What is PBL?

In Project Based Learning (PBL), students go through an extended process of inquiry in

response to a complex question, problem, or challenge. While allowing for some degree
of student "voice and choice," rigorous projects are carefully planned, managed, and
assessed to help students learn key academic content, practice 21st Century Skills
(such as collaboration, communication & critical thinking), and create high-quality,
authentic products & presentations.

Rigorous and in-depth Project Based Learning:

is organized around an open-ended Driving Question or Challenge. These

focus students work and deepen their learning by centering on significant issues,
debates, questions and/or problems.

creates a need to know essential content and skills. Typical projects (and
most instruction) begin by presenting students with knowledge and concepts and
then, once learned, give them the opportunity to apply them. PBL begins with the
vision of an end product or presentation which requires learning specific
knowledge and concepts, thus creating a context and reason to learn and
understand the information and concepts.

requires inquiry to learn and/or create something new. Not all learning has to
be based on inquiry, but some should. And this inquiry should lead students to

construct something new an idea, an interpretation, a new way of displaying

what they have learned.

requires critical thinking, problem solving, collaboration, and various forms

of communication. Students need to do much more than remember information
they need to use higher-order thinking skills. They also have to learn to work
as a team and contribute to a group effort. They must listen to others and make
their own ideas clear when speaking, be able to read a variety of material, write
or otherwise express themselves in various modes, and make effective
presentations. These skills, competencies and habits of mind are often known as
"21st Century Skills".

allows some degree of student voice and choice. Students learn to work
independently and take responsibility when they are asked to make choices. The
opportunity to make choices, and to express their learning in their own voice,
also helps to increase students educational engagement.

incorporates feedback and revision. Students use peer critique to improve

their work to create higher quality products.

results in a publicly presented product or performance. What you know is

demonstrated by what you do, and what you do must be open to public scrutiny
and critique.

If we are serious about reaching 21st Century educational goals, PBL must be at the
center of 21st Century instruction. The project contains and frames the curriculum,
which differs from the short "project" or activity added onto traditional instruction. PBL
is, "The Main Course, not Dessert."

Why use PBL?

Students gain a deeper understanding of the concepts and standards at the heart of a
project. Projects also build vital workplace skills and lifelong habits of learning. Projects
can allow students to address community issues, explore careers, interact with adult
mentors, use technology, and present their work to audiences beyond the classroom.
PBL can motivate students who might otherwise find school boring or meaningless.

How is PBL used?

Some teachers use PBL extensively as their primary curriculum organizer and
instructional method. Others use PBL occasionally during a school year. Projects vary in
length, from several days to several weeks or even a semester. PBL can be effective at
all grade levels and subjects, and in career/technical education, afterschool and
alternative programs.

21st Century Skills

In 2008, BIE analyzed selected frameworks for 21st Century Outcomes. The columns represent
the different frameworks which fall into the focus areas of workforce readiness. The number in
each cell represents the number of components for each sub-domain within each framework.
Click on the number to see the components for each skill area. Click here to download.

Review of 21st Century Skills Frameworks

Educationa
General 21st Century / Digital Age Workforce
College
Adult
Cognitive
l
Literacy
Readiness
Readiness Literacy
Science
Technology
Interactive Table of
National
Comprehe EFF
21st Century Skills Framework EnGauge
Educationa nsive
Content
for 21st
21st
The Seven SCANS
16 Habits
l
Definition Standards
Century
Century
Cs
Framework
of Mind
Technology of College for Adult
Learning
Skills
Standards Readiness Literacy
ICT
Informatio 2
2
4
1
3
3
Literacy n / Media
Literacy
"Informatio "Informatio
"Informatio "Informatio "Informatio "Informatio
n Literacy" n Literacy"
n Literacy" n Literacy" n Literacy" n Literacy"
is
is
is
is
is
is
represente represente
represented represente represente represente
d in the
d in the
in the
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following following following
TWO
TWO
FOUR
component THREE
THREE
component component
component of the
component component
s of the
s of
s of the
National
s of the
s of the
Framework EnGauge
SCANS
Educationa Comprehe EFF
for 21st
21st
Framework: l
nsive
Content
Century
Century
Technology Definition Standards
Learning: Skills:
Standards: of College for Adult
Acquires
Readiness: Literacy:
and
Informati Informati
Evaluates Research
on
on
Informatio and
Research Learn
Literacy Literacy
n
Informati The
Through
Accessing The ability
Identifies
on
student
Research
informatio to evaluate
need for
Fluency
identifies Pose a
n
information
data,
Students
and utilizes question to
efficiently across a
obtains it
apply
appropriat be
and
range of
from
digital
e
answered
effectively, media;
existing
tools to
strategies or make a
evaluating recognize
sources or gather,
to explore prediction
informatio when
creates it, evaluate, and
about
n critically information
and
and use
answer
objects or
and
is needed;
evaluates informatio problems events;
competentl locate,
its
n. That is, and to
use
y and
synthesize,
relevance students
conduct
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using
and use
and
plan
research
lines of
informatio information
accuracy.
strategies on a range inquiry to
n
effectively;
to guide
of
collect
accurately and
inquiry;
questions; information
Uses
and
accomplish
locate,
students
; organize,
Computer
creatively these
organize, must
evaluate,
s to
for the
functions
analyze,
evaluate
analyze,
Process
issue or
using
evaluate, the
and
Informatio
problem at technology
synthesize, appropriat interpret
n

Review of 21st Century Skills Frameworks

hand;
,
possessing communic
a
ation
fundament networks,
al
and
understand electronic
ing of the resources.
ethical/leg
al issues
Visual
surroundin
Literacy
g the
The ability
access and
to
use of
interpret,
informatio
use,
n.
appreciate,
and create
Media
images
Literacy and video
Understan using both
ding how convention
media
al and 21st
messages century
are
media in
constructe ways that
d, for what advance
purposes thinking,
and using decision
which
making,
tools,
communic
characteris ation, and
tics and
learning.
convention
s;
examining
how
individuals
interpret
messages
differently,
how values
and points
of view are
included or
excluded
and how
media can
influence
beliefs and
behaviors;
possessing
a
fundament
al
understand
ing of the
ethical/leg
al issues
surroundin
g the
access and
use of
informatio
n.

Employs
computers
to acquire,
organize,
analyze,
and
communica
te
information
.

and
eness of a findings.
ethically
variety of
use
source
Observe
informatio material
Critically
n from a
and
Attend to
variety of synthesize
visual
sources
information
sources of
and media; into a
information
evaluate
paper or
, including
and select report.
television
informatio
and other
n sources
Organizes
Interpreta media;
and digital
and
tion
determine
tools based
Maintains
The
the
on the
Informatio
student
purpose for
appropriat
n
analyzes
observatio
eness to
Organizes,
competing n and use
specific
processes,
description strategies
tasks,
and
s of an
appropriat
process
maintains
event or
e to the
data and
written or
issue to
purpose;
report
computeriz
determine monitor
results.
ed records
the
comprehen
and other
strengths sion and
forms of
and flaws adjust
information
in each
strategies;
in a
description analyze
systematic
and any
the
fashion.
commonali accuracy,
ties among bias, and
or
usefulness
Interprets
distinctions of the
and
between
information
Communic
them;
; integrate
ates
synthesize it with prior
Informatio
s the
knowledge
n
results into to address
Selects and
a coherent viewing
analyzes
explanatio purpose.
information
n; states
and
the
communica
Read
interpretati
tes the
With
on that is
results to
Understa
most likely
others
nding
correct or
using oral,
Determine
is most
written,
the reading
reasonable
graphic,
purpose;
, based on
pictorial, or
select
the
multi-media
reading
available
methods.
strategies
evidence.
appropriat
e to the
Analysis purpose;
The
monitor
student
comprehen
identifies sion and
and
adjust
evaluates reading
data,
strategies;
material, analyze
and
the
sources for information
quality of and reflect
content,
on its
validity,
underlying

Review of 21st Century Skills Frameworks

credibility
and
relevance;
student
compares
and
contrasts
sources
and
findings
and
generates
summaries
and
explanatio
ns of
source
materials .
Technolog 1
2
1
3
1
ical
Literacy
"Technologi "Technologi "Technologi "Technologi "Technologi
cal
cal
cal
cal
cal
Literacy" is Literacy" is Literacy" is Literacy" is Literacy" is
represente represente represente represented represente
d in the
d in the
d in the
in the
d in the
following following following following
following
component TWO
component THREE
component
of the
component of The
component of the
Framework s of
Seven C's: s of the
National
for 21st
EnGauge
SCANS
Educationa
Century
21st
Framework: l
Computin
Learning: Century
Technology
g
Skills:
Standards:
Effective
Maintains
ICT
use of
and
Literacy Technolog electronic Troublesh Technolog
Using
ical
information oots
y
digital
Literacy and
Technolog Operation
technology Knowledge knowledge y
s and
,
about what tools;
Prevents,
Concepts
communic technology comfort in identifies, Students
ation tools is, how it using a
or solves
demonstra
and/or
works,
variety of problems in te a sound
networks what
computer- machines, understand
appropriat purposes it based tools computers, ing of
ely to
can serve, to
and other technology
access,
and how it accomplish technologie concepts,
manage,
can be
the tasks s.
systems
integrate, used
of
and
evaluate, efficiently everyday
operations.
Selects
and create and
life.
That is,
Technolog
informatio effectively
students
y
n in order to achieve
understand
Judges
to function specific
and use
which set of
in a
goals.
technology
procedures,
knowledge
systems;
tools, or
economy;
select and
Effective
machines,
using
use
Use of
including
technology
application
Realcomputers
as a tool to
s
World
and their
research,
effectively
Tools
programs,
organize,
and
The ability
will produce
evaluate
productivel
to use realthe desired
and
y;
world tools

meaning;
integrate it
with prior
knowledge
to address
reading
purpose.

1
"Technologi
cal
Literacy" is
represente
d in the
following
component
of the EFF
Content
Standards
for Adult
Literacy:
Use
Informati
on and
Communi
cations
Technolog
y
Use
computers
and other
electronic
tools to
acquire,
process,
and
manage
information
; use
electronic
tools to
learn and
practice
skills; use
the
Internet to
explore
topics,
gather
information
, and

Review of 21st Century Skills Frameworks

the
hardware,
software,
communic networking
ate
, and
informatio peripheral
n, and the devices
possession used by
of a
information
fundament technology
al
(IT)
understand workers to
ing of the accomplish
ethical/leg 21st
al issues
century
surroundin workto
g the
communic
access and ate,
use of
collaborate
informatio , solve
n.
problems,
and
accomplish
tasks.
Cognitive Critical
1
Skills
Thinking /
Problem"Critical
Solving
Thinking &
Skills
ProblemSolving" is
represente
d in the
following
component
of the
Framework
for 21st
Century
Learning:

results.
Applies
Technolog
y to Task troublesho
Understand ot systems
and
s the
application
overall
intent and s; and
the proper transfer
procedures current
for setting knowledge
to learning
up and
operating of new
machines, technologi
es.
including
computers
and their
programmi
ng systems.

"Critical
Thinking &
ProblemSolving" is
represente
d in the
following
TWO
component
s of
EnGauge
21st
Century
Skills:

"Critical
Thinking &
ProblemSolving" is
represente
d in the
following
component
of The
Seven C's:

"Critical
"Critical
Thinking & Thinking &
ProblemProblemSolving" is Solving" is
represented represente
in the
d in the
following
following
THREE
component
component of the
s of the
National
SCANS
Educationa
Framework: l
Critical
Technology
ThinkingStandards:
andReasoning
Critical
Doing
Discovers a
Thinking HigherAbility to
rule or
Critical
&
Order
define
principle
Thinking,
Problem- Thinking problems underlying ProblemSolving
and
in
the
Solving,
Exercising Sound
complex, relationship &
sound
Reasonin overlappin between
Decisionreasoning g
g, illtwo or more Making
in
The
defined
objects and Students
understand cognitive domains; applies it in use critical
ing and
processes use
solving a
thinking
making
of analysis, available problem.
skills to
complex
compariso tools and
plan and
choices,
n,
expertise
conduct
Problem
understand inference for
research,
Solving
ing the
and
research
manage
Recognizes
interconne interpretati and
projects,
that a
ctions
on,
analysis;
solve
problem
among
evaluation, design
problems
exists (i.e.,
systems,
and
promising
and make
there is a
indentifyin synthesis solutions
informed
discrepancy
g and
applied to and
decisions
between
asking
a range of courses of
using
what is and

communic
ate.

"Critical
Thinking &
ProblemSolving" is
represente
d in the
following
THREE
component
s of the
Comprehe
nsive
Definition
of College
Readiness:

"Critical
Thinking &
ProblemSolving" is
represente
d in the
following
TWO
component
s of the
EFF
Content
Standards
for Adult
Literacy:

"Critical
Thinking &
ProblemSolving" is
represente
d in the
following
TWO
component
s of the 16
Habits of
Mind:

Questioni
ng and
Posing
Reasonin Solve
Problems
g,
Problems Asking
Argument and Make questions
ation,
Decisions to fill in the
Proof
Anticipate gaps
The
or identify between
student
problems; what is
constructs use
known and
wellinformation not known;
reasoned from
recognizing
arguments diverse
discrepanci
or proofs
sources to es and
to explain arrive at a phenomen
phenomen clearer
a in one's
a or issues, understand environme
accepts
ing of the nt and
critiques of problem
probing for
or
and its root explanation
challenge causes;
s.
to
generate
assertions alternative

Review of 21st Century Skills Frameworks

significant
questions
that clarify
various
points of
view and
lead to
better
solutions;
raming,
analyzing,
and
synthesizin
g
informatio
n in order
to solve
problems
and
answer
questions.

academic
domains
and
problemsolving
contexts.

action;
what
appropriae
manage
should or
digital
the
could be), tools and
implement identifies
resources.
ations of
possible
That is,
these
reasons for students
solutions the
identify
(project
discrepancy and define
Scientific
manageme , and
authentic
Literacy
nt); assess devises and problems
Ability to
the results; implements and
use
and then a plan of
significant
scientific
continuousl action to
questions
concepts
y improve resolve it. for
and
the
Evaluates investigati
processes
solutions and
on; plan
required
as
monitors
and
for
conditions progress,
manage
personal
change.
and revises activities
decision
plan as
to develop
making,
indicated
a solution
participatio
by findings. or
n in civic
complete a
and
project;
cultural
Decision
collect and
affairs, and
Making
analyze
economic
Specifies
data to
productivit
goals and
identify
y.
constraints,
solutions
generates
adn/or
alternatives
make
, considers
informed
risks, and
decisions;
evaluates
use
and
multiple
chooses
processses
best
and
alternatives
diverse
.
perspectiv
es to
explore
alternative
solutions.

and
addresses
critiques
by
providing a
logical
explanatio
n or
refutation,
or by
acknowled
ging the
accuracy
of the
critique or
challenge.

solutions; Applying
evaluate
Past
strengths Knowledg
and
e to New
weaknesse Situations
s of
Learning
alternative from
s, including experience;
potential
calling
risks and upon one's
benefits
store of
and short- knowledge
and long- and
term
experience
consequen for data
ces; select and
alternative processes
that is
that may
Problem
most
help solve
Solving
appropriat novel
The
e to goal, problems.
student
context,
develops
and
and applies
available
multiple
resources;
strategies
establish
to solve
criteria for
routine
evaluating
problems,
effectivene
generates
ss of
strategies
solution or
to solve
decision.
nonroutine
problems, Use Math
and applies to Solve
methods of Problems
problem
and
solving to Communi
complex
cate
problems. Understan
d,
interpret,
Inquisitiv
and work
eness
with
The
pictures,
student
numbers,
engages in
and
active
symbolic
inquiry and
information
dialogue
; apply
about
knowledge
subject
of
matter and
mathemati
research
cal
questions
concepts
and seeks
and
evidence
procedures
to defend
to figure
arguments,
out how to
explanatio
answer a
ns, or lines
question,
of
solve a
reasoning;
problem,
the
make a
student
prediction,
does not

Review of 21st Century Skills Frameworks

or carry
out a task
that has a
mathemati
cal
dimension;
define and
select data
to be used
in solving
the
problem;
determine
the degree
of
precision
required by
simply
the
accept as
situation;
given any
solve
assertion
problem
that is
using
presented
appropriat
or
e
conclusion
quantitativ
that is
e
reached,
procedures
but asks
and verify
why things
that the
are so.
results are
reasonable
;
communic
ate results
using a
variety of
mathemati
cal
representa
tions,
including
graphs,
charts,
table, and
algebraic
models.
Creative
Thinking
Skills

"Creative
Thinking"
is
represente
d in the
following
component
of the
Framework
for 21st
Century
Learning:

"Creative
Thinking"
is
represente
d in the
following
component
of
EnGauge
21st
Century
Skills:

"Creative
Thinking"
is
represente
d in the
following
component
of The
Seven C's:

"Creative
"Creative
Thinking" is Thinking"
represented is
in the
represente
following
d in the
component following
of the
component
SCANS
of the
Framework: National
Educationa
l
Creativity Creative
Technology
Ability to
Thinking
Standards:
come up
Uses
Creativity Creativity with new imagination
and
Ability to
solutions freely,

2
"Creative
Thinking" is
represente
d in the
following
TWO
component
s of the 16
Habits of
Mind:
Creating,
Imagining
, and
Innovatin

Review of 21st Century Skills Frameworks

Creativity
and
Innovatio
n
Students
demonstra
te creative
Innovatio
thinking,
n Skills
construct
Demonstra
knowledge,
ting
and
originality
develop
and
innovative
bring
inventiven
products
something
ess in
and
into
work;
processes
existence to old
developing
combines using
that is
problems,
,
ideas or
technology.
genuinely discover
implementi
information That is,
new and
new
ng and
in new
students
original,
principles
communic
ways,
apply
whether
and
ating new
makes
existing
personally inventing
ideas to
connections knowledge
(original
new
others;
between
to
only to the products,
being open
seemingly generate
individual) create new
and
unrelated new ideas,
or
ways to
responsive
ideas, and products,
culturally manage
to new and
reshapes
or
(where the complex
diverse
goals in
processes;
work adds processes
perspectiv
ways that create
significantl and
es; acting
reveal new original
y to a
diverse
on creative
possibilities works as a
domain of teams of
ideas to
.
means of
culture as people.
make a
personal or
recognized
tangible
group
by
and useful
expression;
experts).
contributio
use models
n to the
and
domain in
simulations
which the
to explore
innovation
complex
occurs.
systems
and issues;
and
identify
trends and
forecast
possibilitie
s.
InterCommuni 1
Personal cation
Skills
Skills
"Communi
cation" is
represente
d in the
following
component
of the
Framework
for 21st
Century
Learning:

"Communi
cation" is
represente
d in the
following
component
of
EnGauge
21st
Century
Skills:

"Communi
cation" is
represente
d in the
following
component
of The
Seven C's:

"Communic "Communi
ation" is
cation" is
represented represente
in the
d in the
following
following
THREE
component
component of the
s of the
National
SCANS
Educationa
Framework: l
Communi
Technology
cation
Standards:
Ability to
Writing

g
Utilizing
one's
capacity to
generate
novel,
original,
clever or
ingenious
products,
solutions,
and
techniques;
conceiving
different
problem
solutions
by
examining
alternative
possibilities
from many
angles.
Thinking
Flexibly
Approachin
ga
problem
from a new
angle;
considering
additional
information
which
contradicts
one's
beliefs
shifting
through
multiple
perceptual
positions
(points of
view).

"Communi
cation" is
represente
d in the
following
component
of the
Comprehe
nsive
Definition
of College
Readiness:

"Communi
cation" is
represente
d in the
following
THREE
component
s of the
EFF
Content
Standards
for Adult
Literacy:

"Collaborati
on" is
represente
d in the
following
component
of the 16
Habits of
Mind:
Thinking
Interdepe

Review of 21st Century Skills Frameworks

Communi Interactiv craft
Communica
cation
e
effective
tes
Articulatin Communi communic thoughts,
g thoughts cation
ations in a ideas,
and ideas The
variety of information
clearly and generation media for a , and
effectively of meaning variety of messages
through
through
audiences. in writing;
speaking exchanges
records
and writing using a
information
(Note:
range of
completely
Communic contempor
and
ation and ary tools,
accurately;
Collaborati transmissio
composes
on are
ns, and
and creates
grouped
processes.
documents
together in
such as
the
letters,
framework,
directions,
but are
manuals,
separated
reports,
here for
proposals,
precisenes
graphs,
s).
flow charts;
uses
language,
style,
organizatio
n, and
format
appropriate
to the
subject
matter,
purpose,
and
audience.
Listening
Receives,
attends to,
interprets,
and
responds to
verbal
messages
and other
cues such
as body
language in
ways that
are
appropriate
to the
purpose.
Speaking
Organizes
ideas and
communica
tes oral
messages
appropriate
to listeners
and

Communi Writing
Speak So ndently
cation
Students
Others
Realizing
and
present
Can
that all of
Collabora arguments Understa us together
tion
clearly,
nd
are more
(Note:
substantiat Determine powerful,
NETS
e each
the
intellectuall
framework point, and purpose for y and
combines utilize the communic physically,
these
basics of a ating;
than any
constructs style
organize
one
in a way
manual
and relay individual;
that can
when
information having the
not be
constructin to
disposition
easily
g a paper; effectively and ability
separated) writing is serve the to work
Students
largely free purpose,
effectively
use digital of
context,
in groups.
media and grammatic and
environme al, spelling, listener;
nts to
and usage pay
communic errors.
attention
ate and
to
work
convention
collaborati
s of oral
vely,
English
including
communic
at a
ation,
distance,
including
to support
grammar,
individual
word
learning
choice,
and
register,
contribute
pace, and
to the
gesture in
learning of
order to
others.
minimize
That is,
barriers to
students
listener's
interact,
comprehen
collaborate
sion; use
, publish
multiple
with peers,
strategies
experts or
to monitor
others
the
employing
effectivene
a variety of
ss of the
digital
communic
environme
ation.
nts and
media;
Listen
communic
Actively
ate
Attend to
informatio
oral
n and
information
ideas
; clarify
effectively
purpose for
to multiple
listening
audiences
and use
using a
listening
variety of
strategies
media and
appropriat
formats;
e to that
develop
purpose;
cultural
monitor
understand

Review of 21st Century Skills Frameworks

situations; ing and
participates global
in
awareness
conversatio by
n,
engaging
discussion, with
and group learners of
presentatio other
ns; selects cultures;
an
contribute
appropriate to project
medium for teams to
conveying a produce
message; original
uses verbal works or
language
solve
and other problems.
cues such
as body
language;
speaks
clearly and
communica
tes a
message.

comprehen
sion,
adjusting
listening
strategies
to
overcome
barriers to
comprehen
sion;
integrate
information
from
listening
with prior
knowledge
to address
listening
purpose.
Convey
Ideas in
Writing
Determine
the
purpose for
communic
ating;
organize
and
present
information
to serve
the
purpose,
context,
and
audience;
pay
attention
to
convention
s of English
language
usage,
including
grammar,
spelling,
and
sentence
structure,
to
minimize
barriers to
readers
comprehen
sion; seek
feedback
and revise
to enhance
the
effectivene
ss of the
communic

Review of 21st Century Skills Frameworks

ation.
Collaborat 1
ion Skills
"Collaborat
ion" is
represente
d in the
following
component
of the
Framework
for 21st
Century
Learning:

"Collaborat
ion" is
represente
d in the
following
component
of
EnGauge
21st
Century
Skills:

"Collaborat
ion" is
represente
d in the
following
component
of The
Seven C's:

"Collaborati "Collaborat
on" is
ion" is
represented represente
in the
d in the
following
following
THREE
component
component of the
s of the
National
SCANS
Educationa
Framework: l
Technology
Standards:
Participat
es as
Member of Communi
a Team
cation
Contributes and
to group
Collabora
effort.
tion
(Note:
NETS
Teaches
framework
Others
combines
Helps
these
others
constructs
learn.
in a way
that can
Negotiate not be
s
easily
Works
separated)
toward
Students
agreements use digital
involving
media and
exchange environme
of
nts to
resources, communic
resolves
ate and
divergent work
interests.
collaborati
vely,
including
at a
distance,
to support
individual
learning
and
contribute
to the
learning of
others.
That is,
students
interact,
collaborate
, publish
with peers,
experts or
others
employing
a variety of

Collabora
tion
Ability to
Collabora Teaming team with
tion
and
others
The ability Collabora (utilize
to work
tion
multiple
effectively Cooperativ talents) to
with
e
solve
diverse
interaction complex
teams; be between
problems
helpful and two or
or to
make
more
create
necessary individuals complex
compromis working
tools,
es to
together to services,
accomplish solve
and
a common problems, products;
goal;
create
will require
assuming novel
cooperatio
shared
products, n,
responsibili or learn
compromis
ty for
and master e,
collaborati content.
consensus,
ve work
and
(Note:
community
Communic
building.
ation and
Collaborati
on are
grouped
together in
the
framework,
but are
separated
here for
precisenes
s).

"Collaborat
ion" is
represente
d in the
following
component
of the EFF
Content
Standards
for Adult
Literacy:

"Collaborati
on" is
represente
d in the
following
component
of the 16
Habits of
Mind:

Thinking
Interdepe
Cooperat ndently
e with
Realizing
Others
that all of
Interact
us together
with others are more
in ways
powerful,
that are
intellectuall
friendly,
y and
courteous, physically,
and tactful, than any
and that
one
demonstra individual;
te respect having the
for others disposition
ideas,
and ability
opinions, to work
and
effectively
contributio in groups.
ns; seek
input from
others in
order to
understand
their
actions
and
reactions;
offer clear
input on
own
interests
and
attitudes
so others
can
understand
ones
actions
and
reactions;
try to
adjust
ones
actions to
take into
account
the needs
of others

Review of 21st Century Skills Frameworks

digital
environme
nts and
media;
communic
ate
informatio
n and
ideas
effectively
to multiple
audiences
using a
variety of
media and
formats;
develop
cultural
understand
ing and
global
awareness
by
engaging
with
learners of
other
cultures;
contribute
to project
teams to
produce
original
works or
solve
problems.
CrossCultural
Skills

and/or the
task to be
accomplish
ed.

"CrossCultural
Skills" are
represente
d in the
following
TWO
component
s of the
Framework
for 21st
Century
Learning:

"CrossCultural
Skills" are
represente
d in the
following
TWO
component
s of
EnGauge
21st
Century
Skills:

"CrossCultural
Skills" are
represente
d in the
following
component
of The
Seven C's:

"CrossCultural
Skills" are
represented
in the
following
component
of the
SCANS
Framework:

"CrossCultural
Skills" is
represente
d in the
following
component
of the
Comprehe
nsive
Definition
of College
Readiness:

CrossCultural
Understa
nding
Social
Multicultu Ability to
and
ral
bridge
CrossLiteracy differing
Cultural The ability ethnic,
Skills
to
social,
Working
understand organizatio
appropriat and
nal,
ely and
appreciate political,
productivel the
and
y with
similarities content
others;
and
knowledge

Works
with
Cultural
Diversity
Works well
with men
and women
from
diverse
background
s.

Cultural
Awarenes
s
Interperson
al and
social skills
that enable
students to
interact
with
people

Review of 21st Century Skills Frameworks

leveraging
the
collective
intelligenc
e of groups
when
appropriat
e; bridging
cultural
differences
and using
differing
perspectiv
es to
increase
innovation
and the
quality of
work.

differences
in the
customs,
values, and
beliefs of
one's own
culture and
the
Global
cultures of
Awarenes others.
s
Using 21st
Global
century
Awarenes
skills to
s
understand
The
and
recognition
address
and
global
understand cultures in
issues;
the context
ing of
learning
interrelatio of work.
from and
nships
working
among
collaborati
internation
vely with
al
individuals
organizatio
representin
ns, nationg diverse
states,
cultures,
public and
religions
private
and
economic
lifestyles in
entities,
a spirit of
sociocultur
mutual
al groups,
respect
and
and open
individuals
dialogue in
across the
personal,
globe.
work and
community
contexts;
understand
ing other
nations
and
cultures,
including
the use of
nonEnglish
languages.
Leadershi 1
p Skills

from
different
cultures
and
backgroun
ds (Note:
"Cultural
Awareness
" is part of
what was
broadly
referred to
as
"Contextua
l Skills" in
this
framework
).

Review of 21st Century Skills Frameworks

"Leadershi
p Skills"
are
represente
d in the
following
component
of the
Framework
for 21st
Century
Learning:
Leadershi
p and
Responsi
bility
Using
interperson
al and
problemsolving
skills to
influence
and guide
others
toward a
goal;
leveraging
strengths
of others
to
accomplish
a common
goal;
demonstra
ting
integrity
and ethical
behavior;
acting
responsibly
with the
interests of
the larger
community
in mind.

"Leadership
Skills" are
represented
in the
following
component
of the
SCANS
Framework:
Exercises
Leadershi
p
Communica
tes ideas to
justify
position,
persuades
and
convinces
others,
responsibly
challenges
existing
procedures
and
policies.

"Leadershi
p Skills"
are
represente
d in the
following
TWO
component
s of the
EFF
Content
Standards
for Adult
Literacy:
Guide
Others
Assess the
needs of
others and
ones own
ability to
assist; use
strategies
for
providing
guidance
that take
into
account
the goals,
task,
context,
and
learning
styles of
others;
arrange
opportuniti
es for
learning
that build
on
learners
strengths;
seek
feedback
on the
usefulness
and results
of the
assistance.
Advocate
and
Influence
Define
what one is
trying to
achieve;
assess
interests,
resources,
and the
potential

Review of 21st Century Skills Frameworks

for
success;
gather
facts and
supporting
information
to build a
case that
takes into
account
the
interests
and
attitudes of
others;
present a
clear case,
using a
strategy
that takes
into
account
purpose
and
audience;
revise, as
necessary,
in response
to
feedback.
Social
Skills

"Social
Skills" are
represente
d in the
following
component
of
EnGauge
21st
Century
Skills:

"Social
Skills" are
represented
in the
following
component
of the
SCANS
Framework:

"Social
Skills" are
represente
d in the
following
component
of the EFF
Content
Standards
for Adult
Literacy:

Interpers
onal Skills
The ability
to read and
manage
the
emotions,
motivation
s, and
behaviors
of oneself
and others
during
social
interaction
s or in a
socialinteractive
context.

Sociability
Demonstrat
es
understandi
ng
friendliness
,
adaptability
, empathy,
and
politeness
in new and
on-going
group
settings.
Asserts self
in familiar
and
unfamiliar
social
situations;

Resolve
Conflict
and
Negotiate
Acknowled
ge that
there is a
conflict;
identify
areas of
agreement
and
disagreem
ent;
generate
options for
resolving
conflict
that have a

Review of 21st Century Skills Frameworks

win/win
potential;
engage
parties in
trying to
reach
agreement
on a
course of
action that
can satisfy
the needs
and
interests of
all;
evaluate
results of
efforts and
revise
approach
as
necessary.

relates well
to others;
responds
appropriate
ly as the
situation
requires;
and takes
an interest
in what
others say
and do.

Self- &
Task
Manage
ment
Skills

Self1
Monitorin
g / Self"SelfDirection
Monitoring
Skills
/ SelfDirection"
is
represente
d in the
following
component
of the
Framework
for 21st
Century
Learning:

"SelfMonitoring
/ SelfDirection"
is
represente
d in the
following
component
of
EnGauge
21st
Century
Skills:

"SelfMonitoring
/ SelfDirection"
is
represente
d in the
following
component
of The
Seven C's:

"SelfMonitoring /
SelfDirection"
is
represented
in the
following
component
of the
SCANS
Framework:

"SelfMonitoring
/ SelfDirection"
is
represente
d in the
following
TWO
component
s of the
Comprehe
nsive
Definition
of College
Readiness:

"SelfMonitoring
/ SelfDirection"
is
represente
d in the
following
TWO
component
s of the
EFF
Content
Standards
for Adult
Literacy:

"SelfMonitoring
/ SelfDirection"
is
represente
d in the
following
THREE
component
s of the 16
Habits of
Mind:

Initiative Selfand Self- Direction

Direction The ability
Monitoring to set
ones own goals
understand related to
ing and
learning,
learning
plan for
needs;
the
going
achieveme
beyond
nt of those
basic
goals,
mastery of independe
skills
ntly
and/or
manage
curriculum time and
to explore effort, and
and
independe
expand
ntly assess
ones own the quality
learning
of learning
and
and any
opportuniti products
es to gain that result

Career
and
SelfLearning Managem
Selfent
reliance Assesses
Ability to
own
managing knowledge,
change
skills, and
(career
abilities
changes, accurately;
shifts in
sets wellprojects)
defined and
and the
realistic
learning
personal
needs that goals;
accompany monitors
those
progress
changes. toward goal
attainment
and
motivates
self through
goal
achieveme
nt; exhibits
self-control
and

Managing
Impulsivit
y
SelfTake
Thinking
Monitorin Responsi before
g
bility for acting;
The ability Learning forming a
to think
Establish vision of a
about how learning
product,
one is
goals that plan of
thinking;
are based action goal
awareness on an
or a
of one's
understand destination
current
ing of
before
level of
ones own beginning;
mastery
current
considering
and
and future alternative
understand learning
s and
ing of a
needs;
consequen
subject;
identify
ces of
tendency own
several
to persist strengths possible
when
and
directions
presented weaknesse prior to
with a
s as a
taking

Review of 21st Century Skills Frameworks

expertise; from the
demonstra learning
ting
experience
initiative to .
advance
skill levels
towards a
profession
al level;
defining,
prioritizing
and
completing
tasks
without
direct
oversight;
utilizing
time
efficiently
and
managing
workload;
demonstra
ting
commitme
nt to
learning as
a lifelong
process.

responds to
feedback
unemotiona
lly and nondefensively;
is a "selfstarter".

novel,
difficult or
ambiguous
task; the
tendency
to identify
and
systematic
ally select
among a
range of
learning
strategies;
the
capability
to transfer
learning
and
strategies.

learner and action.

seek out
opportuniti
Persisting
es for
Sticking to
learning
a task until
that help
it is
build selfcompleted
concept as
and
a learner;
sustaining
become
a problemfamiliar
solving
with a
process
range of
over time;
learning
not giving
strategies
up when
to acquire
the answer
or retain
to a
knowledge;
problem is
identify
not
and use
immediatel
strategies
Study
y known.
appropriat
Skills
e to goals,
Time
task,
Thinking
manageme
about
context,
nt (time
and the
Thinking
allocation
resources Knowing
and
available what one
prioritizing)
knows and
for
, preparing
learning;
what one
for and
doesn't
monitor
taking
progress
know;
examinatio
Reflecting
toward
ns, using
goals and on and
information
evaluating
modify
resources,
strategies the quality
taking
of one's
or other
class
features of thinking
notes,
skills and
the
communic
learning
strategies;
ating with
developing
situation
teachers
as
a plan of
and
necessary action,
advisors,
to achieve maintainin
and
goals; test g that plan
participatin
out new
of action,
g
learning in then
successfull
real-life
reflecting
y in study
application back on
groups.
s.
the plan
upon its
completion
Reflect
.
and
Evaluate
Take stock
of where
one is:
assess
what one
knows
already
and the
relevance
of that
knowledge;

Review of 21st Century Skills Frameworks

make
inferences,
predication
s, or
judgments
based on
ones
reflections.
Project
Managem
ent Skills

"Project
Manageme
nt Skills"
are
represente
d in the
following
TWO
component
s of
EnGauge
21st
Century
Skills:

"Project
Manageme
nt Skills"
are
represented
in the
following
FOUR
component
s of the
SCANS
Framework:

"Project
Manageme
nt Skills"
are
represente
d in the
following
component
of the EFF
Content
Standards
for Adult
Literacy:

Prioritizin
g,
Planning,
and
Managing
for
Results
The ability
to organize
to
efficiently
achieve
the goals
of a
specific
project or
problem.
Managing
Complexit
y
The ability
to handle
multiple
goals,
tasks, and
inputs,
while
understand
ing and
adhering to
constraints
of time,
resources,
and
systems
(Note:
"Managing

Time
Allocation
Selects
relevant,
goal-related
activities,
ranks them
in order of
importance,
allocates
time to
activities,
and
understand
s, prepares,
and follows
schedules.
Allocates
Material
and
Facility
Resources
Acquires,
stores, and
distributes
materials,
supplies,
parts,
equipment,
space, or
final
products in
order to
make the
best use of
them.
Allocates

Plan
Set and
prioritize
goals;
develop an
organized
approach
of
activities
and
objectives;
actively
carry out
the plan;
monitor
the plans
progress
while
considerin
g any need
to adjust
the plan;
evaluate
its
effectivene
ss in
achieving
the goals
(Note:
Although
this
framework
does not
specify
that this
planning is
related to
projects, it
is separate

Review of 21st Century Skills Frameworks

Complexity
" is
grouped
with
"Adaptabilt
y" in the
framework,
but is
separated
here for
precisenes
s).

Personal Ethics /
1
Characte Civic
ristics
Responsib
"Ethics /
ility
Civic
Responsibil
ity" is
represente
d in the
following
component
of the
Framework
for 21st
Century
Learning:
Civic
Literacy
Participatin
g
effectively
in civic life
through
knowing
how to
stay
informed

Money
Uses or
prepares
budgets,
including
making
cost and
revenue
forecasts,
keeps
detailed
records to
track
budget
performanc
e, and
makes
appropriate
adjustment
s.

from
learning
goals/plans
which are
dealt with
in another
component
).

Allocates
Human
Resources
Assesses
knowledge
and skills
and
distributes
work
accordingly
, evaluates
performanc
e, and
provides
feedback.

"Ethics /
Civic
Responsibil
ity" is
represente
d in the
following
TWO
component
s of
EnGauge
21st
Century
Skills:

"Ethics /
"Ethics /
Civic
Civic
Responsibili Responsibil
ty" is
ity" is
represented represente
in the
d in the
following
following
component component
of the
of the
SCANS
National
Framework: Educationa
l
Technology
Integrity/
Standards:
Honesty
Can be
trusted;
Digital
recognizes Citizenshi
when faced p
with
Students
making a
understand
decision or human,
exhibiting cultural,
behavior
and
that may
societal
break with issues

Personal
Responsi
bility
Depth and
currency of
knowledge
about legal
and ethical
issues
related to

Review of 21st Century Skills Frameworks

technology
, combined
with one's
ability to
apply this
knowledge
to achieve
balance,
and
integrity,
understand and quality
ing
of life as a
governmen citizen, a
tal
family and
processes; community
exercising member, a
the rights learner,
and
and a
obligations worker.
of
citizenship
Social
at local,
and Civic
state,
Responsi
national
and global bility
The ability
levels;
understand to manage
technology
ing the
local and and govern
its use in a
global
implication way that
promotes
s of civic
decisions. public
good and
protects
society,
the
environme
nt, and
democratic
ideals.

Accounta 1
bility
"Accountab
ility (for
High
Standards)
" is
represente
d in the
following
component
of the
Framework
for 21st
Century
Learning:
Productivi
ty and
Accounta

related to
technology
and
practice
legal and
ethical
behavior.
That is,
students
advocate
and
practice
commonly safe, legal,
held
and
personal or responsible
societal
use of
values;
informatio
understand n and
s the
technology
impact of
; exhibit a
violating
positive
these
attitude
beliefs and toward
codes on an using
organizatio technology
n, self, and that
others; and supports
chooses an collaborati
ethical
on,
course of
learning,
action.
and
productivit
y;
demonstra
te personal
responsibili
ty for
lifelong
learning;
and exhibit
leadership
for digital
citizenship.
1

"Accountabi
lity (for
High
Standards)"
is
represented
in the
following
component
of the
SCANS
Framework:

"Accountab
ility (for
High
Standards)
" is
represente
d in the
following
component
of the
Comprehe
nsive
Definition
of College
Readiness:

"Accountab
ility (for
High
Standards)
" is
represente
d in the
following
component
of the 16
Habits of
Mind:

Responsib
ility
Displays
high
standards

Precision
and

Striving
for
Accuracy
and
Precision

Review of 21st Century Skills Frameworks

of
attendance
punctuality,
enthusiasm
, vitality,
and
optimism in
approachin
g and
completing
tasks.

Accuracy
The
student
knows
what type
of
precision is
appropriat
e to the
task and is
able to
increase
precision
and
accuracy
through
successive
approximat
ions
generated
from a task
or process
that is
repeated.

Working to
attain the
highest
possible
standards;
reviewing
criteria one
is to
employ
and
confirming
that the
finish
product
matches
that
criteria
exactly;
valuing
excellence
over
expedience
.

Other skills
represente
d in
EnGauge
21st
Century
Skills:

Other skills
represented
in the
SCANS
Framework:

Other skills
represente
d in the
Comprehe
nsive
Definition
of College
Readiness:

Other skills
represente
d in the 16
Habits of
Mind:

bility
Setting
and
meeting
high
standards
and goals
for
delivering
quality
work on
time;
demonstra
ting
diligence
and a
positive
work ethic
(e.g., being
punctual
and
reliable).

Other

Sub3
Compone
nts NOT
Other skills
Represent
represente
ed
d in the
Above*
Framework
for 21st
Century
Learning:

Flexibility Adaptabil
and
ity
Adaptabil The ability
ity
to modify
Adapting one's
to varied
thinking,
roles and attitude, or
responsibili behavior to
ties;
be better
working
suited to
effectively the
in a
environme
climate of nt.
ambiguity
and
Risk
changing
Taking
priorities.
The
willingness
Health
to make
Literacy mistakes,
Obtaining, advocate
interpretin unconventi
g and
onal or
understand unpopular
ing basic
positions,
health
or tackle
informatio extremely
n and
challengin
services
g problems

SelfEsteem
Believes in
own selfworth and
maintains a
positive
view of self.
Knowing
How to
Learn
Recognizes
and can
use
learning
techniques
to apply
and adapt
new
knowledge
and skills in
both
familiar and
changing
situations.
Mental
Visualizati
on

Intellectu
al
Openness
The
student
questions
the views
of others
when
those
views are
not
logically
supported,
accepts
constructiv
e criticism,
and
changes
personal
views if
warranted
by the
evidence;
the
student
possesses
curiosity

Gathering
Data
through
all Senses
Utilizing all
sensory
pathways:
gustatory,
olfactory,
tactile,
kinesthetic,
auditory,
and visual;
absorbing
information
from the
environme
nt.
Learning
Continuou
sly
Constantly
seeking
new and
better
methods
and
striving for
improveme
nt; seizing

Review of 21st Century Skills Frameworks

and using without
such
obvious
informatio solutions,
n and
such that
services in one's
ways that personal
are health growth,
enhancing; integrity,
understand or
ing
accomplish
preventive ments are
physical
enhanced.
and mental
health
Curiosity
measures;
The desire
using
to know or
available
the spark
informatio
of interest
n to make
that leads
appropriat
to inquiry.
e healthrelated
decisions; Ability to
establishin Produce
Relevant,
g and
monitoring HighQuality
personal
and family Products
The ability
health
goals;
to produce
Understan intellectual
ding
,
information
national
and
al, or
internation material
al public
products
health and that serve
safety
authentic
purposes
issues.
and occur
as a result
Financial,
of students
Economic,
using realBusiness
world tools
and
to solve or
Entrepren
communic
eurial
ate about
Literacy
real-world
Knowing
problems.
how to
make
appropriat Economic
e personal Literacy
economic The ability
to identify
choices;
understand economic
ing the role problems,
of the
alternative
economy s, costs,
in society; and
benefits;
using
entreprene analyze
urial skills the
to enhance incentives
workplace at work in
productivit economic

Seeing
things in
the mind's
eye;
organizes
and
processes
symbols,
pictures,
graphs,
objects or
other
information
.
Serves
Clients/Cu
stomers
Works to
satisfy
customers'
expectation
s.
Understan
ds
Systems
Knows how
social,
organizatio
nal, and
technologic
al systems
work and
operates
effectively
within
them.
Monitors
and
Corrects
(System)
Performan
ce
Distinguish
es trends,
predicts
impact of
actions on
system
operations,
diagnoses
deviations
in the
function of
a system
and takes
necessary
action.
Improves
and
Designs

and a thirst
or deeper
understand
ing.
College
Knowledg
e
Informatio
n
necessary
for both
gaining
admission
to and
navigating
within the
postsecondary
system
(Note:
"College
Knowledge
" is part of
what was
broadly
referred to
as
"Contextua
l Skills" in
this
framework
).

problems,
situations,
tensions,
conflicts
and
circumstan
ces as
valuable
opportuniti
es to learn.
Taking
Responsib
le Risks
Going
beyond
established
limits and
placing
oneself in
situations
where the
outcome is
unknown;
viewing
setbacks as
growth
producing;
having a
welltrained
sense of
which risks
are
worthwhile.
Finding
Humor
Initiating
and valuing
humor/laug
hter.
Respondi
ng with
Wonderm
ent and
Awe
Feeling
compelled,
enthusiasti
c and
passionate
about
learning.

Review of 21st Century Skills Frameworks

y and
career
options.

situations;
examine
the
consequen
ces of
changes in
economic
conditions
and public
policies.

Systems
Makes
suggestions
to modify
existing
systems to
improve
products or
services,
and
develops
new or
alternative
systems.