Chapter 2 Ed 110 - Building and Enhancing New Literacy 2nd Sem SY 2023-2024

Chapter 2:
ST
21 Century Skills

INTROUCTION

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.

OBJECTIVES:

• identify the categories of 21st Century skills;

• apply the 21st Century skills in preparing, planning and delivering a lesson;
• cite ways on how to enhance the 21st Century skills of learners;
• explain how 21st Century skills be integrated in the teaching-learning process;
• give implications of 21st Century skills to educators and to pre-service teacher preparation;
and
• share relevant life lessons and significant values from the personal experience in attaining
st
21 Century skills

LET’S FIND OUT!

The 21st Century Skills

The 21st Century skills may include the following: (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; (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; (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; (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.

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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.

The 21st Century skills concept is grounded on the belief that students must be educated
in a more relevant, useful, in-demand and universally applicable manner. The idea simply lies in
the fact that students need to be taught different skills and reflect on the specific demands that
will be placed upon them in a complex, competitive, knowledge-based, information-age and
technology-driven society. Therefore, 21st Century education addresses the whole child or the
whole person (AACTE, 2010).
Hence, the curriculum should be designed to be interdisciplinary, integrated and project-
based. Tony Wagner (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 and imagination. .
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.
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

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are not. Therefore, there is a need to stress on creativity, critical thinking, communication and
collaboration in preparing learners for the future.

A. Critical Thinking and Problem Solving. These may include effectively analyzing and
evaluating evidence, arguments, claims and beliefs; and solving different kinds of non-familiar
problems in both conventional and innovative ways.

Skills Sub-skills
1. Work together Establish clear definitions and agreements on the roles of partners in the
effectively in team collaborative process
Keep communication open within teams to carry out tasks
Carefully identify obstacles and address problems cooperatively
2. Reason effectively Analyze how parts of a whole interact with each other to produce overall
outcomes in complex systems
Use various types of reasoning (inductive, deductive, etc.) as appropriate to the
situation
Use systems thinking
3. Make judgments Effectively analyze and evaluate evidence, arguments, claims and beliefs
and 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
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

B. Communication. This pertains to articulating thoughts and ideas effectively using oral and
written communication skills in a variety of forms and contexts.

Skill Sub-skills

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1.Communicate clearly 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-
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.
C. Collaboration. It entails demonstrating ability to work effectively and respectfully with diverse
teams.

Skill Sub-skills
1. Work together Establish clear definitions and agreements on the roles of partners in the
effectively in team collaborative process
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 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
2.Work creatively with others 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
3.Implement innovations 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

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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).

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

competently and managing the flow or information from a wide variety of sources.

Skills Sub-skills
1. Access and Evaluate Access information efficiently (time) and effectively (sources)
information Evaluate information critically and competently
2. Use and manage Use information-accurately and creatively for the issue or problem at
information hand
Manage the flow of information from a wide variety of sources
Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of information
B. Media Literacy. It underscores understanding both how and why media messages are
constructed; creating media products by understanding and utilizing the most appropriate media
creation tools, characteristics and conventions.
Skills Sub-skills
1. Analyze media Understand both how and why media messages are 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 use of media
2. Create media Understand and utilize the most appropriate media creation tools,
products characteristics and conventions
Understand and effectively utilize the most appropriate expressions and
interpretations in diverse, multicultural environments

C. Technology Literacy. It pertains to the use of technology as a tool to research, organize,

evaluate and communicate information.
Skill Sub-skills
1. Apply technology Use technology as a tool to research, organize, evaluate and
effectively 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 access and use of information technologies

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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) 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
1. Adapt to change Adapt to varied roles, job responsibilities, schedules and contexts
Work effectively in a climate of ambiguity and changing priorities
2. 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 multi-cultural environments

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
directed and expand one’s own learning and opportunities to gain
learner 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
4. Be responsible to others Act responsibly with the interests of the larger community in mind
Consider others’ ideas and view points
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 Know when it is appropriate to listen and when to speak
others Conduct one’s self in a respectable, professional manner

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2. Work effectively in Respect cultural differences and work effectively with people effectively
diverse teams 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 project 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
Use interpersonal and problem-solving skills to influence and guide
others toward a goal
Inspire others to reach their very best via example and selflessness
Demonstrate integrity and ethical behavior in using influence and power
2. Be responsible to Act responsibly with the interests of the larger community in mind
others

Integrating 21st Century Skills in Teaching-Learning Process

The 21st Century support systems. The following elements are the critical systems
necessary to ensure student mastery of 21 st Century skills: (1) 218 Century standards; (2)
assessments; (3) curriculum and instruction; (4) professional development; and (5) learning
environments. These must be aligned to produce a support system that produces 21st Century
outcomes for today’s students (Partnership for 21st Century Skills, 2008).

1. 21st Century Standards

1.1 Focus on 21st Century skills, content knowledge and expertise

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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 students with the real-world data, tools and experts they will encounter in
college, on the job, and in life; students learn best when actively engaged in solving meaningful
problems
1.5 Allow for multiple measures of mastery

2. Assessment of 21st Century Skills

2.1 Supports a balance of assessments, including high-quality standardized testing along
with effective formative and summative classroom assessments
2.2 Emphasizes useful feedback on student performance that is embedded into everyday
learning
2.3 Requires a balance of technology-enhanced, formative and summative assessments
that measure student mastery of 21st Century skills
2.4 Enables development of portfolios of student work that demonstrate mastery of 21 st
Century skills to educators and prospective employers
2.5 Enables a balanced portfolio of measures to assess the educational system's
effectiveness in reaching high levels of student competency in 21st Century skills (AACTE, 2010)

3. 21st Century Curriculum and Instruction

3.1 Teaches 21st Century skills discretely in the context of core subjects and 21 st Century
interdisciplinary themes
3.2 Focuses on providing opportunities for applying 21 st Century skills across content areas
and for a competency based approach to 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. The 21st Century Professional Development

4.1 Highlights ways teachers can seize opportunities for integrating 21 st Century skills, tools
and teaching strategies into their classroom practice and help them identify what activities they
can replace/de- emphasize
4.2 Balances direct instruction 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 skills
4.4 Enables 21st Century professional learning communities for teachers that model the
kinds of classroom learning that best promotes 21 st Century skills for students
4.5 Cultivates teachers’ ability to identify students’ particular learning styles, intelligences,
strengths and weaknesses

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4.6 Helps teachers develop their abilities to use various strategies (such as formative assessments)
to reach diverse students and create environments that support differentiated teaching and
learning
4.7 Supports the continuous evaluation of students’ 21 st Century skills development
4.8 Encourages knowledge sharing among communities of practitioners using face-to-
face, virtual and blended communications
4.9 Uses a scalable and sustainable model of professional development (AACTE, 2010)

5. The 21st Century Learning Environments

5.1 Create learning practices, human support and physical environments that will support
the teaching and learning of 21st Century skill outcomes
5.2 Support professional learning communities that enable educators to collaborate, share
best practices and integrate 21st Century skills into classroom practice
5.3 Enable students to learn in relevant, real-world 21st Century contexts (e.g., through
project-based or other; applied work)
5.4 Allow equitable access to quality learning tools technologies and resources
5.5 Provide 21stCentury 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 to Educators

The advents of 21st Century skill enhancement among learners 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 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

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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
Since schools get rid of a one-size-fits-all system, therefore, pre-service teachers are
expected to play an active role in developing and organizing content and instruction for their
students.
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. Thus, pre-service teachers benefit
from the ability to fully explore and understand how to develop and use curriculum for deep
understanding and mastery of academic subject knowledge and 21st Century skills.
As a starting point, 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.
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 21* 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. 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 21* 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

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development of student portfolios that demonstrate mastery of 21 st Century knowledge and skills;
and (5) enables a balanced score card to assess the educational system’s effectiveness.
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 methods.
Learning environments. The teaming environment within the teacher preparation
program is a key component of any systemic reform initiative. Determining the enabling
structures, policies and strategies that can best support 21st Century skills acquisition among pre-
service teachers is a step towards creating a kind of environment that will promote 21 st Century
learning.
The following are initiatives in creating 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 learning environment.
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.
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)

-end-

EVALUATION

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