is er ee of 21* Century skills . Apply the 21% Century skills in , planning and delivering a lesson ppg . Cite ways on how to enhance the 21% Century skills of learners . Explain how 21" Century skills be integrated in the teaching-learning process Cite implications of 21% Century skills to educators and to pre-service teacher preparation . Draw relevant life lessons and significant values from the personal experience in attaining 21" Century skills . Analyze research abstract on 21" Century skills and its implications on the teaching- learning process Craft a curriculum plan matrix imbued with 21* Century learning outcomes ae INTERACTIVE PRESENTATION ) Group Mapping Activity: This is a strategy where members of the | class present their prior knowledge on the topic 21% Century skill categories through group drawing/illustration. | Procedure: 1. Group the students into 4 or 5 depending on the class size. 2. Provide each group a topic on 21" Century skill category to brainstorm about. 3. The group will synthesize their consolidated ideas and present in a form of illustration or drawing in a cartolina or Manila paper using any medium of their choice. 4. Each group will be given a chance to present the synthesis in class. 5. The class will find time for a brief reflection of the activi Topics to be assigned to the groups: | 1. Life and Career Skills | 2. Information, Media and Technology Skills 3. Learning and Innovation Skills 4. Social and Cross-cultural Skills 5. Leadership and Productivity Skills( a CONCEPT EXPLORATION - 2 i 214 Century skills refer to a broad set of knowledge, skills, habits, ‘and character traits that are deemed necessary in c with today's world and future careers and workplaces. Thus, it be applied in all academic subject areas and educational setting throughout a student's life. The 21* Century Skills The 21% Century skills may include the following: (1) critica thinking, problem-solving, reasoning, analysis, _interpretatio 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, humai itarianism; (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 —_(http://thoughtfullearning.com/resources/what-are-21st- century-skills). Framework for 21* Century According to the Partnership for 21% 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 J skills, cross-curricular skills, cross- disciplinary skills, interdisciplinary skills, | —~ transferable skills, transversal skills, noncognitive skills and soft skills. << BERne Framework Credits to Partnership for 21% Gentury Sills (204 The 21% Century skills concept is grounded on the belief that students must be educated in a more relevant, useful, in-demand an 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:Therefore, 21% Century education add whole person (AACTE, 2010). Hence, the curriculum should be designed integrated and project-based. Tony Wagner (2010), Global ‘Achievement Gap”, advocated the seven surviv namely: (1) critical thinking and problem-solving; (2) collat 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 “21% 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. f The Partnership for 2 sets of skills that are categorized accordi expected outcomes. 4% Century’ Skills presents the following ingly with different strands of Learning and Innovation Skills These are the primary skills orchestrated in the 21% Century. They are attributes that differentiate students who are prepared for a complex life and work environment from those who 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. Skill Sub-skills 7. Work together | Establish clear definitions and agreements on the roles of effectively in | partners in the collaborative process team Keep communication open within teams to carry out tasks Carefully identify obstacles and address problems cooperatively https:/www.thebalancecareers.com Skill Sub-skills | 2. Reason Use various types of reasoning (inductive, deductive, etc.) effectively as appropriate to the situation Use systems thinking Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems(Partnership for 21% Century Skills, 2008) Synthesize and make connections between information and. arguments Mae 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 conven problems tional and innovative ways Partnership for 21° Century Skills, 2008) B. Communication. This pertains effectively using oral and written forms and contexts. Identify and ask significant questions that clarify various points} of view and lead to better solutions to articulating thoughts and idea communication skills in a variety Skill Sub-skills 4. Communi- Articulate thoughts and ideas effectively using oral, written cate clearly | and nonverbal communication skills in a “artnership for 21" Century Skills, 2008) variety of forms and contexts Listen effectively to decipher me values, attitudes and intentions Use communication for a Tange of purposes instruct, motivate and persuade) aning, including knowledge, (e.g. to inform, effectiveness a priori, as well a: Communicate effectivel multi-lingual) Use technology as a tool to reseai communicate information Use digital technologies (computers, PDAs, media players: GPS, etc.), communication/networking tools and social networks appropriately to access Exercise flexibility and willin, compromises to accomplish a Assume shared res value the S assess their impact ly in diverse environments (including rch, organize, evaluate and igness in making necessaly common goal. ponsibility for collaborative work, and individual contributions made by each team membalC. Collaboration. It entails demonstrati to effectively and respectfully with diverse ‘on oe ( 4. Work together | Establish clear definitions and agree i ol togett 1 meni roles effectively in | partners in the collaborative Bde ee team 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 4. Think Use a wide range of idea creation techniques, such as creatively brainstorming 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 (Partnership for 21* Century Skills, 2008) Skill Sub-skills 2. Work Develop, implement and communicate new ideas to others creatively effectively with 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 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 (Partnership for 21% Century Skills, 2008) Skill Sub-skills 3. Implement innovations to the field in which the innovation will occur Acton creative ideas to make a tangible and useful contribution (Partnership for 21% Century ‘Skills, 2008) INFORMATION, MEDIA AND TECHNOLOGY SKILLS i ie ive i hnology and media- People in the 21% century live in a tec! esiurated) 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 effect able to exhibit a range of to information, media and technology tive in the 21% Century, everyone must be functional and critical thinking skills related (AACTE, 2010).So (24 =~ Bunoinc ano Enbancine New Literacies Across THE CURRICULUM A. Information Literacy. It refers to accessing and evalu: information critically and competently and managing the flow information from a wide variety of sources. Skill Sub-skills 1. Access Access information efficiently (time) and effectively (sources) and Evaluate information critically and competently evaluate information (Partnership for 21* Century Skills, 2008) Skill Sub-skills 2. Use and Use information accurately and creatively for the issue or problem manage at hand information | \anage 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 (Partnership for 21 Century Skills, 2008) 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-skills | 1. Analyze Understand both how and why media messages are constructed, media 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 (Partnership for 21% Century Skills, 2008) Skill Sub-skills 2) Create Understand and utilize the most appropriate media creation tools, media characteristics and conventions Products Understand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-cultural Environments Century Skills, 2008) (Partnership for 21%C. Technology Literacy. It pertains to'the use of technology | as a tool to research, organize, evaluate and communicate information. . Sub-skills Use technology as a tool to research, organize, evaluate and communicate information Use digital technologies (computers, PDAs, media eae) 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 1. Apply technology effectively (Partnership for 21% Century Skills, 2008) 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 Skill Sub-skills 1. Adapt to Adapt to varied roles, job responsibilities, schedules and contexts change Work effectively in a climate of ambiguity and changing priorities (Partnership for 21% Century Skills, 2008) Skill Sub-skills 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 ee eee aoe Obie HOS):ma BUILDING AND INITIATIVE AND 1. Manage goals and time (Partnership for 21* Century Skills, 2008) EnHaNcine New Literacies Across THE CURRICULUM SELF-DIRECTION Sub-skills Set goals with tangible and intangible success criteria Balance tactical (short-term) and strategic (long-term) goals Utilize time and manage workload efficiently Skill 2. Work inde- pendently Sub-skills Monitor, define, prioritize and complete tasks without direct} oversight | (Partnership for 21% Century Skills, 2008) (Partnership for 21% Century Skills, 2008) SOCIAL AND CROSS-CULTURAL SKILLS Skill Sub-skills 3. Be self- 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 (Partnership for 21* Century Skills, 2008) Skill Sub-skills 4. Be Act responsibly with the interests of the larger community in mind responsible | Consider others’ ideas and view points to others Look for others’ welfare and safety in all circumstances Assist others in times of their downfalls and setbacks Skill Sub-skills A. Interact Know when it is appropriate to listen and when to speak effectively with others Conduct one's self in a respectable, professional manner2. Work effectively in diverse teams Sub-skills 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 (Partnership for 21" Century Skills, 2008) PRODUCTIVITY AND ACCOUNTABILITY Skill Sub-skills 41. Manage Set and meet goals, even in the face of obstacles and competing projects. (Partnership for 21* pressures Prioritize, plan and manage work to achieve the intended result] Century Skills, 2008) Skill Sub-skills 2. Produce Demonstrate additional attributes associated with producing results 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 (Partnership for 21” LEADERSHIP AND RESPONSIBILITY Century Skills, 2008) Skill Sub-skills 1. Guide and Use interpersonal and problem-solving skills to influence and lead others guide others toward a goal Leverage strengths of others to accomplish a common goal Inspie others to reach their very best via example and self- lessness Demonstrate integrity and ethical behavior in using influence and power Respect cultural differences and work effectively with people |7 Century Skils, 2008), (Partnership for 2 Integrating 21* Century Skills in Teaching-Learning Process The 21% Century support systems. The following elements are the critical systems necessary to ensure student mastery of 21* Century skills: (1) 21% 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 21% Century outcomes for today's students (Partnership for 21% Century Skills, 2008). 41. 21% Century Standards 4.1 Focus on 21% Century skills, content knowledge and expertise 4.2 Build understanding across and among core subjects, as well as 21* 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 21% 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 21 Century skills 24 Enables development of portfolios of student work that demonstrate mastery of 21% 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 21% Century skills (AACTE: 2010)3. 21% Century carrion and Instruct 31 3.2 3.3 3.4 Teaches 21* Century skills discretely in the subjects and 21* Century interdiscij ry themes ee | Focuses on Providing opportunities for applying 21% Century skills across content areas and for a competency- based approach to learning ' 5 ie Enables innovative learning methods that integrate the use of supportive technologies, inquiry- and problem-based approaches and higher-order thinking skills’ Encourages the integration of community resources beyond school walls (AACTE, 2010) 4. The 21° Century Professional Development 41 4.2 43 44 4 a 4.6 47 4.8 4.9 Highlights ways teachers can seize opportunities for integrating 21% Century skills, tools and teaching strategies into their classroom practice and help them identify what activities they can replace/de-emphasize Balances direct instruction with project-oriented teaching methods Illustrates how a deeper understanding of subject matter can enhance problem-solving, critical thinking, and other 21% Century skills Enables 21* Century professional learning communities for teachers that model the kinds of classroom learning that best promotes 21* Century skills for students Cultivates teachers’ ability to identify students’ particular learning styles, intelligences, strengths and weaknesses 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 Supports the continuous evaluation of students’ 21% Century skills development Encourages knowledge sharing among communities of practitioners using face-to-face, virtual and blended communications | | Uses a scalable and sustainable model of professional development (AACTE, 2010) 5, The 21° Century Learning Environments 5.1 5.2 Create learning practices, human support and physical environments that will support the teaching and learning of 21* Century skill outcomes a Support professional learning communities that enable educators to collaborate, share best practices and integrate 21% Century skills into classroom practicecor applied work) cp 5.4 Allow equitable access i technologies and resources 2 5.5 Provide 21* Century architectural anc group, team and individual learning Sts 7 anded community and international oe ane in learning, both face-to-face and online — (AACTE, 2010) Implications to Educators The advent of 21% Century skill enhance egy among bring the following implications to educators in: 1. successfully complementing technologies to content a pedagogy and developing the ability to creatively u technologies to meet specific learning needs 2. aligning instruction with standards, Particularly those tha embody 21st Century knowledge and skills 3. balancing direct instruction strategically with Proje 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 throug! coaching, mentoring, knowledge-sharing, and teaching acting as mentors and Peer coaches with fellow educators 8. using a range of Strategies (such as format assessments) to reach diverse students and to E 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 learners can freely express themselves and explore the potentials and Capacities = Implications to Pre-service Teacher Preparation ue will hog, ‘© Understand the key elements of opt habits of min lelp pre-service teachers develop the os d and confidence t C a fo enable students to develop entury skills in a Tange of core academic Subject areas.-AACTE (2010) asserts that a 21" js about more than just adding an extra course the curriculum. Thus, pre-service teachers benefit from the fully explore and understand how to develop and use curriculu deep understanding and mastery of academic subject knowledge 24% Century skills. 1 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 21 Century skills approach to curriculum, in other words, is designed for understanding (MeTighe 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: 4. 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. of content, pedagogy and technologies er-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 21" Century knowledge and skills; and (5) enables a balanced score card to assess the educational system's effectiveness. 4. Examining the role in developing high* Century knowledge and skills a: istery of a wide range of student asse: ~ Learning environments. The learning environment within teacher preparation program is a key component of any systemic 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 environmen that will promote 21% Century learning. The following are initiatives in creating 21% Century teacher education learning environment: (1) Establish a 215 Century vision for learning environments in the Program and the university; (2) Ensure that the physical infrastructure supports 21% and skills; (3) Practice flexibility in time for project-based work and competency-based assessment; (4) Ensure technical infrastruct that sufficiently Supports learning; and (5) Strengthen network engagement in the learning environment. Partnerships. Partners| work of transforming 21% Along the line, teamwork imperative for sustainability with community leaders, bu government agencies, institutions, parents, other high impact outcome. The powerful partnerships Collaboration towards en: for the 21% 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) Gal QUESTIONS FOR DISCUSSION 1. Describe the categories of 21% Century skills. 2. How can the attainment of 21% Centu realization of educational goals? 3. How can you prepare, plan and deliver a lesson with an end goal of attaining the 21* Century skills? 4. How can you integrate 21% Century skills in the teaching- learning process? hips are extraordinarily important in. the Century teacher Preparation programs., within the program and the institution is and development. The partnership forged isineéss industry, professional associations, non-government organizations, _ other Stakeholders and the community creates’ are created through strong) fabling innovation in the teaching and learning ry skill contribute to the