Module 2: 218` Century skill categories 19

Module 2:
21ST CENTURY SKILL CATEGORIES

©LEARNINGOUTCOMES
1.. Identify the categories Of 21st Century skills
2. Apply the 21st Century skills in preparing,
planning and delivering a lesson
3. Cite ways on how to enhance the 218` Century
skills of learners
4. Explain how 218' Century skills be integrated
in the teaching-leaming process
5. Cite implications of 21st Century skills
to educators and to pre-service teacher
preparation
6. Draw relevant life lessons and significant
values from the personal experience in
attaining 218' Century skills
7. Analyze research abstract on 21st Century
skills and its implications on the teaching-
learning process
8. Craft a curriculum plan matrix imbued with
21sl Century leaming outcomes

Group Mapping Activity: This is a strategy where members of the

class present`their prior knowledge on the topic 21st 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 21st 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 activity.

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 Prodllctivity Skills
20 BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURBICULUM

27S` Century skills refer to a broad set of knowledge, skills, work

habits, and character traits that are deemed necessary in coping
with today's world and future careers and workplaces. Thus, it can
be applied in all academic subject areas and educational settings
throughout a student's life.

The 2181 Century Skills

The 21§t Century skjlls may include the following: (1) critical
thinking, problem-solving, reasoning, analysis, interpretatio
synthesizing information; (2) research skills and practices,
interrogative questioning; (3) creatMty, artistry, curiosfty, 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 usin
virtual workspaces; (7) information and communication technology
(lcT) literacy, media and Internet literacy, data interpretation and
analysis, computer programming; (8) civic, ethical, and social justic
literacy; (9) economic and financial literacy, entrepreneurialism; (10)
global awareness, multicultural literacy, humanitarianism; (11) scientific
literacy and reasonir`g, the scientific method; (1.2) environmental and
conservation literacy, ecosystem understanding; and (13) health and
wellness literacy, including nutrition, diet, exercise, and public .healt
and saterty (http:llthoughifullearning.com/resources/what-are-21 st-
century-skills).

Framework for 21a' Century

According to the Partnership

for 21§t Century Skills, this concept
encompasses a wide array of a body
of knowledge and skills that have to
be categorized. Moreover, this concept
has been interconnected with applied
skills, cross-curricular skills, cross-
disciplinary skills, interdisciplinary skills,
transferable skills, transversal skills,
noncognitive skills and soft skills. Framework Credits to Partnership for 2181 Century Skills (201

The 21st Century skills concept is grounded on the belief that

students must be educated in a more relevant, useful, in-demand and
universally applicable manner. The idea simply lies in the fact that
students need to be taught different skills and reflect on the specific
demands that will be placed upon them in a complex, competitive
 Module 2: 21st century skill categories 21

knowledge-based, information-age and technology-driven society.

Therefore, 21Bt Century.education addresses the whole child or the
whole person (AACTE, 2010).
Hence, the curriculum should be designed to be interdisciplinary,
integrated and project-based. Tony Wagner (2010). in his book "The
Global Achievement Gap", advocated the seven survival skills,
namely: (1) critical thinking and problem-solving; (2) collaboration
across networks and leading by influence; (3) agility and adaptability;
(4) initiative and entrepreneurialism; (5) effective oral and written
communication; (6) accessing and analyzing information; and (7)
curiosity and imagination.
The term "218t Century skills" refers to certain core competencies,
such as collaboration, digital literacy, critical thinking, and problem-
solving that schools need to teach the students for them to thrive in
today's world. `
The Partnership for 21St Century Skills presents the following
sets of skills that are categorized accordihgly with different strands of
expected outcomes.

Learning and Innovation Skills

These are the primary skills orchestrated in the 21S` Century.
They are attributes that differentiate st.udents who are prepared for a
complex life and work environmer)t 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
1. Work together Establish clear definitior`s and agreements on the roles of
effectively inteam partners in the collaborative process
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
22 BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM

' Sub-skills
Skill
3. Make Effectively analyze and evaluate evidence, arguments, claims
judgmentsanddecisions and beliefs
Analyze and evaluate major alternative points of view
Synthesize and make connections between information and
arguments
Interpret information and draw conclusions based on the best
analysis
Reflect critically on learning experiences and processes
(Partnership for 21st Century Skills, 2008)

Skill Sub-skills
4. Solve Solve different kinds of non-familiar problems in both conven-
problems tional and innovative ways
Identify and ask significant questions that clarify various points
of vi6w and lead to better solutrons
(Partnership for 21st Century Skills, 2008)

8. 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
1. Communi- Articulate thoughts and ideas effectively using oral, written
cate clearly and nonverbal communication skills in a variety of forms and
contexts
Listen effectively to decipher meaning, including knowledge,
values, attitudes and intentions
Use communication for a range of purposes (e.g. to inform,
instruct, motivate and persuade)
Utilize multiple media and technologies, and judge their
effectiveness a pn.on., as well as assess their impact
Communicate effectively in diverse environments (including
multi-lingual)
Use technology as a tool to research, organize, evaluate and
communicate information
Use digital technologies (computers, PDAs, media players,
GPS, etc.), communication/networking tools and social
networks appropriately to access
Exercise flexibility and willingness in inaking necessary
compromises to accomplish a common goal
Assume shared responsibility for collaborative work, and
value the i.ndividual contributions .made by each team member
(Partnership for 21S' Century Skills, 2008)
 Module 2; 21sl century skill categories 23

C. Collaboration. It entails demonstrating ability to work

effectively and respectfully with diverse teams.
Skill Sub-skills
1. Work together Establish clear definitions and agreements on the roles of
effectively inteam partners in the collaborative process
Keep communication open within teams to carry out tasks
Carefully identify obstacles and address problems
cooperatively

D. Creativity and Innovation. It denotes use of wide range of

idea creation techniques to create new and worthwhile ideas.

Skill Sub-skills
1. 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 21st Century Skills, 2008)

Skill Sub-skins
2. Work Develop, implement and communicate new ideas to others
creativelywithothers effectively
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 21st Century Skills. 2008)

Skill Sub-skills
3. Implement Act on creative ideas to make a tangible and useful contribution
innovations to the field in which the innovation will occur
(Partnership for 21st Century Skills, 200&)

INFORMATION, MEDIA AND TECHNOLOGY SKILLS

People in the 21St century live in a technology and media-
saturated environment marked by the following: (1) access to an
abundance of information; (2) rapid changes in technology tools; and
(3) the ability to collaborate and make individual contributions on an
unprecedented scale.
Therefore, to be effective in the 21§' Century, everyone must be
able to exhibit a range of functional and critical thinking skills related
to information, media and technology (AACTE, 2010).
 24 BUILDING AND ENHANCING NEW LITERACIES ACROSS THE Cuf`RICULUM

A. Information Literacy. It refers to accessing and evaluating

information critically and competently and managing the flow of
information from a wide va`riety of sources.

Skill Subrskills
1 . Accessandevaluateinformation Access information efficiently (time) and effectively (sources)
Evaluate information critically and competently

(Partnership for 21S' Century Skills, 2008)

• Skill Sub-skills
2. use and Use information accurately and creatively for the issue or problem
manageinformation at hand
Manage the flow of information from a wide variety of sources
Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of information
(Partnership for 21st Century Skills, 2008)

8. 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
(Partriership for 21st Century Skills. 2008)

- Sub-skills
Skill
2. Create Understand and utilize the most appropriate media creation tools,
mediaproducts characteristics and conventions
Understand and effectively utilize the most appropriate
expressions and interpretations in diverse, multi-cultural
envlronments
(Partnersl.ip for 21st Century Skills. 2008)
 Module 2: 21ct century skill categories 25

C. Technology Literacy. It pertains to the ijse of technology

as a tool to research, organize, evaluate and communicate
information.

Skill Sub-skills
1 . Apply Use technology as a tool to research, organize, evaluate and
technologyeffectively communicate information
Use digital technologies (computers,' PDAs, media players,
GPS, etc.), communication/networking tools and social
networks appropriately to access, manage, integrate, evaluate
and create information to successfully function in a knowledgeeconomy

Apply a fundamental understanding of the ethical/legal issues

surrounding the access and use of information technologies
(Partnership for 218' 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€kills
1 . Adapt tochange Adapt to varied roles; job responsibilities, schedules and contexts
Work effectively in a climate of ambiguity and changing priorities
(Partnership for 21st Century Skllls, 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
(Partnership for 21st Century Skills, 2008)
 26 BulLDING AND ENHANCINC NEW LITERACIES ACRoSS "E CURRICuLUM

INITIATIVE AND SELF-DIRECTION

Skill Sub-skills
1. Manage Set goals with tangible and intangible success criteria
goals and Balance tactical (short-term) and strategic (long-term) goals
time
Utilize time and manage workload efficiently
(Partnership for` 21st Century Skills. 2008)

Skill Subckills
2. Work inde- Monitor, define, prioritize and complete tasks without direct
pendently oversight

(Partnership for 21st Century Skllls, 2008)

Skill Subrskills
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 21st Century Skills, 2008)

Skill Subckills
4.Be Act responsibly with the interests of the larger community in mind
responsibletoothers Consider others' ideas and view points
Look for others' welfare and safety in all circumstances
Assist others in times of their downfalls and setbacks
(Partnership for 21st Century Skllls, 2008)

SOCIAL AND CROSS-CuLTURAL SKILLS

Skill Sub.skills
1. Interacteffectivelywithothers Know when it is appropriate to listen and when to speak
Conduct one's self in a respectable, professional manner

(Partnership for 21S' Century Skills, 2008)

 Module 1: 218` Century Education 27

Sklll Subckills
2. Work Respect cultural differences and work effectively with people
effectivelyindiverseteams from a range of social and cultural backgrounds
Respond open-mindedly to different ideas and values

Leverage social and cultural differenc.es to create new ideas

and increase both innovation and quality of work
(Partnership for 2161 Century Skills, 2008)

PRODUCTIVITY ANt) ACCOUNTABILITY

Sklll Sub-skills
1 . Manage Setandmeetgoals,eveninthefaceofobstaclesandcompeting
projects pressures
Prioritize, plan and manage-work to achieve the intended result
(Partnership for 2181 C}enidy Skills, 2008)

Skill Sub€kills
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 21st Century Skills, 2008)

LEADEFtsHIP AND RESPONSIBILITY

Skill Sub-skills
1 . Giiide 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
Inspire others to reach their very best via example and self-
lessness
Demonstrate integrity and ethical behavior in using influence
and power
(Partnership for 21st Century Skills, 2008)
28 BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM

Sk"l Sub-skills
2.Be Act responsibly with the interests of the larger community in
responsibletc)Others mind

(Partnership for 21S' Century Skllls, 2008)

Integrating 21ct Century Skills in Teaching-Learning Process

The 21st Century Support systems. The following elements
are the critical systems necessary to ensure student mastery of
21s' Century skills: (1) 21st Century standards; (2) assessments; (3)
curriculum and instruction; (4) professional development; and (5)
learning environments. These must be aligned to produce a support
system that produces 21St Century outcomes for today's students
(Partnership for 21S` Century Skills, 2008).
1. 218t Century Standards
• 1.1 Focus on 218' Century skills, content knowledge and
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, t.ools and
experts they will encounter in college] on the job, and in
life; students learn best when actively engaged in soMng
meaningful problems
1.5 AIlow for multiple measures of mastery

2. Assessment of 2tst Century Skills

2.1 Supports a balance of assessments, including high-quality
standardized testing along with effective formative and
summative classroom assessments
2.2 Emphasizes useful feedback on student performance that
is embedded into everyday learning `
2.3 Requires a balance of technology-enhanced, formative
and summative assessments that measure student
mastery of 21st Century skills
2.4 Enables development of portfolios of student work that
demonstrate mastery of 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 (AACTE,
2010) `
 Module 1: 21e!Century Education 29

3. 218t 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 learhing
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 218t 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 Ba'Iances direct instruction with project-oriented teaching
methods
4.3 Illustrates how a deeper understanding of subject matter
can enhance problem-solving, critical thinking, and other
21st Century skills
4.4 Enables 21St Century professional learning communities for
teachers that model the kinds of classroom learning that
best promotes 21`st Century skills for students
4.5 Cultivates teachers' ability to identify students' `particular
learning styles, intelligences, strengths and weaknesses
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 leaming
4.7 Supports the continuous evaluation of students' 21st
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 tAAcrE, 2070/

5. The 218t Century Learning Environments

5.1 Create learning practices, human support and physical
environments that will support the teaching and learning of
218t Century skill outcomes
5.2 Support professional learning communities that enable
educators to collaborate, share best practices and
integrate 21St Century skills into classroom practice
30 BUILDING AND ENHANCING NEW LITERACIES ACRoSS THE CURRICULUM

5.3 Enable students to learn in relevant, real-world 218t

Century contexts (e.g., through project-based or other
applied work)
5.4 AIlow 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 I
(AACTE, 2010)

Implications to Educators
The advent of 21St Century skill enhancement among learners
bring the following implications to educators in:
1. successfully complementing technologies to content and
pedagogy and developing the ability to creatively use
technologies to.meet specific learning needs
2. aligning instruction with standards, particularly those that
embody 21st Century knowledge and skills
3. balancing direct instruction strategically with project-
oriented teaching methods
4. applying child and adolescent development knowledge to
educator preparation and education policy
5. using a range of assessment strategies to evaluate
student performance and differentiate instruction (including
but not limited to formative, portfolio-based, curriculum-
embedded and summative)
6. participating actively in learning communities, tapping
the expertise within a school or school district through
coaching, mentoring, knowledge-sharing, and team
teaching
7. acting as mentors and peer coaches with fellow educators
8. using a range of strategies (such as formative
assessments) to reach diverse students and to create
environments that support differentiated teaching and
learning
9. pursuing continuous learning opportunities and embracing
career-long leamjng as professional ethics (AACTE, 2010)
10. establishing a conducive learning environment where
learners can freely express themselves and explore their
potentials and capacities

Implications to Pre.service Teacher Preparation

There is a need to understand the key elements of optimum
curricula that will help pre-service teachers develop the dispositions,
habits of mind and confidence to enable students to develop 21st
Century skills in a range of core academic subject areas.
 Module 1: 21s` Century Education 31

Since schools get rid of a one-size-fits-all system, therefore, pre-

service teachers are expected to play an active role in developing and
organizing content and instruction for their students.
AACTE (2010) asserts that a 21st Century approach to curriculum
is about more than just adding an extra course or extra class time in
the curriculum. Thus, pre-service teachers benefit from the ability to
fully explore and understand how to develop and use curriculum for
deep understanding and mastery of academic subject knowledge and
21st Century skills.

As a starting point, a teacher education program can be aligned

<with student and teacher standards in ways that blend thinking and
innovation skills, lcT literacy; and life and career skills in the context
of all academic subjects and across interdisciplinary themes.
An effective 21St Century skills approach to curriculum, in other
words, is designed for understanding (MCTighe and Wiggins, 2005 in
AACTE, 2010). The program's curriculum will be most beneficial to
pre-service teachers if it is designed to produce deep understanding
and authentic application of 21st Century skills in all subject areas.

Instructional models. Instructional models are an important

component of any teacher preparation program. AACTE (2010)
pointed out that the integration of innovative and research-proven
teaching strategies, modern learning technologies and real-world
resources and contexts are all imperative in:
1. Integrating "teach for understanding" principles. When
pre-service teachers can prepare and present lessons that
can develop students' essential concepts and skills with
the integration of technologies, the latter can reciprocally
demonstrate critical thinking and problem-solving in class.
2. Creating rich practice teaching experiences. Strong practice
teaching experiences allow pre-service teachers to connect
theory and practice.
3. Creating dynamic learning communities and peer
mentoring net\^/orks. 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§t Century skills in classroom practice.

4. Examining the role of content, pedagogy and technologies

in developing higher-order thinking skills. The ability to
teach for content mastery` is a challenging task for most pre-
service teachers. Teaching for content mastery (1) supports
a range of high-quality standardized testing along formative
and summative assessments; (2) emphasizes useful feedback
on student performance; (3) requires balanced technology-
enhanced, formative and summative assessments; (4) enables
development Of student portfolios that demonstrate mastery of
21S` Century knowledge and skills; and (5) enables a balanced
score card to assess the educational system's effectiveness.
32 BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM

Teacher preparation programs can play a vital role in developing

education leaders who understand and can influence current trends in
assessment through: (1) research and evaluation test for in.novative
approaches; (2) 21S' Century knowledge and skills assessment
strategies; and (3) mastery of a wide range of student assessment
methods.
Learning environments. The learning environment within the
teacher preparation program is a key component of any systemic
reform initiative. Determining the enabling structures, policies and
strategies that can best support 21St Century skills acquisition ariong
pre-service teachers is a step towards creating a kind of environment
that will promote 218t Century learning.
The following are initiatives in creating 21st Century teacher
education learning environment: (1 ) Establish a 21S` Century vision for
learning environments in the program and the university; (2) Ensure
that the physical infrastructure supports 21st Century knowledge
and skills; (3) Practice flexibility in time for project-based work and
competency-based assessment; (4) Ensure technical infrastructure
that sufficiently supports learning; and (5) Strengthen networking
engagement in the learning environment.
Partnerships. Partnerships are extraordinarily important in the
work of transforming 21St Century teacher preparation programs.
Along the line, teamwork within the program and the institution is
imperative for sustainability and development. The partnership forged
with community leaders, business industry, professional associations,
government agencies, non-government organizations, other
institutions, parents, other stakeholders and the community creates
high impact outcome.
The powerful partnerships are created through strong
collaboration towards enabling innovation in the teaching and,learning
for the 21St Century.
Continuous improvement. Continuous improvement represents
willingness to commit to revisiting the process over time. For
AACTE (2010), any implementation effort should include continuous
improvement steps. to wit: (1) Clearly identify measurable goals;
(2) Track progress regularly against these goals; (3) C6mmunicate
progress to all stakeholders; and (4) Engage all participants in refining
and improving success over time /AAC7E, 2070/

QUESTloNS FOR D[SCUSSION

1. Describe the categories of 21st century skills.

2. How can the attainment of 21St Century skill contribute to the
realization of educational goals?
3. How can you prepare, plan and deliver a lesson with an end
goal of attaining the 218t Century skills?
4. How can you integrate 218' Century skills in the teaching-
leaning process?
 Module 1. 218l century Education 33

5. What activities can help learners enhance their 21st Century

skills?

ufeedrmhairtytw
`Share a personal experience in which you were able ta develop any of

the 21S' Century skills. What life lessons and values have you realized
and learned?

Direction: Analyze the following research abstract and cite its

implication to teaching-leaning. You may download the full
paper of this research on the website given below.

Twenty-first century skills: A needs assessment of school-based

agricultural education teachers
Weeks (2019)

Preparing students to be career-and-work ready is a concern

of educators and schools nationwide. Twenty-first century skills
prepare students to enter the workforce or higher education
with the ability to think critically and creative[y, collaborate with+
others, take the initiative when approached with a task, and use
technology to its fullest potential. If students are not learning
the skills needed for success, it is because educators and
schools are not teaching them. When students Possess these
skills, they are prepared to work in teams, think critically and
creatively about a problem, display leadership and social skills,
and communicate effectively with others. This research sought to
identify school-based agriculture education teachers' perceived
knowledge, importance, and ability to teach these 21St century
skills in the classroom. Results showed that agriculture teachers
nationwide find 21St century skills to be important, but they
are less knowledgeable and able to teach them. The research
concluded that professional development is needed to increase
teachers' knowledge of and ability to tea'ch. 21St century skills.
Professional development will allow school-based agricultural
education teachers to gain specific and applicable strategies
for implementation. With the application of 21st century skills in
the school-based agricultural education classroom, students will
become better prepared to enter the workforce or higher education
upon graduating high school.
(Weeks. K (2019). Tiventy-first century skills: A needs assessment Of school-based
agricultural education teachers. Utah State Universfty. httpe://digitalcommons.usu.edu/
cgwlewcontent.cgi?article--8652&context=eid)
34 BUILDING AND ENHANCING NEW LITERACIES ACRoSS THE CuRRICULUM

AInalystis.. How can 21st Century skills prepare students to enter

workforce and higher education?

lmptiicaton.. Why do you think professional development on teaching

21st Century skills is needed by teachers in the field?

THE 21ST CENTURY SKILL CATEGORIES

> The term 27S' century skills refers to a broad set of knowledge, skills, work
habits, and character traits that are critically important in today's world,
particularly in collegiate programs and contemporary careers and workplaces.
> The Partnership for 21S' Century Skills encompass a wide-range body of
knowledge ahd skills that are interconnected with applied skills, cross-
curricular skills, crossrdisciplinary skills, interdisciplinary skills, transferable
skills, transversal skills, noncoghitive skills, and soft skills.

> To succeed in life and in their future career, students must hone and empower
themselves with learning and innovation skills, information, media and
technology skills, life and career skills, and social and cross-cultural skills.

> The integration of 21st Century skills must be continuously practiced along
standards and assessments, curriculum and instruction, professional
development, and leaning environments.

> Considering that teachers are the greatest mobilizers of 21S` Century
education, therefore, pre-service teachers must be ri,gidly trained on these
skills to prepare them for their future professional career roles.
 Module 1: 21ct century Education 35

Direction: Write your own concept of 21st Century Skills in each of

the rainbow lines depicted by the categories. Then, on the
box below, write your brief explanation to indicate your
clear understanding of this topic.

Learning Reflection

Life and Career Sklll8infumation,MediaandTecinolngy §kilis

Leaning Skill8

218t Century Skills CategoriesMyUnderstanding

36 BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CuRRICUIUM

Direction: Craft a 'sample of outcomes-based curriculum plan imbued

with 21St Century learning outcomes. Use the template
sample provided below.

SAIVIPLE OBE CURRICULUM PLAN

SubjectArea:
Leaning Outcome TOpic Time Teaching- Assess- Materials/
Allotment LearningActivities ment Task Refe-rences

A. Leaning and Innovation Skills

8. Information,` Wledia and Technology Skills

C. Life and Career Skills

 Module 1; 218` Century Education 37

Direction: Read and analyze each item carefully. Choose and encircle
the letter of the best answer.
1. The design of tracks and strands in the senior high school
curriculum that stresses exit competencies to be attained by
every K to 12 completer strongly adheres to whieh 21st Century
skill category?
A. Learning and Innovation
8. Information, Media and Technology
C. Life and Career
D. Leadership and Responsibility

2. If I intend my students to attain this competency: "effectively

analyze and evaluate evidence, arguments, claims and beliefs"
(Critical Thinking and Problem Solving), which teaching strategy
should I need to employ?
I. Socio-drama: The students will present a scene that
portrays a current social issue.
11. Dilemma: The students will examine and resolve a given
dilemma and report to class their propositions.
111, Jury trial: The teacher will lay down an issue and two
students will act as defense lawyers who will weigh the
two sides of it.
IV. Parliamentary procedure: The students will be given an
issue in which they will express their thoughts using
parliamentary procedures.
A. land llonly C. II, Illand lv
B.I,Ilandlll D.I,Il lllandlv

3. Which is the most recommended mode of instructional delivery

today that addresses gaps on distance to increase leaming
opportunities?
A. Modular Approach C. Internet-based
B. Blended Learning D. Face-to-face meeting

4. Which is the most appropriate assessment technique for this

given learning outcome: "Solve problems in both conventional and
innovative ways as a 21st Century skilr.
A. Students will make research capstone on developing a
system that would reduce traffic along Sucat Road.
a. Students will answer an essay on the topic: "A Solution to
Graft and Corruption".
C. Students will critique a documentary film on solutions to
conflict in Mindanao.
D. Students will answer the survey questionnaire on problem-
solving skill assessment,
38 BUILD!NG AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM

5. To attain the 218t Century skills among learners, the following are
relevant approaches and prospects that schools should impose.
If you arrange the following approaches based on effectiveness,
in terms of developing 21st Century skills, which one comes last?
A. Bring leamers to the real world where action is.
8. Expose them to a great deal of researches and other
inquiry-based modalities using technology.
C. Provide them information on direct instruction prlnciples and
perspectives.
D. Guide them in searching for truth and exploring their own
leaming experiences.