FRAMEWORK FOR

21ST CENTURY
P R E S E N TAT I O N I N B U I L D I N G A N D E N H A N C I N G N E W
L I T E RA C I E S A C R O S S T H E C U R R I C U LU M
 1. Identify the categories of 21st Century skills

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

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

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

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

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

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

8. Craft a curriculum plan matrix imbued with 21st Century learning outcomes

LEARNING OUTCOMES
Warm up activity : 4 pics 1
word
 WHAT IS FRAMEWORK FOR 21ST
CENTURY

According to the Partnership for 21st

Century Skills, this concept encompasses a
wide array of a body of knowledge and
skills that have to be categorized.
Moreover, this concept has been
interconnected with applied skills, cross-
curricular skills, cross-disciplinary skills,
interdisciplinary skills, transferable skills,
transversal skills, non-cognitive skills and
soft skills.
According to Tony Wager (2010), in his
book “The Global Achievement Gap”,
advocated the seven survival skills,
namely: (1) critical thinking and problem-
solving; (2) collaboration across networks
and leading by influence; (3) agility and
adaptability; (4) initiative and
entrepreneurialism; (5) effective oral and
written communication; (6) accessing and
analyzing information; and (7) curiosity
The Partnership for 21st Century Skills presents the
following sets of skills that are categorized accordingly
with different strands of expected outcomes.
Learning and Innovation Skills
These are the primary skills orchestrated in the 21st
Century. They are attributes that differentiate students
who are prepared for a complex life and work
environment from those who are not. Therefore, there is a
need to stress on creativity, critical thinking,
communication and collaboration in preparing learners for
the future
A. Critical Thinking and Problem skills sub-skills
Solving. These may include 1. Work together Keep communication open within
effectively analyzing and effectively in a team teams to carry out tasks
evaluating evidence, arguments,
claims and beliefs; and solving Establish clear definitions and
different kinds of non-familiar agreements on the roles of
problems in both conventional partners in the collaborative
and innovative ways process

Carefully identify obstacles and

address problems cooperatively
2. Reason effectively Use various types of reasoning
(inductive, deductive, etc.) as
appropriate to the situation

Use systems thinking

Analyze how parts of a whole

interact with each other to produce
overall outcomes in complex
systems
3. Make judgments and decisions
Effectively analyze and evaluate
evidence, arguments, claims and
beliefs | Analyze and evaluate
major alternative points of view
Synthesize and make connections
between information and
arguments
Interpret information and draw
conclusions based on the best
analysis
Reflect critically on learning
experiences and processes

4. Solve problems Solve different kinds of non-familiar

problems in both conventional and
innovative ways
Identify and ask significant questions
that clarify various points of view and
lead to better solutions
 Skills Sub-Skills
B. Communication. This
pertains to articulate 1. Communicate clearly Articulate thoughts and
thoughts and ideas ideas effectively using oral,
effectively using oral, written and nonverbal
written and nonverbal communication skills in a
communication skills in variety of forms and
a variety of forms and contexts
contexts. Listen effectively to
decipher meaning,
including knowledge,
values, attitudes and
intentions

Use communication for a

range of purposes (e.g. to
inform, instruct, motivate
and persuade)

Utilize multiple media and

technologies, and judge
their effectiveness a priori,
as well as assess their
impact
Use technology as a tool to
research, organize, evaluate
and communicate information
Use digital technologies
(computers, PDAs, media
players, GPS, etc.),
communication/networking
tools and social networks
appropriately to access
Exercise flexibility and
willingness in making
necessary compromises to
accomplish a common goal
Assume shared responsibility
for collaborative work, and
value the individual
contributions made by each
C. Collaboration. It entails demonstrating ability to work effectively and
respectfully with diverse teams

Skills Sub-Skills
1. Work Together Establish clear definitions and
agreements on the roles of
effectively in partners in the
collaborative process team

Keep communication open within

teams to carry out tasks

Carefully identify obstacles and

address problems cooperatively
D. Creativity and Innovation. It denotes use of wide range of
idea creation techniques to create new and worthwhile ideas

Skills Sub-Skills
1. Think Creatively Use a wide range of idea
creation techniques, such as
brainstorming

Create new and worthwhile ideas

(both incremental and radical
concepts)

Elaborate, refine, analyze and

evaluate their own ideas in
order to improve and maximize
creative efforts
2. Work creatively with others Develop, implement and
communicate new ideas to others
effectively

Be open and responsive to new and

diverse perspectives; incorporate
group input and feedback into the
work

Demonstrate originality and

inventiveness in work and understand
the real world limits to adopting new
ideas

View failure as an opportunity to

learn; understand that
creativity and innovation is a long-
term, cyclical process of
small successes and frequent
mistakes
3. Implement Innovation Act on creative ideas to make a
tangible and useful contribution to
the field in which the innovation will
occur
INFORMATION, MEDIA AND TECHNOLOGY SKILLS

People in the 21st century live in a technology and media-saturated

environment marked by the following: (1) access to an abundance of
information; (2) rapid change in technology tools; and (3) the ability to
collaborate and make individual contributions on an unprecedented scale.

Therefore, to be effective in the 21st Century, everyone must be able to exhibit

a range of functional and critical thinking skills related to information, media
and technology (AACT E, 2011).

A. Information Literacy. It refers to accessing and evaluating information

critically and competently and managing the flow of information from a wide
variety of sources.
 Skills Sub-Skills
1. Access and evaluate Access information efficiently
information (time) and effectively (sources)

Evaluate information critical and

competently

2. Use and manage information Use information accurately and

creatively for the issue or problem
at hand

Manage the floe of information

from wide variety of sources

Apply a fundamental
understanding of the ethical/legal
issues surrounding the access and
use the information
B. Media Literacy. It underscores understanding both how
and why media messages are constructed; creating
media products by understanding and utilizing the most
appropriate media creation tools, characteristics and
conventions.
Skills Sub-Skills
1. Analyze Media Understand both how and why
media messages are constructed,
and for what purpose

Examine how individuals interpret

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

Apply a fundamental
understanding of the ethical/legal
issues surrounding the access
and use of media
 2. Create media product understanding and utilize the
most appropriate media creation
tools, characteristics and
conventions

Understanding and effectively

utilize the most appropriate
expressions and interpretations
in divers multi-cultural
environment

C. Technology Literacy. it pertains to the use of

technology as a tool to research, organize, evaluate
and communicate information
 Skills Sub-Skills

Apply technology effectively * Use technology as a tool to research,

organize, evaluate, and communicate
information.
* Use digital technologies (computers,
PDAs, media players, GPS, etc.),
communication/networking tools, and
social networks appropriately to access,
manage, integrate, evaluate, and create
information to successfully function in a
knowledge economy.
* Apply a fundamental understanding of
the ethical/legal issues surrounding the
D: Life and Career Skills access and use of information
technologies.
Today's life and work environments both require more than thinking skills and
content knowledge. Cultivating the ability to navigate complex life requires
students to develop the following life and career skills: (1) flexibility and
adaptability; (2) initiative and self-direction; (3) social and cross-cultural skills; (4)
productivity and accountability; and (5) leadership and responsibility. (AACTA,
2010)
 : Flexibility and Adaptability

Skills Sub-Skills

Adapt to change Adapt to varied roles, job

responsibilities, schedules, and
contexts.
Work effectively in a climate of
ambiguity and changing priorities.
Be flexible Incorporate feedback effectively.
Deal positively with praise, setbacks,
and criticism.
Understand, negotiate, and balance
diverse views and beliefs to reach
workable solutions, particularly in
 Initiative and Self-Direction

Skills Sub-Skills

1. Manage Goals and Time Set goals with tangible and

intangible success criteria.
Balance tactical (short-term) and
strategic (long-term) goals.
Utilize time and manage workload
efficiently.
2. Work Independently Monitor, define, prioritize, and
complete tasks without direct
oversight.
3. Be Self-Directed Learner Go beyond basic mastery of skills
and/or curriculum to explore and
expand one's own learning and
opportunities to gain expertise.
Demonstrate initiative to advance
skill levels towards a professional
level.
* Demonstrate commitment to
learning as a lifelong process.
* Demonstrate integrity and ethical
4. Be Responsible to Others Act responsibly
behavior withinfluence
in using the interests ofpower.
and the
larger community in mind.
Consider others' ideas and viewpoints.
Look for others' welfare and safety in all
circumstances.
Assist others in times of their downfalls
and setbacks
 Social and Cross-Cultural Skills

Skills Sub-Skills

1. Interact Effectively with Others Know when it is appropriate to listen

and when to speak.
Conduct oneself in a respectable,
professional manner.
2. Working Effectively in Diverse Work effectively in diverse teams
Teams Respect cultural differences and
work effectively with people from a
range of social and cultural
backgrounds.
Respond open-mindedly to different
ideas and values.
Leverage social and cultural
differences to create new ideas and
increase both innovation and quality
of work
 Productivity and Accountability
Skills Sub-Skills

1. Manage Projects Set and meet goals, even in the face of

obstacles and competing pressures.
Prioritize, plan, and manage work to achieve
the intended result.
2. Produce Results Demonstrate additional attributes associated
with producing high-quality products,
including the abilities to:
* Work positively and ethically.
* Manage time and projects effectively.
* Multi-task.
* Participate actively, as well as be reliable
and punctual.
* Present oneself professionally and with
proper etiquette.
* Collaborate and cooperate effectively with
teams.
* Respect and appreciate team diversity.
* Be accountable for results.
 Leadership and Responsibility

Skills Sub-Skills
1.. Guide and Lead Others Use interpersonal and problem-solving
. skills to influence and guide others
toward a goal.
* Leverage strengths of others to
accomplish a common goal.
* Inspire others to reach their very best
via example and selflessness.
* Demonstrate integrity and ethical
behavior in using influence and power
Be Responsible to Others Act responsibly with the
interests of the larger
community in mind.
Integrating 21st Century Skills in Teaching-Learning Process
The text introduces the concept of 21st-century support systems, which are
crucial for ensuring students master these skills. These systems include:
1.21st Century Standards:
* Focus on 21st-century skills, content knowledge, and expertise.
* Build understanding across core subjects and interdisciplinary themes.
* Emphasize deep understanding over shallow knowledge.
* Engage students with real-world data, tools, and experts.
* Allow for multiple measures of mastery.
2. Assessment of 21st Century Skills:
* Balance assessments, including standardized tests and
formative/summative classroom assessments.
* Provide useful feedback embedded in everyday learning.
* Utilize technology-enhanced assessments.
* Enable portfolio development to showcase mastery.
* Ensure a balanced portfolio of measures for evaluating student
competency.
3. 21st Century Curriculum and Instruction
* 3.1: Teaches 21st-century skills discretely within core subjects and
interdisciplinary themes.
* 3.2: Focuses on providing opportunities to apply these skills across
content areas, promoting competency-based learning.
* 3.3: Integrates innovative learning methods using supportive
technologies, inquiry-based learning, problem-based approaches, and
higher-order thinking skills.
* 3.4: Encourages the use of community resources beyond school
walls. (AACTE, 2010)
4. 21st Century Professional Development
* 4.1: Shows teachers how to integrate 21st-century skills, tools, and
strategies into their practice and helps them prioritize activities.
* 4.2: Balances direct instruction with project-oriented teaching.
* 4.3: Demonstrates how a deeper understanding of subject matter
enhances problem-solving, critical thinking, and other 21st-century
skills.
 * 4.5: Develops teachers' abilities to identify diverse learning styles,
intelligences, strengths, and weaknesses in students.
* 4.6: Equips teachers with strategies (like formative assessments) to
reach diverse learners and create supportive, differentiated learning
environments.
* 4.7: Supports the ongoing evaluation of students' 21st-century skills
development.
* 4.8: Facilitates knowledge sharing among educators through various
communication methods (face-to-face, virtual, and blended).
* 4.9: Implements a scalable and sustainable model of professional
development. (AACTE, 2010)

5. 21st Century Learning Environments

* 5.1: Creates learning practices, human support systems, and
physical environments conducive to teaching and learning 21st-
century skills.
* 5.2: Supports professional learning communities for educators to
5. 21st Century Learning Environments (Continued from previous image)
* 5.3: Enable students to learn in relevant, real-world 21st-century contexts (e.g.,
through project-based or applied work).
* 5.4: Allow equitable access to quality learning tools, technologies, and resources.
* 5.5: Provide 21st-century architectural and interior designs for group, team, and
individual learning.
* 5.6: Support expanded community and international involvement in learning, both
face-to-face and online. (AACTE, 2010)
Implications for Educators
The introduction of 21st-century skills has several implications for educators:
* Technology Integration: Effectively integrating technology with content and pedagogy,
creatively using it to meet diverse learning needs.
* Standards Alignment: Aligning instruction with standards that embody 21st-century
knowledge and skills.
* Balanced Instruction: Strategically balancing direct instruction with project-oriented
teaching methods.
* Developmental Knowledge: Applying knowledge of child and adolescent development
to educator preparation and policy.
* Diverse Assessment: Using a range of assessment strategies (formative, portfolio-
based, curriculum-embedded, summative) to evaluate student performance and
 * Learning Communities: Actively participating in learning communities,
sharing expertise through coaching, mentoring, and collaboration.
* Mentorship: Acting as mentors and peer coaches for fellow educators.
* Differentiated Instruction: Using varied strategies (like formative
assessments) to reach diverse students and create supportive learning
environments.
* Continuous Learning: Pursuing continuous professional development
and embracing lifelong learning. (AACTE, 2010)
* Conducive Environment: Establishing a learning environment where
students feel comfortable expressing themselves and exploring their
potential.
Implications for Pre-service Teacher Preparation
There's a need to understand the key elements of effective curricula that
will help pre-service teachers develop the dispositions, habits of mind,
and confidence to teach 21st-century skills across core academic
subjects. This means that teacher preparation programs need to equip
Curriculum Development for 21st Century Skills
AACTE (2010) suggests that a 21st-century approach to curriculum is
more than just adding a course or extra time. Pre-service teachers
need to understand how to develop and use curricula that foster deep
understanding and mastery of both academic content and 21st-
century skills. This can be achieved by aligning teacher education
programs with student and teacher standards that blend thinking and
innovation skills, ICT literacy, and life and career skills within academic
subjects and interdisciplinary themes.
The text emphasizes that effective 21st-century curriculum design
focuses on understanding and authentic application of these skills
across all subject areas.
Instructional Models for 21st Century Skills
The image highlights the importance of instructional models, stating
that teacher preparation programs should integrate innovative and
research-proven teaching strategies, modern learning technologies,
and real-world resources. Four key areas are identified:
 * Integrating "Teach for Understanding" Principles: Pre-service
teachers should be able to create lessons that develop essential
concepts and skills, incorporating technology to demonstrate critical
thinking and problem-solving.
* Creating Rich Practice Teaching Experiences: Strong practice
teaching allows pre-service teachers to connect theory and practice.
* Creating Dynamic Learning Communities and Peer Mentoring
Networks: Pre-service teachers benefit from service-learning and
reflection on pedagogical strategies that enhance 21st-century skills.
* Examining the Roles of Content, Pedagogy, and Technologies in
Developing Higher-Order Thinking Skills: This involves understanding
how to teach for content mastery, which includes utilizing diverse
assessments (standardized tests, formative/summative assessments,
portfolios) and providing feedback on student performance.
 * Strengthening networking engagement in the learning environment.
Partnerships
Partnerships are essential for transforming teacher preparation
programs. Teamwork within the program and institution is crucial for
sustainability. Partnerships with community leaders, businesses,
professional associations, government agencies, NGOs, other
institutions, parents, and the community create high-impact outcomes.
Strong collaboration enables innovation in teaching and learning.
Continuous Improvement
Continuous improvement is essential. Any implementation should
include steps to:
* Identify measurable goals.
* Track progress regularly.
* Communicate progress to stakeholders.
* Engage participants in refining and improving success. (AACTE,
2010)
Teacher Preparation Programs and Assessment
Teacher preparation programs are vital in developing education leaders
who understand and influence current trends in assessment. This includes:
* Research and evaluation of innovative approaches.
* Understanding 21st-century knowledge and skills assessment
strategies.
* Mastery of a wide range of student assessment methods.
21st Century Learning Environments in Teacher Education
The learning environment is crucial for systemic reform. Identifying
structures, policies, and strategies to support 21st-century skills
acquisition among pre-service teachers is key. Initiatives for creating such
environments include:
* Establishing a 21st-century vision for learning environments.
* Ensuring physical infrastructure supports 21st-century skills.
* Practicing flexibility in time for project-based work and competency-
based assessment.
POST ACTIVITY: UNSCRAMBLE ME!

1.LONOGEYCHET CYTEARIL- It pertains to the

use of technology as a tool to research,
organize, evaluate and communicate
information.
2.NICACOMMUNIT- This pertains to articulating
thoughts and ideas effectively using oral and
written communication skills in a variety of
forms and contexts.
3. LIBACOLATON- It entails demonstrating
4. ADEIM RACEYLIT- It underscores understanding both
how and why media messages are constructed;
creating media products by understanding and utilizing
the most appropriate media creation tools,
characteristics and conventions.
5. TYVICEATI DAN TIONVANON- It denotes use of wide
range of idea creation techniques to create new and
worthwhile ideas.
 ASSESSMENT.
True or False.
1. Critical thinking is a key component of 21st Century skills.
2. Media literacy involves only creating media products.
3. Collaboration across diverse teams is considered a vital skill in today's work
environment.
4. Technology literacy includes using technology solely for entertainment purposes.
5. Continuous improvement involves regularly tracking progress against set goals
according to AACTE (2010).
Multiple Choice Tests (10 Items)
1. Which of the following is NOT categorized under "Learning and Innovation
Skills"?
A) Critical Thinking
B) Creativity
C) Media Literacy
D) Collaboration
2. What does "Media Literacy" primarily involve?
A) Accessing information efficiently
B) Understanding media messages construction
C) Using technology for communication
3. According to Tony Wagner, which of the following is one of his "seven survival
skills"?
A) Agility and adaptability
B) Economic literacy
C) Scientific reasoning alone
D) Environmental conservation
4. What does "Technology Literacy" encompass?
A) Only using digital tools for communication.
B) Using technology to research, organize, evaluate, and communicate
information.
C) Creating
5.Which media setting
skill involves products exclusively.
goals with tangible success criteria?
D).Analyzing
A). Flexibilitydata without technology tools
B). Initiative
C). Managing goals
D). Leadership
6.What type of assessments support student mastery of 21st Century skills
effectively?
A). Only standardized testing
B). Curriculum-based evaluations only
C). Portfolio-based assessments alone
 A) Emphasize deep understanding across core subjects including interdisciplinary
themes.
B) Focus solely on core subjects without interdisciplinary themes.
C) Exclude real-world applications entirely.
D) Prioritize shallow knowledge over deep understanding.
8. What role do pre-service teachers play in developing content for their students under a
21st Century approach?
A. They follow a one-size-fits-all system strictly
B. They actively develop content tailored to diverse student needs
C. They focus solely on traditional teaching methods without innovation
D. They ignore community resources beyond school walls entirely
9. Why are partnerships important in transforming teacher preparation programs for the
21st Century?
A. To reduce community involvement completely
B. To focus only on individual teacher development
C. To eliminate continuous improvement processes
D. To enhance sustainability through collaboration with various stakeholders
10. What does continuous improvement involve according to AACTE (2010)?
A. Ignoring measurable goals altogether
B. Tracking progress regularly against set goals
C. Disregarding stakeholder feedback completely
D. Avoiding refinement over time
THANK YOU FOR
LISTENING!