21ST

CENTURY
SKILLS
CATEGORIES
MODULE 2
 LEARNING OUTCOMES

1. IDENTIFY THE CATEGORIES OF 21" CENTURY SKILLS 2. APPLY THE 21"

CENTURY SKILLS IN PREPARING. PLANNING AND DELIVERING A LESSON
3. CITE WAYS ON HOW TO ENHANCE THE 21" CENTURY SKILLS OF
LEARNERS
4. EXPLAIN HOW 21" CENTURY SKILLS BE INTEGRATED IN THE TEACHING-
LEAMING PROCESS
5. CITE IMPLICATIONS OF 21" CENTURY SKILLS TO EDUCATORS AND TO
PRE-SERVICE TEACHER PREPARATION
6. DRAW RELEVANT LIFE LESSONS AND SIGNIFICANT VALUES FROM THE
PERSONAL EXPERIENCE IN ATTAINING 21" CENTURY SKILLS
7. ANALYZE RESEARCH ABSTRACT ON 21 CENTURY SKILLS AND ITS
IMPLICATIONS ON THE TEACHING- LEARNING PROCESS
8. CRAFT A CURRICULUM PLAN MATRIX IMBUED WITH 21 CENTURY
LEARNING OUTCOMES
GROUP
MAPPING
ACTIVITY
 21ST CENTURY SKILLS
21st Century Skills refer to a broad set of knowledge,
skills, work habits, and character traits that are
deemed necessary in coping with today's world and
future careers and workplaces. Thus, it can be applied
in all academic subject areas and educational settings
throughout a student's life.
The term "21st Century skills" refers to certain core
competencies, such as collaboration, digital literacy,
critical thinking, and problem- solving that schools
need to teach the students for them to thrive in
today's world.
 21ST CENTURY SKILLS
(1) critical thinking, problem-solving, reasoning,
analysis, interpretation, synthesizing information

(2) research skills and practices, interrogative

questioning

(3) creativity, artistry, curiosity, imagination,

innovation, personal expression
 21ST CENTURY SKILLS
(4) perseverance, self-direction, planning, self-
discipline, adaptability, initiative

(5) oral and written communication, public

speaking and presenting, listening

(6) leadership, teamwork, collaboration,

cooperation, facility in using virtual workspaces
 21ST CENTURY SKILLS
(7) information and communication technology
(ICT) literacy, media and Internet literacy, data
interpretation and analysis, computer
programming

(8) civic, ethical, and social justice literacy

(9) economic and financial literacy,

entrepreneurialism
 21ST CENTURY SKILLS
(10) global awareness, multicultural literacy,
humanitarianism

(11) scientific literacy and reasoning, the scientific

method

(12) environmental and conservation literacy, ecosystem

understanding; and

(13) health and wellness literacy, including nutrition, diet,

exercise, and public health and safety
 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, noncognitive
skills and soft skills.
 THE SEVEN SURVIVAL SKILLS
(TONY WAGNER 2010)
1. critical thinking and problem-solving
2. collaboration across networks and leading
by influence
3. agility and adaptability
4. initiative and entrepreneurialism
5. effective oral and written communication
6. accessing and analyzing information
7. curiosity and imagination
LEARNING AND INNOVATION SKILLS
These may include
effectively analyzing
A. CRITICAL and evaluating
THINKING AND evidence, arguments,
PROBLEM claims and beliefs; and
solving different kinds
SOLVING of non-familiar
problems in both
conventional and
innovative ways.
 SKILLS SUB-SKILLS

Establish clear definitions and agreements on the

roles of partners in the collaborative process
Work together Keep communication open within teams to carry
effectively in team out tasks
Carefully identify obstacles and address problems
cooperatively

Use various types of reasoning (inductive,

deductive, etc.) as appropriate to the situation
Use systems thinking
Reason effectively
Analyze how parts of a whole interact with each
other to produce overall outcomes in complex
systems
 SKILLS SUB-SKILLS

Effectively analyze and evaluate evidence,

arguments, claims and beliefs
Analyze and evaluate major alternative points of view
Synthesize and make connections between
Make judgments and
information and arguments
decisions
Interpret information and draw conclusions based on
the best analysis
Reflect critically on learning experiences and
processes

Solve different kinds of non-familiar problems in

both conventional and innovative ways
Solve problems
Identify and ask significant questions that clarify
various points of view and lead to better solutions
 LEARNING AND INNOVATION SKILLS
This pertains to
articulating
B. COMMUNICATION thoughts and ideas
effectively using oral
and written
communication
skills in a variety d
forms and contexts
 SKILLS SUB-SKILLS

Articulate thoughts and ideas effectively using oral, written and

nonverbal communication skills in a variety of forms and contexts
Listen effectively to decipher meaning, including knowledge,
values, attitudes and intentions
Use communication for a range of purposes (e.g. to inform instruct,
motivate and persuade)
Utilize multiple media and technologies, and judge their
effectiveness a priori, as well as assess their impact
Communicate effectively in diverse environments (including multi-
Communicate clearly lingual)
Use technology as a tool to research, organize, evaluate and
communicate information
Use digital technologies (computers, PDAs, media players. GPS,
etc.), communication/networking tools and social networks
appropriately to access
Exercise flexibility and willingness in making necessary
compromises to accomplish a common goal
Assume shared responsibility for collaborative work and value the
individual contributions made by each team member
 LEARNING AND INNOVATION SKILLS

It entails
demonstrating
C. COLLABORATION
ability to work
effectively and
respectfully with
diverse teams.
 SKILLS SUB-SKILLS

Establish clear definitions and

agreements on the roles of
partners in the collaborative
Work
process
together
Keep communication open
effectively in
within teams to carry out tasks
team
Carefully identify obstacles
and address problems
cooperatively
 LEARNING AND INNOVATION SKILLS

It denotes the
use of the wide
D. CREATIVITY AND
INNOVATION range of idea-
creation
techniques to
create new and
worthwhile ideas.
 SKILLS SUB-SKILLS

Use a wide range of idea creation techniques, such as brainstorming

Create new and worthwhile ideas (both incremental and radical
Think creatively concepts)
Elaborate, refine, analyze and evaluate their own ideas in order to
improve and maximize creative efforts

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
Work creatively with
Demonstrate originality and inventiveness in work and understand
others 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.

Act on creative ideas to make a tangible and useful contribution to

Implement innovations
the field in which the innovation will occur
 INFORMATION, MEDIA AND
TECHNOLOGY SKILLS
People in the 21st century live in a technology and media-
saturated environment marked by the following: (1) access to an
abundance of information; (2) rapid changes in technology
tools; and (3) the ability to collaborate and make individual
contributions on an unprecedented scale.

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

able to exhibit a range of functional and critical thinking skills
related to information, media and technology (AACTE, 2010).
 INFORMATION, MEDIA AND
TECHNOLOGY SKILLS
It refers to accessing
and evaluating
A. INFORMATION
information critically
LITERACY
and competently and
managing the flow of
information from a
wide variety of
sources
 SKILLS SUB-SKILLS

Access information efficiently (time) and

Access and
effectively (sources)
evaluate
Evaluate information critically and
information competently

Use information accurately and creatively for

the issue or problem at hand
Manage the flow of information from a wide
Use and manage
variety of sources
information Apply a fundamental understanding of the
ethical/legal issues surrounding the access
and use of information
 INFORMATION, MEDIA AND
TECHNOLOGY SKILLS
It underscores
understanding both how
B. MEDIA LITERACY 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

Understand both how and why media messages are

constructed, and for what purposes
Examine how individuals interpret messages differently,
Analyze media 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

Understand and utilize the most appropriate media

creation tools, characteristics and conventions
Create media
Understand and effectively utilize the most appropriate
products expressions and interpretations in diverse, multi-
cultural environments
 INFORMATION, MEDIA AND
TECHNOLOGY SKILLS

It pertains to the use

C. TECHNOLOGY of technology as a tool
LITERACY to research, organize,
evaluate and
communicate
information.
 SKILLS SUB-SKILLS

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
Apply technology
networks appropriately to access, manage,
effectively integrate, evaluate and create information to
successfully function in a knowledge economy
Apply a fundamental understanding of the
ethical/legal issues surrounding the access and
use of information technologies
 INFORMATION, MEDIA AND
TECHNOLOGY SKILLS
Cultivating the ability to
navigate the complex life
D. LIFE AND CAREER requires students to develop
the following life and career
SKILLS 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
(AАСТА, 2010).
FLEXIBILITY AND ADAPTABILITY

SKILLS SUB-SKILLS

Adapt to varied roles, job responsibilities,

schedules and contexts
Adapt to change
Work effectively in a climate of ambiguity and
changing priorities

Incorporate feedback effectively

Deal positively with praise, setbacks and criticism
Be flexible Understand, negotiate and balance diverse views
and beliefs to reach workable solutions,
particularly in multi-cultural environments
INITIATIVE AND SELF-DIRECTION

SKILLS SUB-SKILLS

Set goals with tangible and intangible success

criteria
Manage goals and
Balance tactical (short-term) and strategic (long-
time
term) goals
Utilize time and manage workload efficiently

Monitor, define, prioritize and complete tasks

Work independently
without direct
INITIATIVE AND SELF-DIRECTION

SKILLS SUB-SKILLS

Go beyond basic mastery of skills and/or curriculum to

explore and expand one's own learning and opportunities
to gain expertise
Be self- directed Demonstrate initiative to advance skill levels towards a
learner professional level
Demonstrate commitment to learning as a lifelong process
Demonstrate integrity and ethical behavior in using
influence

Act responsibly with the interests of the larger community

in mind
Be responsible to
Consider others' ideas and view points Look for others'
others welfare and safety in all circumstances
Assist others in times of their downfalls and setbacks
SOCIAL AND CROSS-CULTURAL SKILLS

SKILLS SUB-SKILLS

Know when it is appropriate to listen and when

Interact
to speak Conduct one's self in a respectable,
effectively
professional manner

Respect cultural differences and work effectively

with people from a range of social and cultural
backgrounds
Work effectively in
Respond open-mindedly to different ideas and
diverse teams
values
Leverage social and cultural differences to
create new ideas
PRODUCTIVITY AND ACCOUNTABILITY

SKILLS SUB-SKILLS

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

Demonstrate additional attributes associated with producing

high quality products, including the abilities to;
- Work positively and ethically
- Manage time and projects effectively
- Multi-task
Produce results
- 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 RESPONSIBLITY

SKILLS SUB-SKILLS

Use interpersonal and problem-solving skills to

influence and guide others toward a goal
Leverage strengths of others to accomplish a
Guide and lead
common goal Inspire others to reach their very best
others
via example and selflessness
Demonstrate integrity and ethical behavior in using
influence

Be responsible to Act responsibly with the interests of the larger

others community in responsible mind
INTEGRATING 21ST CENTURY SKILLS IN
TEACHING-LEARNING PROCESS

1. 21st Century standards

2. Assessments of 21st Century
THE 21ST Skills
CENTURY 3. 21st Century Curriculum and
Instruction
SUPPORT 4. The 21st Century Professional
Development
SYSTEMS 5. The 21st Century Learning
Environments
 IMPLICATIONS TO EDUCATORS
1. SUCCESSFULLY COMPLEMENTING TECHNOLOGIES TO CONTENT AND PEDAGOGY
AND DEVELOPING THE ABILITY TO CREATIVELY USE TECHNOLOGIES TO MEET
SPECIFIC LEARNING NEEDS.

2. ALIGNING INSTRUCTION WITH STANDARDS, PARTICULARLY THOSE THAT EMBODY

21ST-CENTURY KNOWLEDGE AND SKILLS.

3. BALANCING DIRECT INSTRUCTION STRATEGICALLY WITH PROJECT-ORIENTED

TEACHING METHODS.

4. APPLYING CHILD AND ADOLESCENT DEVELOPMENT KNOWLEDGE TO EDUCATOR

PREPARATION AND EDUCATION POLICY.

5. USING A RANGE OF ASSESSMENT STRATEGIES TO EVALUATE STUDENT

PERFORMANCE AND DIFFERENTIATE INSTRUCTION (INCLUDING BUT NOT LIMITED TO
FORMATIVE, PORTFOLIO-BASED, CURRICULUM-EMBEDDED AND SUMMATIVE).
 IMPLICATIONS TO EDUCATORS
6. PARTICIPATING ACTIVELY IN LEARNING COMMUNITIES, TAPPING THE EXPERTISE
WITHIN A SCHOOL OR SCHOOL DISTRICT THROUGH COACHING, MENTORING,
KNOWLEDGE-SHARING AND TEAM TEACHING.

7. ACTING AS MENTORS AND PEER COACHES WITH FELLOW EDUCATORS

8. USING A RANGE OF STRATEGIES (SUCH AS FORMATIVE ASSESSMENTS) TO REACH

DIVERSE STUDENTS AND TO CREATE ENVIRONMENTS THAT SUPPORT
DIFFERENTIATED TEACHING AND LEARNING.

9. PURSUING CONTINUOUS LEARNING OPPORTUNITIES AND EMBRACING CAREER-

LONG LEARNING AS PROFESSIONAL ETHICS (AACTE, 2010).

10. ESTABLISHING A CONDUCIVE LEARNING ENVIRONMENT WHERE LEARNERS CAN

FREELY EXPRESS THEMSELVES AND EXPLORE THEIR POTENTIALS AND CAPACITIES.
 IMPLICATIONS TO PRE-SERVICE
TEACHER PREPARATION

There is a need to understand the key elements of

optimum curricula that will help pre-service teachers
develop the dispositions habits of mind and
confidence to enable students to develop 21st-century
skills in a range of core academic subject areas.
Pre- service teachers are expected to play an active
role in developing and organizing content and
instruction for their students.
 IMPLICATIONS TO PRE-SERVICE
TEACHER PREPARATION

AACTE (2010) asserts that a 21st-century approach to

curriculum is about more than just adding an extra
course or extra class time in the curriculum.
A teacher education program can be aligned with
student and teacher standards in ways that blend
thinking and innovation skills, ICT literacy; and life
and career skills in the context of all academic
subjects and across interdisciplinary themes.
 IMPLICATIONS TO PRE-SERVICE
TEACHER PREPARATION

An effective 21st-century skills approach to

curriculum, in other words, is designed for
understanding (McTighe and Wiggins, 2005 in AACTE,
2010). The program's curriculum will be most
beneficial to pre-service teachers if it is designed to
produce deep understanding and authentic
application of 21st-century skills in all subject areas.
 INSTRUCTIONAL MODELS
Instructional models are an important component of any teacher preparation
program. AACTE (2010) pointed out that the integration of innovative and research-
proven teaching strategies, modern learning technologies and real-world resources
and contexts are all imperative in:

1. INTEGRATING "TEACH FOR UNDERSTANDING" PRINCIPLES

2. CREATING RICH PRACTICE TEACHING EXPERIENCES
3. CREATING DYNAMIC LEARNING COMMUNITIES AND PEER
MENTORING NETWORKS
4. EXAMINING THE ROLE OF CONTENT, PEDAGOGY, AND
TECHNOLOGIES IN DEVELOPING HIGHER-ORDER THINKING
SKILLS
Teacher preparation programs can play
a vital role in developing education
leaders who understand and can
influence current trends in assessment
through:
(1) research and evaluation test for
innovative approaches;
(2) 21st Century knowledge and skills
assessment strategies; and
(3) mastery of a wide range of student
assessment.
LEARNING ENVIRONMENT
The learning environment within the teacher preparation program
is a key component of any systemic reform initiative.
The following are initiatives in creating a 21st-century teacher
education learning environment:
(1) Establish a 21st Century vision for learning environments in the
program and the university;
(2) Ensure that the physical infrastructure supports 21st-century
knowledge and skills
(3) Practice flexibility in time for project-based work and competency-
based assessment;
(4) Ensure technical infrastructure that sufficiently supports learning;
and
(5) Strengthen networking engagement in the learningenvironment.
PARTNERSHIPS
Partnerships are extraordinarily important in the work of
transforming 21st-century teacher preparation
programs.
The partnership forged with community leaders,
business industry, professional associations government
agencies, non-government organizations, other
institutions, parents, other stakeholders, and the
community creates a high-impact outcome.
The powerful partnerships are created through strong
collaboration towards enabling innovation in the
teaching and learning for the 21st century.
CONTINUOUS IMPROVEMENT
Continuous improvement represents willingness
to commit to revisiting the process over time. For
AACTE (2010), any implementation effort should
include continuous improvement steps. to wit:
(1) Clearly identify measurable goals.
(2) Track progress regularly against these goals;
(3) Communicate progress to all stakeholders; and
(4) Engage all participants in refining and improving
success over time(AACTE 2010).
 SYNTHESIS
The term 21st century skills refers to a broad set of
knowledge, skills, work habits, and character traits that
are critically important in today's world, particularly in
collegiate programs arid contemporary careers and
workplaces.
The Partnership for 21" Century Skills encompass a wide-
range body of knowledge and skills that are
interconnected with applied skills, cross- curricular skills,
cross-disciplinary skills, interdisciplinary skills, transferable
skills, transversal skills, noncognitive skills, and soft skills.
 SYNTHESIS
To succeed in life and in their future career, students must hone
and empower themselves with leaning and innovation skills,
information, media and technology skills, life and career skills,
and social and cross-cultural skills.
The integration of 21st Century skills must be continuously
practiced along standards and assessments, curriculum and
instruction, professional development, and learning
environments.
Considering that teachers are the greatest mobilizers of 21
Century education, therefore, pre-service teachers must be
rigidly trained on these skills to prepare them for their future
professional career roles.
THANK YOU
FOR
LISTENING!
GROUP 1 MEMBERS

Balleta, Krizza Angela Beriña, Jun Pol Bisco, Julius

Bonto, Analyn Capacio, Joseph Jr. Casquejo, Jeson Frondoza, Ezekiel