Handbook

 4 Manage the flow of information from a wide
variety of sources 

4 Apply a fundamental understanding of the
ethical/legal issues surrounding the access
and use of information
2. Media Literacy
4 Understand the preparation and purpose of
media messages
4 Examine various manners/ways of
interpreting messages
4 Understand the ethical/legal issues
regarding the access and use 
of media 

4 Understand and utilize the most appropriate
media creation tools, characteristics and
conventions 

4 Understand and effectively utilize the most
appropriate expressions and interpretations
in diverse, multi-cultural environments 

3. Technology Literacy
4 Use technology as a tool to research, organize,
evaluate and communication information 

4 Use digital technologies, communication
networks, and 
tools to access, manage,
integrate, evaluate and create 
information
for functioning in the real life

6 Flexibility And 1. Ready to Change

Adaptability 4 Adapt to varied and multiple roles, jobs
responsibilities, schedules and contexts 

4 Work effectively in scenarios of changing
priorities 

2. Be Flexible
4 Incorporate feedback effectively 

4 Deal positively with praise, setbacks and
criticism 

4 Understand, negotiate and balance diverse
views and beliefs to get solutions, 
particularly
in multi-cultural environments 


Chapter 5 : Implementation and Outcomes of 21st Century Skills 39

7 Leadership And 1. Lead while Guiding
Responsibility
4 Use interpersonal and problem-solving skills
to influence and guide others toward a goal 


4 Involve strengths of others to accomplish a

common goal

4 Inspire others to attain their best by example

4 Demonstrate integrity and ethical behaviour

in using influence and power 


2. Be Responsible to Everyone

4 Act responsibly keeping in mind the welfare

of society and nation

8 Initiative And 1. Managing Goals and Time

Self-Direction 4 Set goals with tangible and intangible success
criteria 

4 Utilize time and manage workload efficiently 

2. Work Independently
4 Monitor, define, prioritize and complete your
tasks
3. Be Self-Directed Learners
4 Explore new information to achieve mastery
in a task
4 Take initiative to get skills up to the professional
level
4 Be a life-long learner
4 Critically and positively analyse past to make
the future better

9 Productivity and 1. Manage Projects

Accountability 4 Set and meet goals, even in the face of
obstacles and competing pressures 

4 Prioritize, plan and manage work to achieve
the intended result 


40 21st Century Skills : A Handbook

 2. Give Results
4 Practice values, ethics and skills of
professionalism, time mangement,
punctuality, discipline, patience, collaboration
and receptiveness to give proper results

10 Social And 1. Effective Interaction

Cross-Cultural 4 Listen more
Interaction
4 know when to speak
4 Behave respectfully
2. Working in a team with diversity
4 Respect differences and work effectively with
people from diverse 
backgrounds 

4 Be open to various perspectives 

4 Blend and use ideas from diverse teams to
innovate and implement

Chapter 5 : Implementation and Outcomes of 21st Century Skills 41

 CHAPTER 6

21ST CENTURY SKILLS:

PURPOSE, OUTCOMES,
STRATEGIES AND ACTIVITIES
Thinking is a skill in itself. What we require is:

1) a set of information and beliefs, generating and processing skills, and

2) the habit, based on intellectual commitment, of using those skills to guide behaviour.

Thinking itself is a Skill. How?

Skill is the ability to do something well.

Thinking is the processing of thoughts to consider or reason something.

When thoughts are channelized and used properly to understand, analyse, interpret
and reach a conclusion, then it can be seen as thinking skill.

Anything when used systematically can do wonders; same goes with thinking.

We shall now go through the details of each of these skills to understand the purpose and
outcomes along with the strategies and activities to develop these skills. These suggestive
strategies and activities have been crowd-sourced.

Please Note: These activities can be blended with the subjects during classroom
transaction, or can be conducted in the zero period or integrated with Art and
Sports.

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 43

44 21st Century Skills : A Handbook
6.1. Critical Thinking

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 45

We have already seen that ‘Thinking’ itself ends. When motivated with justice, values
is a skill. Every individual possesses the skill and integrity, Critical Thinking can be of a
to think critically; it is only the degree and great service to humanity. For this reason,
the motivation that varies. Machiavellian the development of critical thinking skills
thoughts are also an example of Critical and dispositions is a life-long endeavour.
Thinking but they are motivated with selfish

Basis Fact/ Opinion/ Thought/Hypothesis etc.

• Analyzing

• Arguing

• Classifying

• Comparing and contrasting

• Defining

• Describing

• Evaluating

• Explaining

• Problem solving

• Tracking cause and effect

Purpose Critical thinking is required for a learner to think in a clear,

rational, logical, and independent manner.

Strategy Move the comfort zone:

• It is important to shake the comfort zone of a learner/

student by cross - questioning.

• This cross questioning will make students to think and

search for an answer.

46 21st Century Skills : A Handbook

6.1.1. ACTIVITIES

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 47

4 Topics will be given to students and they will choose sides accordingly but on the day
of activity the teacher will reverse the sides and will give some time to prepare.

4 This sudden change in sides will make children uneasy but they will also try to think
differently for the changed sides.

6.1.1.2. Ask yourself (Self-made Questions)

4 An activity can be organised in which students have to prepare questions other than
the textbooks questions.

4 This exercise will help children to think differently for creating questions. Teacher will
see if the questions are original or not.

6.1.1.3. Gap Fill In

4 Then ask them to write at the bottom what they believe is happening in the picture.

6.1.1.4. Pucho to Samjhe (Cross-Questioning)

4 This will encourage critical thinking in both the students who ask the question and who
reply.

6.1.1.5. GolMol (Asking Riddles)

4 In this activity, teacher will ask riddles on different themes so that children need to
think differently for each riddle.

48 21st Century Skills : A Handbook

6.2. Creativity And Innovation

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 49

Creativity is the tendency to generate 2. innocent but not gullible ,
or recognize ideas, alternatives, or 3. smart
possibilities that may be useful in solving
4. playful yet disciplined, responsible.
problems, communicating with others, and
entertaining ourselves and others.13 5. both imaginative and romantic at one
end, and firm with reality at the other.
How to know if I am a creative person14? 6. humble and firm
You are a creative person, if you are : 7. passionate about your work, yet
1. energetic and restful as per need objective15.

Basis • Imagining
• Accessing Information and Using Technology
• Brainstorming
• Questioning
• Entertaining
• Improvising
• Overturning .
• Problem solving
• Designing
• Creating

Purpose To encourage students to try and learn new things;

To improve communication and social skills
To develop lateral thinking
To know there are multiple approaches to a situation

Strategy 1. Setting an example-

Try a different ending to the existing story and ask your
students to explore new endings.
2. Foster a Question-Friendly Environment (Ask why)-
Encourage students to develop the habit of asking “why”
questions about information, ideas, and beliefs normally
taken for granted.

13
Franken, Robert E. Human Motivation, 3rd ed.,page 396
14
Csikszentmihalyi.Mihaly Creativity - Flow and the Psychology of Discovery and Invention,
pp 58-73
15
https://www.csun.edu/~vcpsy00h/creativity/define.htm accessed on 15.03.2020

50 21st Century Skills : A Handbook

6.2.1. ACTIVITIES

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 51

6.2.1.1. Image talk This method enables approaching a task
or problem in unforeseen ways. Each
4 Under this activity, children will use a question needs deep thinking on the
variety of images to talk and express issue and consideration of new
their opinions and views. They can possibilities.
use emojis, things like pencils, pens,
colours, tablets, board, notebook
etc. whatever they can think of, for
expressing their views. 6.2.1.3. Wrong is Right
4 In this activity, team of two individuals
4 This will help children to think will be made and one individual will
differently from the normal pattern and ask questions from the other individual
also understanding through things will and the first individual will have to give
also help in opening the new way of the wrong answers of the questions
thinking. asked.

6.2.1.2. S.C.A.M.P.E.R.

It is essentially exploring new ideas by This activity will help children to think
testing and questioning them from different quickly and differently from the given
angles. For each letter of the mnemonic, answers.
ask yourself a related question about your 6.2.1.4. Creative Space
task or the problem at hand:
4 This will include providing
4 Substitute, e.g.: What would happen opportunities for creative activities
to the task if we exchange X with Y? like drama, quiz, painting, music
4 Combine, e.g.: What would happen competition etc. Teacher will
to the task if we combine X and Y? make sure that these activities are
held from time to time in the class so
4 Adapt, e.g.: What changes would that children can get their creative
need to be made to adapt this task to space integrated with their
a different context? curriculum.
6.2.1.5. Alternative way of learning
4 Modify, e.g.: What could we modify to Lesson
create more value on this task?
4 As part of the lesson, the teacher can
4 Put to another use, e.g.: What other also encourage creativity by asking
uses or applications might this task children to present their own version
have? of the story after the completion of the
textbook story.
4 Eliminate, e.g.: What could we remove
from the task to simplify it? 4 This will encourage children to become
a storyteller. Children can also present
4 Reverse, e.g.: How could we their stories in written form.
reorganize this task to make it more
effective?

52 21st Century Skills : A Handbook

6.2.2. ACTIVITIES

6.2.2.1. Project Based Learning (PBL) 6.2.2.1.1 Phenomena Based Learning

(PhenoBL)
4 In this method, Students inquire,
investigate and analyze a question or 4 This is a multi-disciplinary and
a problem or a challenging issue to constructive way of teaching-learning
find novel solutions. which has a real-world phenomenon,
like water, health, energy etc. as the
starting point, not the usual subjects as
per the school culture. It encourages
a student to inquire, and be an active
learner.

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 53

6.2.2.2. Virtual Reality 6.2.2.4. Let them Free

4 Learning and interaction in 3D. 4

4 Understand 3D world through

immersions to innovate in their chosen
fields.
4
4 You can take them to mountain tops,
gardens, historical places through
3D immersions for explaining their
experiences later, on a situational
topic.

6.2.2.3. Two is Enough

4 Give children two shapes i.e. rectangle, 6.2.2.5. It's Time for a Break
triangle and ask them to draw one 4 Giving children time off from
thing using those shapes only. For their classes to do tasks of their
ex. they can draw a car, an animal, a interests enables them to work
flower etc. enthusiastically.
4 This will enhance the thinking power
of the children and as a consequence
will also improve their innovative skills.

6.3. COLLABORATION

54 21st Century Skills : A Handbook

 interest and fun in the teaching learning
process. It effectively broadens the cultural,
social, and environmental boundaries and
helps a child to understand social and
environmental concerns better.

Basis • Allocating resources

• Brainstorming
• Decision-making
• Delegating
• Evaluating
• Goal setting
• Leading
• Managing time
• Resolving conflicts
• Team building

Purpose Collaborative Skills empower students to work together in

groups to solve a given problem.

Strategy 1. Model What We Expect :

We need to faciliatate and model ourselves for what we
aspire and expect our students to be and do.

2. Teach Them How To Negotiate:

Students need to understand that being loud does not
mean being heard. A good negotiator listens well, is
patient and flexible, shares ideas and areas of consensus,
and can think under pressure.

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 55

6.3.1. ACTIVITIES

6.3.1.1. ‘Save the Last Word for Me’

Children participate actively through

speaking as well as listening. They work in
groups, share and discuss their responses
and perspectives on an issue. This can be
used to build up their collaborative skills,
critical thinking and problem solving skills.

6.3.1.2. Hands-on projects

Use Experiential Learning activities. Refer to

CBSE Handbook on Experiential Learning
and Guidelines on Art Integrated Education.

56 21st Century Skills : A Handbook

6.3.1.5. Dumb charades what is the concept/topic and guess it,
for example photosynthesis, or Highest
In this activity, children will be divided into Common Factor, etc. After guessing the
4-5 groups. The teacher will prepare chits
concept/topic, the whole group has to
with different concepts/topics written on
answer a question on that concept/topic
them from a given subject. Every group
already kept ready by teacher. This activity
will be given the chance to guess the topics/ will be fun in learning lessons and this can
concepts by one member of that group
be performed if students co-operate and
charading or acting out the topic/concept.
collaborate with each other.
While one member of the group charades,
the rest of the children have to understand

6.4. COMMUNICATION

Process of Communication

The Process of Communication needs three things: Message, Sender and Receiver/ Recipient.

(adapted from https://www.pinterest.com/pin/75927943712162991/?mt=login)

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 57

58 21st Century Skills : A Handbook
Basis • Analysis of the situation
• Choose a medium of communication
• Evaluating messages
• Listening intently and patiently
• Reading
• Speaking
• Writing
• Turn taking and initiation
• Use of technology

Purpose • Provide information

• Seek Information
• Expression
• Build up social and interpersonal skills

Strategy 1. Reflective self:

There can be a reflective thinking class, in which students
can share their experiences, good or bad, or they can
share a story/incident/feeling/opinion which they have
not shared with anybody so far. This period will help
children to listen carefully to each other and , thus,
inter-personal communication will also improve.

2. Paired Communication:
Teachers can divide the class into pairs of students and
give them time to interact to know each other better. The
students will ask each other questions to know about the
students likes/dislikes/favourite sport/music/art/books,
etc. They can then present the paired student to the class by
talking about the uniqueness of that student. This will show
how much those two listened to each other. Regular
practice of this will improve communication.

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 59

6.4.1. ACTIVITIES

6.4.1.1. Guide for the blindfolded

4 Arrange your classroom in a way that is unfamiliar to the students, making sure that it
is safe to get around.

4 Have students pair up. One will wear a blindfold while the other is to function as the
“eyes” and stand in a designated space.

4 The fewer guidelines you provide the more creative the students’ methods will be.

60 21st Century Skills : A Handbook

 This activity will help students to
know each other better and this will
also improve communication among
important, and it is easy to provide students.
students with practice in following
nonverbal cues: just don’t speak.

6.4.1.5. Student’s Class

students know that the day will be spent
using nonverbal communication, then 4 Ask students to organise a class
continue to use signals throughout themselves in which they will choose
class when direction is required. the topic, present the topic, frame
questions and activity related to the
4 Make it known that you expect them to topic etc.
do the same. Everyone will be amazed
at how quickly a class “language” built
on signals and nonverbal cues begins This activity will encourage conversations
to form. among children about how to organise the
class and they will also learn the importance
6.4.1.3. Feelings are Important of maintaining the decorum of the class.

4 In this activity, there will be a board

address the ones suitable for collective

discussion. Some children who need
privacy to discuss, can be given
separate time by the teacher.

6.4.1.4. Talk-in-Pairs

4 Teacher will ask children to make

pairs. Pairs should be such that the two
children in the pair do not know much
about each other.

4 Teacher will give time to the class and

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 61

6.5. INFORMATION, MEDIA AND TECHNOLOGY LITERACY

62 21st Century Skills : A Handbook

Information, both from the traditional gives the following eight reasons why
sources like Books, Newspapers, etc students use technology16:
and other digital sources like the Internet
sites, social media, Apps etc. is to be used 4 Freedom of expression
effectively and judiciously by students. It is 4 Facility to use it as per likings
to be seen carefully by the teachers that
information available is used at all levels of 4 Multiple resources of information
Bloom’s Taxonomy. They need to be able
4 Open interaction
to remember, understand, apply, analyze,
evaluate the given information and create 4 Blend of work and play
new information .
4 Connecting and collaborating
Don Tapscott, in Growing Up Digital: How
the Net Generation Is Changing Your World, 4 Exploring and Innovating

Basis • Accessing Information

• Collaborating
• Communicating
• Using Information
• Analysing Information
• Interpreting Information
• Creating New Information

Purpose IMT makes the learning environment more interesting than

a traditional classroom environment and helps the students
perform better in their respective careers.

Strategy Digital classroom:

• With traditional blackboard, digital interactive boards

should be placed in the classroom.

• This will aid in the teaching-learning process. In teaching

of lesson related to space, teachers can show videos of
space to children for long lasting memories.

16
http://socium.ge/downloads/komunikaciisteoria/eng/Grown_Up_Digital_-_How_the_
Net_Generation_Is_Changing_Your_World_(Don_Tapscott).pdf accessed on 14.03.2020

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 63

6.5.1. ACTIVITIES

6.5.1.1. Know-How design it on paper by preparing a

detailed write-up on the why, what,
4 In this activity the teacher will how, etc. of the App
demonstrate to the children how
to search and where to search for 4 This would also enhance their critical
information. Then the teacher will give thinking and decision making.
them topics to search and will see how
children are searching and if they were 6.5.1.3. Designing a Blog,
Website, PPT in the school Computer Lab
following her instructions or not.

6.5.1.2. Design an App 4

4 Students will be asked to identify a

problem (environment/ societal /
school related) and design an App
using ICT to offer a viable solution to 4
it.

4 Even if they do not have the technical

knowhow to design an App, they will

64 21st Century Skills : A Handbook

6.6. FLEXIBILITY AND ADAPTABILITY

A tree that does not bend

during a storm gets
uprooted. That implies,
flexibility and adaptability,
without changing the goal
and values, is required.
Flexibility and Adaptability
are the skills of an
individual/ team to adjust or
change oneself to best
meet the needs of a situation
or environment.

Basis • Goal Setting

• Seeking answers
• Navigating for information
• Collaborating with others
• Improving
• Creating
• Sharing

Purpose Flexibility is a critical quality of an individual/ team to adjust

or change oneself to best meet the needs of a situation or
environment.

Strategy 1. The Feedback Loop – This enables students to learn how

to appreciate feedback and respond to it positively.

They learn to use feedback to improve what they are doing

by finding new ways of finishing the task as suggested by
the feedback. This is the reinforcing feedback loop.

Secondly, students can use the feedback as a balancing

strategy to find where they have been making mistakes,
and rectify the same to increase productivity and effectivity.
This is called the balancing feedback loop.

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 65

6.6.1. ACTIVITIES

66 21st Century Skills : A Handbook

6.6.1.1. Different Uses of Household 6.6.1.4. Surprise-Surprise
Items
4 Give children different activities to
4 Encourage thinking about things perform from time-to-time but don’t
differently, like different utensils and fix the activity.
furniture items to create
individual music. 4 For example, fix one period every
Wednesday as an activity period, but
4 Children learn to see things differently don’t reveal the activity beforehand.
as they need to be flexible in their
thinking for considering utensils as 4 This will come as a surprise
to the students but gradually they
musical instruments.
will adapt to this.

6.6.1.2. Make up a New Game

4 Invent new games by slightly changing

the rules, or by taking rules from one
game and adding them to another.

4 Changing the rules in a game can

be very difficult for children who are
inflexible.

4 For these children, it is important to

play or create games in which rules do
change frequently.

6.6.1.3. Shuffle

4 Give students group activities and use

a chit system for dividing the students
into groups.

4 This random distribution of students

will make most of the students
uncomfortable but this is the challenge.

4 Students should be flexible enough

to work with anybody in various
conditions.

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 67

6.6.1.5. Flipped Classroom

68 21st Century Skills : A Handbook

6.7. LEADERSHIP AND RESPONSIBILITY

Basis • Identifying goals collectively and individually

• Creating a group and providing them chance to explore
their own abilities
• Resolving issues
• Encouraging team members to attain their aims
• Helping group members solve problems and improve
performance
• Acknowledging work done by each and everyone

Purpose Leadership is the life skill that helps one learn the art of building
relationships within teams, define identities and achieve tasks
effectively.
Responsibility includes demonstrating integrity and ethical
behaviour by the students towards building safe and positive
classroom environment

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 69

70 21st Century Skills : A Handbook
6.7.1. ACTIVITIES

6.7.1.1. Quiz to Lead and give them a few minutes to see

4 Hold a quiz competition, row-wise, in the numbers, then start the game.
4 Every member of the team has to jump
on each of the numbers, and say the
number loudly so that other members
can listen to the number; this requires
4 This will develop leadership qualities a huge amount of coordination in the
among children and also motivate team.
other children to develop leadership 4 Whichever team completes the game
quality. in less time will be the winner.
6.7.1.2. Number Game 4 This activity will help the children
4 Divide the class into two groups and to develop leadership skills as they
write the numbers 1 to 25 randomly have to manage their team to work in
on the floor with chalk. coordination.
4 Select two students to lead the groups

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 71

6.7.1.3. Leaders You Admire 4 This activity will improve delegation
4 This activity helps in understanding skills.
the characteristics and quality of a
good leader. 6.7.1.5. Do Se Bhale Chaar (Teamwork
is better)
4 As the name says, the teacher will
divide the class into groups of four
communicate and share each other’s and give all of them the same lesson
findings. to perform and present before the
6.7.1.4. Round Tables class.
4 This activity requires four tables. Each 4 They/ The teacher can use any method
table has a different group with a to present, such as skit, role-play, flip
different task to perform. chart, powerpoint presentation, etc.
4 Each group will have a group leader 4 Teacher will observe how they plan their
who will delegate the task and steps of activity and after their performance,
the task to the group members. will ask questions to the group
members about how they decided on
4 .Once they begin, the task time is
this method.
measured for each group and the
group which takes minimum time will 4 This activity will show how each group
be the winner. presentation becomes better with
teamwork.

6.7.2. ACTIVITIES

72 21st Century Skills : A Handbook

6.7.2.1. Making Own classroom Rules understand their responsibility of
4 Students will be encouraged to make helping their peers.
the class rules in the beginning of the 6.7.2.3. Break the chain
session. The most suitable ones may be 4 Select a lesson/ story having a chain
finalised and displayed prominently in of events based on values.
the classroom and followed throughout
4 Ask the students to list the sequence of
the year by each student.
events and find an alternative step to
4 They may also decide what action the stop or change the chain of events
4 The story/ lesson will be rewritten by
the students adding their perspectives
4 This will foster a sense of responsibility to change the chain of events
in them.
6.7.2.4. WANTED! Responsible..
6.7.2.2. Helping hands
4
4 Teacher will divide the class into pairs
who will voluntarily give some of their
belongings so that their belongings
together will become whole.
4 Children should start this advertise-
4 Teacher will then give them some work
to do in which children will need to responsible person.
share each other’s belongings.
4 This will help children to know
4 For example, They would ask students and the teacher to guide them in
to share their geometry boxes to make understanding what kind of a person
a maths project. can be considered a responsible
4 With this activity, children will person.

6.8. INITIATIVE AND SELF-DIRECTION

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 73

Basis • Questioning
• Planning
• Research
• Creating
• Improving
• Presenting

Purpose Initiative provides an opportunity to act or take charge before

others.
Self-direction is the ability to set goals related to learning, plan
for the achievement of those goals, independently manage
time and effort, and assess the quality of learning experience.

Strategy 1. Teacher First

Teacher/s will initiate acting on an activity to set an example
and motivate students to come forward and take part in it.
2. Initiative to improve
The teacher should try to talk in class about sharing a
secret which may be affecting their confidence. Teacher
will share her own secret first and then students will start.
This will improve their confidence.
3. Assess Readiness
Before any student can achieve their learning goals, it's
important to know their current situation. Teachers can
perform a short exercise and design the self-direction
process for the students.

6.8.1. ACTIVITIES

74 21st Century Skills : A Handbook

6.8.1.1. Bunch of Activities 6.8.1.3. Teacher First
4 Teacher can use a bowl and put several 4 Teacher will arrange a separate class
chits in it with different activities written for sharing stories of achievement,
on the chit. failure, things which matter, etc.
4 4 Teacher will start this class by sharing
his/her part of the story first; this will
encourage children to share their
4 This will have various benefits such as stories.
taking initiative to perform an activity, 6.8.1.4. Teamwork
making the class joyful 4 Class will be divided into groups of
4 4-5 students and give them a scene
to perform and every child has to do
some role playing.
4 One child can help another but
everyone has to perform one’s own
4 Ensure that everyone takes part in it. role.
6.8.1.2. Everyone Matters 4 This activity will help children to work
4 Organise any activity in which every in groups yet maintaining their own
child has to perform/present in front individuality.
of the whole class so that each child
also gets an opportunity.

6.8.2. ACTIVITIES

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 75

6.8.2.1. Self-Advocacy

4 For many students, self-advocacy doesn’t come naturally.

4 Teaching students how to ask for help, through role playing or other guidance is the
motive of this activity.

6.8.2.2. Being Themselves

A Scene:

Tuesday: Maths Class at Sopan: the School

The teacher asks students to decide what they want to do in the class. Students start
whispering. Devyani, Vikram, Chris, Taveesh, Samar, Tanveer, Denis, Garima, Danya,
Yogvid and Kuladitya decide they want to play chain game, like this video:

https://www.facebook.com/the.akanksha.foundation/videos/10154397169224317/

Teacher lets them do it along with the entire class.

Naturally, it enhanced their self-direction, teamwork and initiative-taking. So, let them
be….

6.8.2.3. Connections to Experts 6.8.2.4. Design Thinking

4 It is becoming easier every day to 4 The teacher should offer opportunities

broaden horizons of students by in the classroom where students can
reaching out to the community. write their own critical questions about
content.
4 Get students to identify a larger
problem that needs solving and then 4 They should be allowed to question
help them to connect with experts in the credibility of the content and offer
that area, to gather more knowledge their perspective on the same.
and perspective.
4 At least one topic per semester may
be planned in a manner to foster self-
direction in the students.

76 21st Century Skills : A Handbook

6.9. PRODUCTIVITY AND ACCOUNTABILITY

Basis • Goal setting

• Planning
• Time management
• Research
• Development
• Evaluation
• Revision
• Application

Purpose Productivity is prioritizing, planning, and applying knowledge

and skills to make decisions to enhance quality of work in an
ever-changing environment.
Accountability is demonstrating personal integrity through
appropriate resource allocation and effective time management.

Strategy Proper allocation and Time management - The proper

allocation of tasks and duties to the students and proper analysis
of time required to perform a task are key factors in measuring
the students’ performance. They should be encouraged to keep
a track of their academic and non-academic progress.
Positive Environment - Teacher will create a type of environment
in the class that if any student or teacher does any mistake, they
will accept that and take full responsibility of it without any fear
of judgment.

6.9.1. ACTIVITIES

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 77

6.9.1.1. Research Project 4 Students and teachers will set weekly
targets for the reading of books and
4 Students (individually/group) shall whoever fulfils the target will have their
research a topic by collecting name written on the school board/
information from various sources. wall magazine as the “Reader of the
4 Students then create a document Week”.
discussing their research topic and 4 This will encourage children to fulfil
take feedback from their peers. the weekly targets and also improve
4 Then each student compiles a reflective their productivity in class.
paper using what they have researched
and the input from their peers.
6.9.1.5. Ask and Listen
4 This would enhance their performance
and lead to increased productivity. 4 In the beginning of the class, the
teacher will talk to students about
how they are feeling, what happened
6.9.1.2. Expo 2020 yesterday with them, why someone is
not feeling good, and why they are
4 Students participate in a “young feeling this way, etc.
innovator” program where they give
life to their productive ideas. A model 4 Asking children these questions will
of this can be made for the classroom help them clear their minds and it
where children will make different will also make them positive and
items/models for the class. understand that it is alright to have
different emotions and that they
matter in the class. Their productivity
will increase by adding these things in
6.9.1.3. Praise for More
the class.
4 Teacher should recognize and praise
children’s work. Appreciation for their
work , increases their productivity and
motivates them to work more.

6.9.1.4. Read-Read

4 Teacher will set a particular time for

reading books other than textbooks.

4 Teacher and students can even choose

a book from the school library which
they can read together in the class.

78 21st Century Skills : A Handbook

6.9.2. ACTIVITIES

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 79

6.9.2.1. Student Accountability Project 6.9.2.4. Do as you say

4 At the beginning of the term, students 4

will write a letter to their future self,
one year hence, about the personal
goals they had set up for themselves,
and how they intend to achieve them 4 When they see you make amends,
in one year. they learn to be accountable for their
own behaviour.
4 Teacher will seal each of these letters
in separate envelopes addressed to
the student who wrote the letter and
keep these letters away.

4 Students will create a time chart to

monitor their own progress towards
their goals.

4 At the end of the term, they will write

and share how they achieve their goal
and whether they have been successful
in achieving what they have planned
for.

6.9.2.2. Monitors and In-Charges

4 Every classroom, materials, educational

resources, facilities can be allocated
with monitors and in-charges. This
makes students accountable for the
work they are doing.

6.9.2.3. Ownership of the learning

Process

4 Giving students a say in how they

will learn has been linked to gains in
student effort and achievement.

4 This will help children to work and

take full responsibility of it and be
accountable for it.

80 21st Century Skills : A Handbook

6.10. SOCIAL AND CROSS-CULTURAL INTERACTION

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 81

Basis • Cooperation

• Compromise

• Decision making

• Communicating

• Using emotional intelligence

• Using constructive criticism

• Trusting others

• Delivering on promises

• Coordinating work

Purpose To make students adaptive, flexible, appreciative of diversity.

Strategy Group work is a great way for students to work hands-on with
other students who are different from themselves. Also children
will know when it is appropriate to listen and when to speak.
It can be applied in the classroom by dividing the students
into the groups to do classwork. When grouping students,
teachers should create socially and culturally diverse groups.
Teachers should incorporate this group work into their lesson
plans, forcing students to interact in order to complete their
assignments.

82 21st Century Skills : A Handbook

6.10.1. ACTIVITIES

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 83

6.10.1.1. Relay Culture 6.10.1.3. "Social" Circle Time

4 Class will be divided in 4-5 groups 4 At circle time, have each child say
with equal number of children in each something pleasant about the person
group depending on the class strength. next to them as they go around the
circle.
4 Each group has to choose one state
or culture and has to wear or have 4 This can be theme based (cooperative,
something from that culture and move respectful, generous, positive,
towards another student and pass responsible, friendly, empathetic etc.)
on and exchange something of each or about their uniqueness, etc. and it
other’s chosen culture. can change every day to stay fresh.

4 Each group/team must try and pass

on something uncommon and unique
about their chosen culture.

4 Upon being passed something from

another culture, the team has to do
quick research about that aspect of the
culture that has been passed to them
and prepare a flip chart/presentation
on what they have learnt.

4 This way if there are 4 teams, they

would have learnt something unique
about 4 different cultures. This will help
children to understand and appreciate
different cultures.

6.10.1.2. Face It

4 This activity can be done with small

Children.

4 Make pairs and ask students to stand

in front of each other.

4 Ask them to make funny faces which

their partner can copy.

4 Children who are outgoing will be

able to copy each other.

84 21st Century Skills : A Handbook

 CHAPTER 7

SOME FACILITATION METHODS

Following are some common and frequently used methods :

CLASS DISCUSSION (in small or large groups)

BRAIN - STORMING

ROLE PLAY

SMALL GROUP/BUZZ GROUP

GAMES AND SIMULATIONS

SITUATION ANALYSIS AND CASE STUDIES

DEBATE

STORY TELLING

86 21st Century Skills : A Handbook

PAINTING

DANCE

QUIZ

QUESTIONNAIRES

Chapter 7 : Some Facilitation Methods 87

In addition to the above, some more suggestive, creativity-based, facilitation methods for
implementing 21st Century Skills are being given as under:

Facilitation
Description Benefits Process
Method

YOGA AND Yoga encompasses Yoga can help • Regular yoga

CLASSICAL physical, mental and students in classes to be held.
TEXTS spiritual practices. increasing flexibility
Students can be and mind-body • Starting with simple
encouraged to learn about balance. Improves yoga exercises
various asanaas or yogic energy and vitality, and gradually
exercises with the help of a strengthens memory increasing the
yoga instructor. They must skills, decision level.
be explained that Yoga not making and
• Students can be
only leads to massaging problem solving
taken to a calm
of internal organs (Yoga is and reasoning
and open space
the only form of physical skills, focus and
devoid of any
endeavour that helps in concentration.
distraction.
that) and flexibility (a Yoga relieves stress,
precursor for good health) helps in managing • Make sure to
of the body, it also helps anger and attaining explain the benefits
reduce cortisol from the better regulation of each and every
body. Cortisol suppresses over emotions. exercise. In fact,
immunity. The classical you can turn it into
texts consist of a science class, by
The ancient Indian inspirational quotes explaining which
texts like the Vedas, and messages from internal organ/
Upanishads, Thirukkural, various life stories
muscle/skeletal
etc. are enriched with which can inculcate movement is
the principles of living a humility and abstract involved in which
healthy life which can be thinking among the exercise, etc.
used to inspire students. students
The lessons of life can • The excerpts from
be learnt through the the classical texts
short stories, quotes etc. can be made
mentioned in literary available in
works such as Jataka simple language
tales, Panchtantra texts, to the students
etc. for reading and
teachers can guide
them through

88 21st Century Skills : A Handbook

 JINGLE A jingle is a short slogan, Jingle/rap song • Groups can be
MAKING/ verse or tune designed can act as an formed on the
RAP SONG to be easily remembered entertaining source basis of mutual
MAKING and typically to advertise of expression of interests among the
or highlight an issue or a thoughts and ideas students.
product. among students.
Helps in bringing • Writing of the
Rap is a popular style of out creativity of lyrics, themes,
music, where the words students. Issues and composing of
and the music is set to ideas which are music, etc. can be
a recurrent beat, often difficult to put into divided among the
appearing like someone plain words are group members
speaking in fast-paced expressed through under the guidance
verse. tunes and lyrics of a teacher

Students can be which are listened • Events can be

encouraged to create and remembered organized in
jingles/rap songs more effectively. order to keep their
regarding whatever they motivation levels
wish to express and raise high and reach out
awareness about that to the masses.
among masses.
PUPPETRY Puppetry is an art of Puppetry is a form • Students can be
making and manipulation of performance encouraged to
of / manipulating arts that can be be creative with
puppets (objects or dolls used as a mode to the making of the
resembling a human, showcase about the puppets by using
animal or a mythical various adolescent different art and
figure typically made using mental health crafts material
cloth and cardboards) issues, social issues, under the guidance
for depicting theatre or different ideas and of an art teacher.
drama. The puppeteer imagination of
uses hand movements or students in the form • Workshops or
control devices such as of story telling special classes
rods or strings to move the can be arranged
body parts of the puppet for the students
to show the enactment to learn the art of
communication
through puppetry.

• Teachers can
indulge students
into making short
plays or

Chapter 7 : Some Facilitation Methods 89

 performance on
various themes and
showcase them to
the audience.
LITERATURE A body of written Compositions • Various books
works having artistic which capture and novels can be
or intellectual value, events, themes and made available
often due to deploying situations in a short to the students for
language in ways that and precise manner. reading
differ from the ordinary
usage. Used in • The teacher
communicating can explain the
feelings, opinions, meaning of the
ideas, habit and texts and help the
other experiences. students relate
to the real life
Can be in the situations
form of songs,
recitations, chants, • Students can also
be dramatised be encouraged to
to enhance the read and enact in
acquisition of groups in order to
various life skills. understand better,
DRAMA Composition in verse or Drama can provide • Students can be
prose intended to portray a platform for encouraged to
life, character or to tell a self-expression, enact any of their
story. It usually involves developing empathy literature lessons,
presenting conflicts and and practicing skills social issues or any
portraying emotions in life like situations theme they wish to
through action and
dialogue. • Guidance can be
provided by the
teachers while
forming a play,
character roles etc.

• Students should
be encouraged
to express their
feelings, thoughts
and emotions
through this
medium.

90 21st Century Skills : A Handbook

 SINGING Singing is the act of Singing is a form • Students can form
producing musical of expression of groups or pairs on
sounds with the voice thoughts, ideas the basis of mutual
and expression of regular and feelings which interests.
speech by the use of is more effective
sustained tonality, rhythm than plain speech. • A music teacher
and variety of vocal Creativity and can encourage
techniques. imagination of the the students to put
students can be their thoughts and
shaped into the ideas into songs or
form of singing in music.
various styles, lyrics • Various themes can
etc. Singing can be be provided to the
a stress buster and students and they
helps in regulating can be motivated
emotions and to take part in
managing anxiety. events and express
themselves through
singing.
MEDITATION Meditation is not about When a child • It is important that
religion. It is about focuses her the teacher takes
focusing your awareness awareness on up activities that
to such an extent that something that involve all children
you lose track of your she loves doing, of the class and fire
conflicting thoughts and even if it is playing their imagination
of time. A person who is with mud or water, enough to work on
very involved in singing, the child is in that activity.
painting, writing creatively, meditation. This
running, climbing a makes the child • Before taking
mountain, trekking, etc. is happier, reduces up any creative
a person in meditation. stress, improves activity, the teacher
memory, improves can encourage
concentration, students to sit in
encourages complete silence
compassion, etc. with eyes closed, to
bring awareness to
the activity at hand.

Chapter 7 : Some Facilitation Methods 91

 CHAPTER 8

CBSE ACTIVITIES TO
PROMOTE 21ST CENTURY
SKILLS
Central Board of Secondary Education thinking skills. By experiencing things,
has taken various initiatives and has been children will learn to relate the concepts
conducting several activities to promote with real life instances.
21st Century Skills. The details of those are
presented as follows: 3. Heritage India Quiz

1. Mandatory Art Integration The CBSE Heritage India Quiz is an

Inter School Quiz conceptualized
It is a cross-curricular approach to by the Board with the objective of
teaching and learning based on promoting interest and desire among
collaboration between the teaching students to learn and appreciate the
of subject with the teaching of Art history, tourism and sharing the vast
(Visual/performing etc.), where Art, in cultural heritage of our country.
any of its multiple forms, becomes the
primary pathway to learn the subject/ This competition helps children to be
topic and also of assessment. critical thinkers to find answers of the
quiz questions, as well as promotes
This helps in encouraging creativity, socio-cultural awareness among
collaboration and social skills among them.
students by taking part in different arts
activities and performing in groups.

2. Making Experiential Learning as

Mandatory Pedagogy
4. Science Exhibition
It probes deeper into the essence of
experiences to bring it to the class to The Central Board of Secondary
make learning joyful, engaging and at Education has been taking many
the same time connected to real life. initiatives to generate curiosity
and develop scientific attitude
It will help in developing problem- amongst learners. The activity aims
solving, communication and critical at providing a platform to students

Chapter 8 : CBSE Activities to Promote 21st Century Skills 93

 6. CBSE Storytelling Competition

Initiated in 2019, this competition aims

to enable children to present subject
topics and concepts through Stories.
For example; explaining Adjectives,
Periodic table through stories.

to demonstrate such learnings that

encourage construction of knowledge
by connecting new ideas to existing
concepts as well as enriching
one’s understanding from other’s
experiences and perspectives.

This activity will also help develop

literacy skills among students. This will
also help children to be creative and
critical thinkers on how to choose topic 7. Aryabhata Ganit Challenge
and how to present it.
It is an online test organised by CBSE
5. Art Exhibition to make learning mathematics joyful.
This competition is being proposed In this competition, questions are
with an aim to generate interest of based on analytical skills in which
students in the vast Indian culture. children think and relate mathematical
Students would need to create Art problems to real life problems, leading
forms from eco-friendly products. to development of problem solving
and critical thinking skills.

8. Reading Challenge

To encourage quality of reading

among students, CBSE has organised
reading challenge in which students

94 21st Century Skills : A Handbook

 read different text and graphics and 11. Science Challenge
comprehend their meaning. Children This competency based assessment
will develop critical thinking when they in Science would encourage students
are able to read. They will understand to connect the science curriculum
better. Their problem solving skills will areas to real life situations. The test
be developed because now they can would assess student's abilities to think
understand better and their creativity rationally and critically. This will help
will also improve as they have to children to understand science in a
comprehend graphics as well. more better and fun way.
9. Skill Education 12. Fit Schools and Fit School Week
This is the Board’s initiative taken
to support government’s Fit India
movement. In this, several activities
are organised to help children to
remain fit. This also includes healthy
eating habits. In the time of lockdown
as well, online session with different
experts are provided by the CBSE to
maintain good health of the children.
These include tips regarding healthy
food habits, fitness sessions, mental
health etc.

10. Creative and Critical Thinking

Practice

Board has initiated another activity to

increase creative and critical thinking
among students. Board releases five
questions weekly to test the creative
ability of children for problem solving.
You can access it at https://diksha.
gov.in/get/dial/R5Z7P5

These can be given as homework or

13. Ek Bharat Shreshtha Bharat
teacher will/ may or can start the class
with these questions. It all depends This initiative is taken by the Board to
on the teacher. This will also increase support Ek Bharat Shreshtha Bharat
collaboration and communication programme launched by our Hon’ble
between children as teachers can Prime Minister on Ekta Diwas (31st
also divide the class into pairs of two October 2015) on the occasion of birth
children. anniversary of Sardar Vallabhbhai
Patel to foster national integration

Chapter 8 : CBSE Activities to Promote 21st Century Skills 95

 among states, Union Territories, 14. CBSE Expression Series
Central Ministries, Educational It is an online competition aiming
Institutions and general public. Board to improve inquiry, communication
issued a list of pairing of states which skills, evaluation and analysis skills
schools need to follow and perform digital literacy among children.
activities accordingly. These activities Children express their views and
will help children to understand each thoughts through different mediums
other’s culture and respect each like paintings/essay/poems/poster
other’s differences, while integrating making etc. Everytime Board provides
and imbibing cultural collaboration. topics on an important issue of national
and global importance, like water
conservation .
CBSE Expression Series 2021-22- A few glimpses:

THERE ARE MANY MORE ACTIVITIES ON THE CARDS!

96 21st Century Skills : A Handbook

Adieu for Now

We hope this Handbook has been

useful for you.

We shall be back again, after sometime, with a new

concept, new Handbook, new theme and so many new
things…

After all ,to evolve is human….

Meanwhile, look at the painting below …

Chapter 8 : CBSE Activities to Promote 21st Century Skills 97

 (Painting by Mr. Rohit Maurya, TGT Arts, Amity International School, Sector 6, Vasundhara , Ghaziabad).

98 21st Century Skills : A Handbook

 REFERENCES

1. https://www.oecd.org/site/educeri21st/40756908.pdf
2. https://www.cambridgeassessment.org.uk/Images/461811-the-cambridge-approach-
to-21st-century-skills-definitions-development-and-dilemmas-for-assessment-.pdf
3. https://human.libretexts.org/Bookshelves/Literature_and_Literacy#:~:text=Literature%20is
%20any%20body%20of,that%20differ%20from%20ordinary%20usage.
4. https://desales.libguides.com/drama#:~:text=According%20to%20the%20Merriam%
20Webster,typically%20designed%20for%20theatrical%20performance.
5. https://billwrightmusic.com/services/singing/
6. https://www.valamis.com/hub/phenomenon-based-learning