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21st Century Skills

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Although we are over 20 years into the 21st century, we still struggle to teach these skills that students will need to be successful in the real world. This presentation discusses what these skills are and how you can teach them in your classrooms.

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TEACHING 21ST CENTURY SKILLS TODD STANLEY GIFTED SERVICES COORDINATOR WWW.THEGIFTEDGUY.COM TWITTER: @THE_GIFTED_GUY
21st Century Skills
WHAT ARE 21ST CENTURY SKILLS? • In a Hanover Research report entitled A Crosswalk of 21st Century Skills, they analyzed six major educational frameworks designed to improve the development of 21st century skills. • This included critical skills listed by the Partnership for 21st Century Skills, Tony Wagner’s Seven Survival Skills from the book The Global Achievement Gap, the Metiri Group’s enGauge framework, the Iowa Core 21st Century Skills, developed by the Iowa Department of Education, the Connecticut State Department of Education, and the Assessment and Teaching of 21st Century Skills (ATC21S) (Crosswalk, 2011).
FOUR CRITICAL AREAS FOR DEVELOPMENT WERE: •Collaboration and teamwork https://youtu.be/MA4eKGt24Ic •Creativity and imagination https://youtu.be/b9UaJTDjkxU •Critical thinking https://youtu.be/MSeZ7u0dcHA •Problem solving
Collaboration and teamwork •Needs to be deliberately taught •What is the appropriate way to act in a group, norms? •Do you have specific roles for each member of the group? •Group should be able to produce something that is better than if the students had just
21st Century Skills
Creativity and imagination •The more comfortable students get with thinking critically, or outside-of-the-box thinking, the more creative their ideas are going to be. •The more choice you give students, the more opportunities there will be to be creative in their demonstration of what they learned. • This could be choices in topics, choices in products, and/or choices in the depth of learning.
21st Century Skills
CRITICAL THINKING • Use the levels of Bloom’s to guide you • Higher Level • Thinking • Lower Level • Thinking • (Building Blocks)
21st Century Skills
Problem solving • Usually used in math, but there is usually only a single correct answer. In order to develop a creative problem solver, we need to come up with problem solving situations where there are numerous possibilities. • An important aspect of problem solving is the time spent reflecting. We often say to students a mistake is not a mistake if you learned from it, but this is something that needs to be taught. • How does one learn from a mistake? That is part of the problem solving process. Why did something not work? What could have been done differently to have gotten a better result? What did
Ask What are problems? What are the Constraints Imagine Brainstorm ideas Choose the best fit Plan Draw a diagram Gather materials Create Follow the plan Test it out Improve Figure out what can work better Repeat the cycle to make changes WHAT IS THE ENGINEERING DESIGN PROCESS
IDENTIFIED A SECOND TIER OF IMPORTANT SKILLS WHICH WERE PRESENT AMONGST ALL OF THE FRAMEWORKS •Flexibility and adaptability •Global and cultural awareness •Information literacy •Leadership
Flexibility and adaptability • This is a valuable skill in the 21st century because we are developing technology at breakneck speed. It does not take more than a year or two to develop the newest technology that makes the old one obsolete. Those who are able to adapt to these changes often find much success. Those who are not able to keep up might find their skill-set diminish. • The skills involved in flexibility and adaptability can be learned by working on progressively more complex projects that challenge student teams to change course
Global and cultural awareness • It is important for students to have this global awareness because since 1965, the number of foreign-born people living in the United States has quadrupled to 43 million according to the Center for American Progress. • Of course this can be a challenge at times when you are teaching teenagers who only see the circumference of five feet in front of them. • You can expose students to global perspectives through the use of foreign-born speakers, arranging these speakers through the local college universities, parents or friends of students in the school, ethnic societies, or other contacts you might have. These speakers can come in or Skype and give a perspective from someone who comes from a different culture. This point of view can help students to understand this global awareness and that other people might see things completely different than they do.
Information literacy • Trilling and Fadel (2009) defined information literacy as the ability to: • access information efficiently and effectively, • evaluate information critically and competently, and • use information accurately and creatively (p. 65). • Many times, teachers assume students have already been taught information literacy, especially when working with older students. The problem, however, is that some students have not been shown how to access and analyze information properly or they have developed bad habits. • Information literacy is a skill that must be taught purposefully. Introducing or reviewing the basics could be helpful to students at any level. Ensuring students have an understanding of how to properly research, utilizing both print and electronic resources, is not something you should take for
Leadership • Some believe that leaders are born, that from birth these individuals have a certain innate ability to be a good leader. Others believe that leadership can be taught, but what does that look like? • Like most things, there is a little bit of truth to both of these. These are people who seem to exude leadership. But leadership can be nurtured as well. Someone who does not possess the aforementioned skills can learn strategies to leading. • A lot of this can be done by having students collaborate with one another in groups. In having students work in groups, they learn the skills of flexibility, communication, patience, humility,
THEY WERE FOUR OTHER SKILLS THAT DID NOT APPEAR IN ALL OF THE FRAMEWORKS BUT WERE IN A MAJORITY •Oral and written communication skills •Social responsibility and citizenship •Technology literacy •Initiative
WHY IS IT IMPORTANT TO TEACH THESE SKILLS? • Collaboration and Teamwork: 82% • Creativity and Imagination: 29% • Critical Thinking: 82% • Problem Solving: 82% • Accessing and Analyzing Information: 60% • Flexibility and Adaptation: 61% • Global and Cultural Awareness: 4% • Information Literacy: 68% • Leadership: 73% • Oral and written communication: 80% • Social responsibility and citizenship: 27% • Technology literacy: 60% • Initiative: 68% (Key, 2017)
HOW DOES ONE INCORPORATE THESE SKILLS A CONTENT HEAVY CURRICULUM? •Authentic Learning Experiences •Inquiry Learning •Problem-Based Learning •Case-Based Learning •Project-Based Learning
21st Century Skills
21st Century Skills
THEGIFTEDGUY@YAHOO.CO M TWITTER: @THE_GIFTED_GUY
SPECIFIC TODD TALKS ON AUTHENTIC LEARNING •Inquiry learning https://youtu.be/yi_pepSV54Q •Problem-Based learning https://youtu.be/SJtFPbdBcBQ •Project-Based learning https://youtu.be/Zvi_XR4ImQ0
21st Century Skills

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21st Century Skills

  • 1. TEACHING 21ST CENTURY SKILLS TODD STANLEY GIFTED SERVICES COORDINATOR WWW.THEGIFTEDGUY.COM TWITTER: @THE_GIFTED_GUY
  • 3. WHAT ARE 21ST CENTURY SKILLS? • In a Hanover Research report entitled A Crosswalk of 21st Century Skills, they analyzed six major educational frameworks designed to improve the development of 21st century skills. • This included critical skills listed by the Partnership for 21st Century Skills, Tony Wagner’s Seven Survival Skills from the book The Global Achievement Gap, the Metiri Group’s enGauge framework, the Iowa Core 21st Century Skills, developed by the Iowa Department of Education, the Connecticut State Department of Education, and the Assessment and Teaching of 21st Century Skills (ATC21S) (Crosswalk, 2011).
  • 4. FOUR CRITICAL AREAS FOR DEVELOPMENT WERE: •Collaboration and teamwork https://youtu.be/MA4eKGt24Ic •Creativity and imagination https://youtu.be/b9UaJTDjkxU •Critical thinking https://youtu.be/MSeZ7u0dcHA •Problem solving
  • 5. Collaboration and teamwork •Needs to be deliberately taught •What is the appropriate way to act in a group, norms? •Do you have specific roles for each member of the group? •Group should be able to produce something that is better than if the students had just
  • 7. Creativity and imagination •The more comfortable students get with thinking critically, or outside-of-the-box thinking, the more creative their ideas are going to be. •The more choice you give students, the more opportunities there will be to be creative in their demonstration of what they learned. • This could be choices in topics, choices in products, and/or choices in the depth of learning.
  • 9. CRITICAL THINKING • Use the levels of Bloom’s to guide you • Higher Level • Thinking • Lower Level • Thinking • (Building Blocks)
  • 11. Problem solving • Usually used in math, but there is usually only a single correct answer. In order to develop a creative problem solver, we need to come up with problem solving situations where there are numerous possibilities. • An important aspect of problem solving is the time spent reflecting. We often say to students a mistake is not a mistake if you learned from it, but this is something that needs to be taught. • How does one learn from a mistake? That is part of the problem solving process. Why did something not work? What could have been done differently to have gotten a better result? What did
  • 12. Ask What are problems? What are the Constraints Imagine Brainstorm ideas Choose the best fit Plan Draw a diagram Gather materials Create Follow the plan Test it out Improve Figure out what can work better Repeat the cycle to make changes WHAT IS THE ENGINEERING DESIGN PROCESS
  • 13. IDENTIFIED A SECOND TIER OF IMPORTANT SKILLS WHICH WERE PRESENT AMONGST ALL OF THE FRAMEWORKS •Flexibility and adaptability •Global and cultural awareness •Information literacy •Leadership
  • 14. Flexibility and adaptability • This is a valuable skill in the 21st century because we are developing technology at breakneck speed. It does not take more than a year or two to develop the newest technology that makes the old one obsolete. Those who are able to adapt to these changes often find much success. Those who are not able to keep up might find their skill-set diminish. • The skills involved in flexibility and adaptability can be learned by working on progressively more complex projects that challenge student teams to change course
  • 15. Global and cultural awareness • It is important for students to have this global awareness because since 1965, the number of foreign-born people living in the United States has quadrupled to 43 million according to the Center for American Progress. • Of course this can be a challenge at times when you are teaching teenagers who only see the circumference of five feet in front of them. • You can expose students to global perspectives through the use of foreign-born speakers, arranging these speakers through the local college universities, parents or friends of students in the school, ethnic societies, or other contacts you might have. These speakers can come in or Skype and give a perspective from someone who comes from a different culture. This point of view can help students to understand this global awareness and that other people might see things completely different than they do.
  • 16. Information literacy • Trilling and Fadel (2009) defined information literacy as the ability to: • access information efficiently and effectively, • evaluate information critically and competently, and • use information accurately and creatively (p. 65). • Many times, teachers assume students have already been taught information literacy, especially when working with older students. The problem, however, is that some students have not been shown how to access and analyze information properly or they have developed bad habits. • Information literacy is a skill that must be taught purposefully. Introducing or reviewing the basics could be helpful to students at any level. Ensuring students have an understanding of how to properly research, utilizing both print and electronic resources, is not something you should take for
  • 17. Leadership • Some believe that leaders are born, that from birth these individuals have a certain innate ability to be a good leader. Others believe that leadership can be taught, but what does that look like? • Like most things, there is a little bit of truth to both of these. These are people who seem to exude leadership. But leadership can be nurtured as well. Someone who does not possess the aforementioned skills can learn strategies to leading. • A lot of this can be done by having students collaborate with one another in groups. In having students work in groups, they learn the skills of flexibility, communication, patience, humility,
  • 18. THEY WERE FOUR OTHER SKILLS THAT DID NOT APPEAR IN ALL OF THE FRAMEWORKS BUT WERE IN A MAJORITY •Oral and written communication skills •Social responsibility and citizenship •Technology literacy •Initiative
  • 19. WHY IS IT IMPORTANT TO TEACH THESE SKILLS? • Collaboration and Teamwork: 82% • Creativity and Imagination: 29% • Critical Thinking: 82% • Problem Solving: 82% • Accessing and Analyzing Information: 60% • Flexibility and Adaptation: 61% • Global and Cultural Awareness: 4% • Information Literacy: 68% • Leadership: 73% • Oral and written communication: 80% • Social responsibility and citizenship: 27% • Technology literacy: 60% • Initiative: 68% (Key, 2017)
  • 20. HOW DOES ONE INCORPORATE THESE SKILLS A CONTENT HEAVY CURRICULUM? •Authentic Learning Experiences •Inquiry Learning •Problem-Based Learning •Case-Based Learning •Project-Based Learning
  • 24. SPECIFIC TODD TALKS ON AUTHENTIC LEARNING •Inquiry learning https://youtu.be/yi_pepSV54Q •Problem-Based learning https://youtu.be/SJtFPbdBcBQ •Project-Based learning https://youtu.be/Zvi_XR4ImQ0