MODULE 2:

21 CENTURY
st

SKILLS
CATEGORIES
 Learning outcomes:

• 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
 Learning outcomes:

• Cite implications of 21st century skills to

educators and to pre-service teacher preparation
• Draw relevant life lessons and significant values
from the personal experience in attaining 21st
century skills
• Craft a curriculum plan matrix imbued with 21st
century learning outcomes
 21 CENTURY SKILLS
st

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.
THE 21 CENTURY SKILLS
st

It 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
• 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 literacy
• Media and Internet literacy
• Data presentation and analysis
• Computer programming
(8)
• Civic, ethical and social justice literacy

(9)
• Economic and financial literacy
• Entrepreneuralism

(10)
• Global awareness
• Multicultural literacy
•
(11)
• Scientific literacy and reasoning
• Scientific method

(12)
• Environmental and conservation literacy
• Ecosystem understanding

(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
• 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 entrepreneuralism
5. effective oral and written communication
6. Accessing and analyzing information
7. Curiosity and imagination
 CATEGORIES OF
21st CENTURY SKILLS

1) Learning and Innovation Skills

2) Information, Media and Technology Skills
3) Flexibility and Adaptability
4) Initiative and Self-Direction
5) Social and Cross- Cultural Skills
6) Productivity and Accountability
7) Leadership and Responsibility
1. 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.
A. Critical Thinking and Problem
Solving

These may include effectively

analyzing and evaluating evidences,
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
together roles 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

Use various types of reasoning

2. Reason (inductive, deductive)

effectively
Use systems of thinking

Analyze how parts of a whole

interact with each other to
produce overall outcomes in
complex systems.
SKILL SUB-SKILLS

Effectively analyze and

3. Make evaluate evidence, arguments,
claims and beliefs.

judgment
and Analyze and evaluate major
alternative points of view.

decisions 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. Solve Solve different kinds of non-

familiar problems in both
conventional and innovative
problems ways.
Identify and ask significant
questions that clarify various
points view and lead 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

Commu
Articulate thoughts and ideas effectively
using oral, written and nonverbal
communication skills in a variety of forms
nicate and contexts

clearly 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)
Skill Sub-skills

Use technology as a tool a research,

Commu organize, evaluate and communicate
information

nicate Use digital technologies (computers,

PDA`s, media players, GPS, etc.),

clearly 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
collaborate work, and value the individual
contributions made by each team
member
C. Collaboration- it entails demonstrating
ability to work effectively with diverse term.
Skill Sub-skills

Work Establish clear definitions and

agreements on the of partners in
together the collaborative process
effectively Keep communication open
in team within teams to carry out tasks
Carefully identify obstacles and
address problems cooperatively
 D. Creativity and Innovation
- It denotes of wide range of idea creation
techniques to create new and worthwhile ideas.
Skill Sub-skills

1. Think Use of wide range of idea creation

techniques, such as brainstorming
creatively 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
Skill Sub-skills

2. Work
Develop, implement and communicate
new ideas to others effectively

creatively Be open and responsive to new and

diverse perspectives; incorporate group
with input and feedback into the work

others
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
Skill Sub-skill

3. Act on creative ideas to

Implement make a tangible and
innovation useful contribution to the
field in which the
innovation will occur
2. INFORMATION, MEDIA AND
TECHNOLOGY SKILLS
People in the 21st century live in a
technology and media-saturated environment
marked by 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.
 A. Information Literacy
 It refers to accessing and evaluating information
critically and competently and managing the flow
of the information from a wide variety of sources.

Skill Sub-skill

1. Access and Access information efficiently

evaluate (time) and effectively (sources)
information
Evaluate information critically
and competently
Skill Sub-skills

2. Use Use information accurately and

creatively for the issue or
and problem at hand

manage Manage the flow of information

from a wide variety of sources
informatio
n 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.
Skill Sub-skill
Understood both how and why media
1. message are constructed, and for
what purposes
Analyze Examine how individuals interpret
messages differently, how values and
media points of view are included or
excluded, and media can influence
beliefs and behaviors

Apply a fundamental understanding of

the ethical/legal issues surrounding
the access and used of media
Skill Sub-skill
Understand and utilize the most
2. appropriate media creations
tools, characteristics and
Create convention

media
products Understand and effectively utilize
the most appropriate expressions
and interpretations in diverse,
multi-cultural environments
C. Technology Literacy

It pertains to the use of

technology as a tool of
research, organize, evaluate
and communicate evaluation.
Skill Sub-skills

1. Apply Use technology as a tool to research,

organize, evaluate and communicate
technology information

effectively 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
D. Life and Career Skills

 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;
 (5) leadership and responsibility (AACTA,
2010).
 Flexibility and Adaptability
Skill Sub-skills
1. Adapt to Adapt to varied roles, job
change responsibilities, schedules and
contexts

Work effectively in a climate

of ambiguity and changing
priorities
Skill Sub-skills

Incorporate feedback effectively

2. Be
flexible 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
Skill Sub-skills
1. Manage Set goal with tangible and intangible
goals and success criteria
time Balance tactical (short-term) and
strategic (long-term) goals
Utilize time and manage workload
efficiently
Skill Sub-skills
2. Work Monitor, define, prioritize and complete tasks
independently without 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
learner opportunities to gain expertise
Demonstrate initiative to advance skill levels towards a
professional level
Demonstrate commitment to learning as a life long
process
Demonstrate integrity and ethical behavior in using
influence and power

Skill Sub-skills
4. Be  Act responsibly with the interest of the larger
responsible to community in mind
others  Consider other`s 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 SKILL

Skill Sub-skill
1. Interact Know when it is appropriate to listen and
effectively when to speak
with others Conducts one`s self in respectable,
professional manner

Skill Sub-skill
2. Work Respect cultural differences and work effectively with
effectively in people in a range of social and cultural backgrounds
diverse teams
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
Skill Sub-skills
1. Manage Set and meets goals, even in the face of obstacles and
projects competing pressures
Prioritize, plan manage work to achieve the intended
result
Skill Sub-skills
2. Produce 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
 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
Skill Sub-skills

1. Guide and lead Use interpersonal and problem-solving skills to

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

Skill Sub-skills
2. Be Act responsibly with the interests of the larger
responsible to 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
21st Century skills:
(1) 21st Century standards;
(2) assessment ;
(3) curriculum and instructions;
(4) professional development; and
(5) learning environments.
1. 21st Century Standards
1.1 Focus on 21st Century skills, content knowledge
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 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 Standards
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 21st 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 (ACCTE,2010)
3. 21st Century Curriculum and Instruction
3.1 Teaches 21st Century skills discretely in the
context of core subjects and 21st century
interdisciplinary themes
3.2 Focuses on providing opportunities for
applying 21st 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 21st 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 21st Century
skills for students
4.5 Cultivates teachers’ ability to identify students’
particular learning styles, intelligences, strengths and
weaknesses
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 the 21st Century dkill 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 Centuery contexts

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.
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.
Implications to Educators:
6. participating actively in learning communities, tapping
the expertise within a school

7. acting as mentors and peer coaches with fellow educators

8. using a range of strategies to reach diverse students

9. pursuing continuous learning opportunities and

embracing career-long learning as professional ethics

10. establishing a conducive learning environment where

learners can freely express themselve.