21st CENTURY

SKILLS
CATEGORIES
21ST CENTURY SKILLS
• refer to a broad set of knowledge, skills, work
habits, and character traits that are deemed
necessary in coping today’s world and future
careers and workplaces.
FRAMEWORK FOR 21ST CENTURY
According to a partnership
of 21st century skills , this
concept encompasses a
wide array of a body of
knowledge and skills that
have to be categorized
Learning and Innovation Skills
These are the primarily 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.
A. Critical Thinking and Problem Solving
These may, include effectively analyzing and evaluating
evidence, arguments, claims and beliefs; and solving different
kinds of non-familiar problems in both conventional and
innovative ways.
 Skill Sub-skills

1. Work Establish clear definitions and agreements on the roles

together of partners in the collaborative process
effectively in
team Keep communication open within teams to carry out
tasks

Carefully Identify obstacles and address problems

cooperatively
 Skill Sub-skills

2. Reason Use various types of reasoning( inductive, deductive,

effectively etc.) as appropriate to the situation

Use system thinking

Analyze how parts of a whole interact with each other

to produce overall outcomes in complex system
 Skill Sub-skills
3. Make Effectively analyze and evaluate evidence, arguments,
judgement and claims and beliefs
decisions
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
 Skill Sub-skills
4. Solves 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
B. Communication. This pertains to articulating thoughts and ideas
effectively using oral and written communication skills in a variety of
forms and context
Skill Sub-skills
1. Communicate Articulate thoughts and ideas effectively using oral written
clearly and non verbal communication skills in a variety of forms and
context
Listen effectively on decipher meaning, including knowledge,
values attitudes and intention
Use communication for a range of purposes (e.g to inform,
instruct, motivate and persuade
Utilize multiple media and technologies, and judge their effectiveness a
priori, as well as assess their impact
Communicate effectively in diverse environments ( including multi-
lingual)
Use technology as a tool to research, organize , evaluate and
communicate information
Use digital technologies (computers, PDA’s, media players GPS, etc)
communicating 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
C. collaboration: It entails demonstrating ability to work
effectively and respectfully with diverse team

Skill Sub-skills
1. Work Establish clear definition and agreement on the roles
together of the partners in the collaborative process
effectively in
team Keep communication open with 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

Skill Sub-skills
1.Think creatively Use a wide range idea creation techniques , such
as brainstorming
Create a new and worthwhile ideas (both
incremental and radical concepts)
Elaborate , refine, analyze and evaluate their own
ideas in order to improve and maximize creative
efforts
 Skill Sub-skills
2. Work Develop, implement and communicate neew ideas to
creatively with others effectively
others 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 word limits to adopting new ideas
View failure as an opportunity to learn, understand
that creativity and innovation is a long-term cyclical
process of small successes and frequent mistakes
 Skill Sub-skills
3. Implement 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 changes in technology tools: and (3) the ability
to collaborate and make individual contributions on a unprecedented
scale.
Therefore, to be effective in the 21st century , everyone must be able to
exhibit a range of functional and critical thinking skills related to
information, media and technology (AACTE, 2010).
A. Information Literacy: it refers to accessing and evaluating
information critically and competently and managing the flow of
information from a wide variety of sources.

Skill Sub-skills

1. Access and Access information efficiently (time) and

evaluate information effectively (source)

Evaluate information critically and competently

 Skill Sub-skills
2. Use and Use information accurately and creatively for the issue
manage or problem at hand
information
Manage the flow of information from a wide variety of
sources

Apply a fundamental understanding of the ethical/legal

issues surrounding the access and the use of
infromation
B. MEDIA LITERACY: It underscore understanding both how and
why media messages are constructed; creating media products by
understanding and utilizing the most appropriate media creation tools,
characteristics and conventions
Skill Sub-skills
1. Analyze Understanding both how and why media messages are
media constructed, and for what purposes
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 the use of media
 Skill Sub-skills

2. Create Understanding and utilize the most appropriate media

media creation tools, characteristics and convention
products

Understanding and effectively utilize the most

appropriate expression and interpretations in diverse,
multi-cultural environments
C. TECHNOLOGY LITERACY: It pertains to the use of technology
as a tool to research , organize evaluate of communicate information
Skill Sub-skills
1. Apply Use a technology as a tool to research, organize,
technology evaluate and communicate information
effectively Use digital technologies (computers, PDA’s, media
players GPS etc.) communication/ networking tools and
social networks appropriately to access, manage, and
create information to successfully function in a
knowledge economy
Apply a fundamental understanding of the ethical/ legal
issues surroundings the access and the use of
information technologies
D. Life and Career Skills: Today’s life and work environments both
require more than thinking skills and content knowledge. Cultivating
the ability to navigate the complex life requires students to develop the
following life and career skills: (1) flexibility and adaptability; (2)
intiative and self-direction; (3) social and cross-cultural skills; (4)
productivity and accountability; (5) leadership and responsibility
(AACTA, 2010)
Flexibility and Adaptability
Skill Sub-skills
1. Adapt to Adapt to varied roles, job responsibilities, schedules and
change contexts
Work effectively in a climate of ambiguity and changing
priorities
2. Be flexible Incorporate feedback effectively
Deal positively with praise, setbacks and criticism
Understanding, negotiate and balance diverse views and
beliefs to reach workable solution, particulary in multi-
cultural environments
INITIATIVE AND SELF-DIRECTION
Skill Sub-skills
1. Set goals with tangible and intangible success criteria
Manage
goals and
time
Balance tactical (short term) and strategic (long term)
goals

Utilize term and manage workload efficiently

 Skill Sub-skills

2. Work- Monitor, define, prioritize and complete tasks without

independently direct oversight
 Skill Sub-skills
3. Be self- Go beyond basic mastery of skills and/ or curriculum to
directed explore and expand one’s own learning and opportunities
learner 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 behavior in using
influence and power
 Skill Sub-skills
4. Be responsible to Act responsibly with the interests of the larger
others community in mind consider others’ ideas and
view points look for others’ welfare and safety
in all circumstances assist other in times of their
downfalls and setbacks
SOCIAL AND CROSS-CULTURAL SKILSS

Skill Sub-skills
1. Interact Know when it is appropriate to listen and when to
effectively with speak
others Conduct one’s self in a respectable, professional
manner
 Skill Sub-skills
2. Works Respect cultural differences and work effectively with people from a range of social
and cultural backgrounds
effectively in
diverse team Respond open- mindedly to different ideas and values
Leverages social and cultural differences to create new
ideas and increase both innovation and quality of work
PRODUCTIVITY AND ACCOUNTABILITY
Skill Sub-skills
2. Manage projects Set and meet goals, even in the
face of obstacle and competing
pressure

Prioritize, plan and manage work

to achieve the intended result
 Skill Sub-skills
2. Produce Demonstrate, additional attributes associated with
results 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 result
LEADERSHIP AND RESPONSIBILITY
Skill Sub-skills
1. Guide and Use interpersonal and problem-solving skills to influence
lead others and guide other toward a goal
Leverage strengths of others to accomplish a common
goal
Inspire other to reach their very best via example and
selflessness
Demonstrate integrity and ethical behavior in using
influence and power
 Skill Sub-skills

2. Be responsible others Act responsibly with the interests

of the larger community in mind
Integrating 21st Century skills in teaching learning process
1. 21st Century Standards
1.1 Focus on the 21st Century skills, content knowledge and expertise.
1.2 Build understanding across and among core subjects, as well as 21st
century interdisciplinary themes.
1.3 Emphasize deep understanding rather than shallow knowledge
1.4 Engage student with the real world data, tools and experts they will
encounter in college, on the job, in life; students learn best when
actively engaged in solving meaningful problems.
1.5 Allow for multiple measure of mastery
2. Assessment of 21st Century Skills
2.1 Supports a balance of assessments, including high quality
standardized testing along effective formative and summative
classroom assessment.
2.2 Emphasize useful feedback on student performance that is
embedded into everyday learning.
2.3 Require a balance of technology- enhanced, formative and
summative assessment that measure student mastery of 21st century
skills
2.4 Enables development of portfolios of student work that
demonstrate mastery of 21st century skills to education and prospective
employers
3. 21st Century Curriculum and Instruction
3.1 Teaches 21st century skills discretely in the context of core subjects
and the 21st century interdisciplinary themes
3.2 Focuses on providing opportunities for applying 21st century skills
across content areas and for a competency based approach learning
3.3 Enables innovative learning methods that integrate the use of
supportive technologies, inquiry and problem based approaches and
higher order thinking skills
3.4 Encourages the integration of community resources beyond school
walls (AACTE, 2010)
4. 21ST Century Professional development
4.1 Highlights ways teacher can seize opportunities for integrating 21st
century skills, tools teaching strategies into their classroom practice
and help them identify what activities they can replace emphasize.
4.2 Balances direct instructions with project-oriented teaching methods
4.3 Illustrates how a deeper understanding of subject matter can
enhance problem solving, critical thinking and other 21st century skill.
4.4 Enables 21st century professional learning communities for teacher
that model the kinds of classroom learning that best promotes 21st
century skills for students
4.5 Cultivates teachers ability to identify students particular learning
style, intelligence strengths and weaknesses
4.6 Helps teachers develop their abilities to use various strategies(such
as formative assessment)to reach diverse students and create
environments that support differentiated teaching and learning
4.7 Supports the continuous evaluation of students 21st century skills
development
4.8 Encourages knowledge sharing among communities of practisioners
using face-to-face, virtual and blended communication
4.9 Uses a scalable and sustainable model of professional
development(AACTE, 2010).
5.21ST Century Learning Environments
5.1 Create learning practices, human support and physical
environments that will support the teaching and learning of 21st
century skills outcome
5.2 Support professional learning communities that enable educators to
collaborate, share best practices and integrates 21st skills into classroom
practice
5.3 Enables students to learn in relevant, real world 21st century cotext
(e,g.. Through project based or other applied work)
5.4 Allow equitable access to quality learning tools and 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 learning
Implications to Educators
The advent of 21st Century skill enhancement among learner bring the
following implications to educators in:
1. successfully complementing technologies to content and pedagogy
and developing the ability to creatively use technologies to meet
specific learning needs
2. aligning instruction with standards, particularly those that embody
21st Century knowledge and skills
3. balancing direct instruction strategically with project oriented
teaching methods.
4. applying child and adolescent development knowledge to educator
preparation and education policy
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)
6. participating actively in learning communities, tapping the
expertise within a school or school district through coaching,
mentoring, knowledge-sharing, and team
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
Instructional models. Instructional models are an important
component of any teacher preparation program. AACTE (2010) pointed
out that the integration of innovative and research-proven teaching
strategies, modern learning technologies and real-world resources and
contexts are all imperative in:
1. Integrating "teach for understanding" principles. When pre-service
teachers can prepare and present lessons that can develop students'
essential concepts and skills with the integration of technologies, the
latter can reciprocally demonstrate critical thinking and problem-
solving in class.
2. Creating rich practice teaching experiences. Strong practice teaching
experiences allow pre-service teachers to connect theory and practice.
3. Creating dynamic learning communities and peer mentoring
networks. Pre-service teachers benefit greatly from service-learning as
part of their experiential learning courses. It provides time to reflect on
relevant pedagogic strategies that enhance 21st Century skills in
classroom practice.
• 4. Examining the role of content, pedagogy and technologies in
developing higher-order thinking skills. The ability to teach for
content mastery is a challenging task for most pre- service teachers.
Teaching for content mastery (1) supports a range of high-quality
standardized testing along formative and summative assessments; (2)
emphasizes useful feedback on student performance; (3) requires
balanced technology- enhanced, formative and summative
assessments; (4) enables development of student portfolios that
demonstrate mastery of 21st Century knowledge and skills; and (5)
enables a balanced Score card to assess the educational system's
effectiveness.
Learning environments. The learning environment within the teacher
preparation program is a key component of any system reform initiative.
Determining the enabling structures, policies and strategies that can
best support 21" Century skills acquisition among pre-service teachers is
a step towards creating a kind of environment that will promote 21st
Century learning.
Partnerships. Partnerships are extraordinarily important in the work of
transforming 21 Century teacher preparation programs Along the line,
teamwork within the program and the institution is imperative for
sustainability and development. The partnership forged with community
leaders, business industry, professional associations government
agencies, non-government organizations, other institutions, parents,
other stakeholders and the community creates high impact outcome.
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)
Twenty-first century skills: A needs assessment of school-based
agricultural education teachers Weeks (2019)
Preparing students to be career-and-work ready is a concern of educators
and schools nationwide. Twenty-first century skills prepare students to enter
the workforce or higher education with the ability to think critically and
creatively, collaborate with others, take the initiative when approached with
a task, and use technology to its fullest potential.