Chapter-2 21st-century-skill-categories

Bachelor of Secondary Education (President Ramon Magsaysay State

University)

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 Module 2:
21 CENTURY SKILL CATEGORIES
ST

LEARNING OUTCOMES
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 21st Century
skills of learners
4. Explain how 21st Century skills be integrated in
the teaching-learning 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 the
21st Century skills
7. Analyze research abstract on21st century skills
and its implications on the teaching-learning
process
8. Craft a curriculum plan matrix imbued with 21st
century learning outcomes

INTERACTIVE PRESENTATION

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 the 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 Productivity Skills

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 CONCEPT EXPLORATION

21st 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 areas and educational settings throughout a
student’s life.

The 21st Century

The 21st Century skills may include the following: (1) critical thinking, problem-solving,
reasoning, analysis, interpretation, synthesizing information; (2) research skills and practices,
interrogative questioning; (3) creativity, artistry, curiosity, imagination, innovation, personal
expression; (4) perseverance, self-direction, 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,
humanitarianism; (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 21st Century

According to the Partnership for 21st

Century Skills, this concept encompasses a
wide array of a body of knowledge and skills
that have to be categorized. 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 21st Century Skills (2010)

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, knowledge-based, information-age, and
technology- driven society. Therefore, 21st Century education addresses the whole child or the
whole person (AACTE, 2010).

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 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 “21st Century skills” refers to certain core competencies, such as collaboration,
digital literacy, cultural 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 accordingly with different strands of expected outcomes.

Learning and Innovation Skills

These are the primary skills orchestrated in the 21st Century. they are attributes that
differentiate students who are prepared for a complex life and work environment from those
who are not. 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 definitions and agreements on the roles of partners in the
effectively in 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.) as appropriate
effectively to the situation
Use systems thinking
Analyze how parts of a whole interact with each other to produce overall
outcomes in complex systems

Skill Sub-skills
3. Make Effectively analyze and evaluate evidence, arguments, claims and beliefs
judgments and Analyze and evaluate major alternative points of view
decisions Synthesize and make connections between information and arguments

Interpret information and draw conclusions based on the best analysis

Reflect critically on learning experiences and processes
(Partnership for 21st Century Skills, 2008)

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

B. Communication. This pertains to articulating thoughts and ideas effectively using oral and
written communication skills in a variety of forms and contexts.

Skill Sub-skills
1. Communicate Articulate thoughts and ideas effectively using oral, written and nonverbal
clearly 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
priori, 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 making necessary compromises to
accomplish a common goal
Assume shared responsibility for collaborative work, and value the
individual contributions made by each team member
(Partnership for 21st Century Skills, 2008)

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 partners in the
effectively in collaborative process
team Keep communication open within teams to carry out tasks
Carefully identify obstacles and address problems cooperatively

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 D. Creativity and Innovation. It denotes use of wide range of idea creation techniques to
create new and worthwhile ideas.

Skill Sub-skill
1. Think Use a wide range of idea creation techniques, such as brainstorming
creatively Create new and worthwhile ideas (both incremental and radical concepts)
Elaborate, refine, analyze and evaluate their own ideas in order to
improve and maximize creative efforts
(Partnership for 21st Century Skills, 2008)

Skill Sub-skill
2. Work Develop, implement and communicate new ideas to others effectively
creatively Be open and responsive to new and diverse perspectives; incorporate
with others 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-skill
3. Implement Act on creative ideas to make a tangible and useful contribution to the
innovations field in which the innovation will occur
(Partnership for 21st Century Skills, 2008)

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 21st Century, everyone must be able to exhibit a range
of functional and critical thinking skills related to information, media and technology
(AACTE, 2010).
A. Information Literacy. It refers to accessing and evaluating information critically
and competently and managing the flow of information from a wide variety of
sources.
Skill Sub-skill
1. Access and Access information efficiently (time) and effectively (sources)
evaluate Evaluate information critically and competently
information
(Partnership for 21st Century Skills, 2008)

Skill Sub-skill
2. Use and Use information accurately and creatively for the issue problem at hand
Manage the flow of information from a wide variety of sources

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 manage Apply a fundamental understanding of the ethical/legal issues
information
surrounding the access and use of information
(Partnership for 21st 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-skill
1. Analyze media Understand both how and why media messages are constructed, 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 21st Century Skills, 2008)

Skill Sub-skill
2. Create media Understand and utilize the most appropriate media creation tools,
products characteristics and conventions
Understand and effectively utilize the most appropriate expressions and
interpretations in diverse, multi-cultural environments
(Partnership for 21st Century Skills, 2008)

C. Technology Literacy. It pertains to the use of technology as a tool to research,

organize, evaluate and communicate information.
Skill Sub-skill
1. Apply Use technology as a tool to research, organize, evaluate and
technology communicate information
effectively Use digital technologies (computers, PDAs, media players, GPS, etc.),
communication/networking tools and social networks appropriately to
access, manage, integrate, evaluate and create information to
successfully function in a knowledge economy
Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of information technologies
(Partnership for 21st Century Skills, 2008)

D. Life and Career Literacy. 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 (AACTE, 2010).

FLEXIBILITY AND ADAPTABILITY

Skill Sub-skill
1. Adapt to Adapt to varied roles, job responsibilities, schedules and contexts

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 change Work effectively in a climate of ambiguity and changing priorities
st
(Partnership for 21 Century Skills, 2008)

Skill Sub-skill
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)

INITIATIVE AND SELF-DIRECTION

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

Skill Sub-skill
2. Work Monitor, define, prioritize and complete tasks without direct oversight
independently
(Partnership for 21st Century Skills, 2008)

Skill Sub-skill
3. Be self-directed Go beyond basic mastery of skills and/or curriculum to explore and
learner expand one’s own learning and opportunities to gain 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 Sub-skill
4. Be responsible Act responsibly with the interests of the larger community in mind
to others 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 Skills, 2008)

SOCIAL AND CROSS-CULTURAL SKILLS

Skill Sub-skill
1. Interact Know when it is appropriate to listen and when to speak
effectively with Conduct one’s self in a respectable, professional manner
others
(Partnership for 21st Century Skills, 2008)

Skill Sub-skill
2. Work Respect cultural differences and work effectively with people from a
effectively in range of social and cultural backgrounds
diverse teams Respond open-mindedly to different ideas and values

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 Leverage social and cultural differences to create new ideas and
increase both innovation and quality of work
(Partnership for 21st Century Skills, 2008)

PRODUCTIVITY AND ACCOUNTABILITY

Skill Sub-skill
1. Manage Set and meet goals, even in the face of obstacles and competing
projects pressures
Prioritize, plan and manage work to achieve the intended result
(Partnership for 21st Century Skills, 2008)

Skill Sub-skill
2. Produce results Demonstrate additional attributes associated with producing high
quality products, including the abilities to:
• Work positively and ethically
• Manage time and projects
• 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)

LEADERSHIP AND RESPONSIBILITY

Skill Sub-skill
1. Guide and Use interpersonal and problem-solving skills to influence and guide
lead others others toward a goal
Leverage strengths of others to accomplish a common goal
Inspire others to reach their very best via example and selflessness
Demonstrate integrity and ethical behavior in using influence and
power
(Partnership for 21st Century Skills, 2008)

Skill Sub-skill
2. Be responsible Act responsibly with the interests of the larger community in mind
to others
(Partnership for 21st Century Skills, 2008)

Integrating 21 Century Skills in Teaching-Learning Process

st

The 21s t Century support systems. The following elements are the critical systems
necessary to ensure student mastery of 21st 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 21st Century Skills, 2008).
1. 21st Century Standards

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 1.1. Focus on 21st 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, tools and experts they will encounter in
college, on the job, and in life; students learn best when actively engaged in solving
meaningful problems
1.5. Allow for multiple measures of mastery
2. Assessment of 21st Century 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 but 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)
st
3. 21 Century Curriculum and Instruction
3.1. Teaches 21st Century skills discretely in the context of core subjects and 21st Century
interdisciplinary themes
3.2. Focuses on providing opportunities for applying 21st Century skills across content areas
and for a competency-based approach to learning
3.3. Enables innovative learning methods that integrate the use of supportive technologies,
inquiry- and problem-based approaches and higher-order thinking skills
3.4. Encourages the integration of community resources beyond school walls (AACTE, 2010)
4. The 21st Century Professional Development
4.1. Highlights ways teachers can seize opportunities for integrating 21st Century skills,
tools and teaching strategies into their classroom practice and help them identify what
activities they can replace/de-emphasize
4.2. Balances direct instruction with project-oriented teaching methods
4.3. Illustrates how a deeper understanding of subject matter can enhance problem-
solving, critical thinking, and other 21st Century skills
4.4. Enables 21st Century professional learning communities for teachers that model the
kinds of classroom learning that best promotes 21st Century skills for students
4.5. Cultivates teachers' ability to identify students' particular learning styles, intelligences,
strengths and weaknesses
5. The 21st Century Learning Environments
5.1. Create learning practices, human support and physical environments that will support
the teaching and learning of 21st Century skills outcomes
5.2. Support professional learning communities that enable educators to collaborate, share
best practices and integrate 21st Century skills into classroom practice
5.3. Enable students to learn in relevant, real-world 21st Century contexts (e.g., through
project-based or other applied work)
5.4. Allow equitable access to quality learning tools technologies and resources
5.5. Provide 21st Century architectural and interior designs for group, team and individual
learning

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 5.6. Support expanded community and international involvement in learning, both face-to-
face and online (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-;ong learning 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.
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, ICT 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

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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 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 21st 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 21st Century knowledge and skill; and (5) enables a balanced score card to assess
the educational system’s effectiveness.

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 innovative approaches; (2) 21st 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. Determined the enabling
structures, policies and strategies that can best support 21st Century skills acquisition among
pre- service teachers is a step towards creating a kind of environment that will promote 21st
Century learning.
The following are initiatives in creating 21st Century teacher education learning environment:
(1) Establish a 21st 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 extraordinary 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-

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 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) Communicate progress to all stakeholders; and (4) Engage all
participants in refining and improving success over time (AACTA,2010)

QUESTIONS FOR DISCUSSION

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 21st
Century skills?
4. How can you integrate 21st Century skills in the teaching-learning process?
5. What activities can help learners enhance their 21st Century skills?

Lif and Values Integration

e
Share a personal experience in which you were able to develop any of the 21st Century
skills. What life lessons and values have you realized and learned?

RESEARCH ANALYSIS AND IMPLICATION

Direction: Analyze the following research abstract and cite its implication to
teaching- learning. 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

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education teachers
Weeks (2019)

Preparing students to be career-and-work ready is a concern of educators and school nationwide.

Twenty-first century skills prepare students to enter the workforce or higher education with the
ability to think critically and creatively, 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 carefully 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 teach 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). Twenty-first century skills: A needs assessment of school-based agricultural education teachers.
Utah State University. https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=8652&context=etd)

Analysis: How can 21st Century skills prepare students to enter workforce and higher
education?

Implication: Why do you think professional development on teaching 21st Century skills is
needed by teachers in the field?

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 SYNTHESIS AND LEARNING REFLECTION

THE 21ST CENTURY EDUCATION

The term 21 century skills refers to a broad set of knowledge, skills, work habits, and
st
➢
SYNTHESIS
traits that are critically in todaycharacter ’s world, particularly in collegiate programs and
careers and workplaces. contemporary
➢ st
The Partnership for 21 Century Skills encompass a wide-range body of knowledge and skills that
are interconnected with applied skills, cross-curricular skills, cross-disciplinary skills,
interdisciplinary skills, transferable skills, noncognitive 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 learning environments.
➢
Considering that teachers are the greatest mobilizers of 21st Century education, therefore, pre-
service teachers must be rigidly trained on these skills to prepare them for their future
professional career roles.

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 Skills

Information, Media and Technology Skills

Learning Skills

21st Century Skills

Categories

My Understanding

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 Direction: Craft a sample of outcome-based curriculum plan imbued with 21 Century learning
st

outcomes. Use the template sample provided below.

SAMPLE OBE CURRICULUM PLAN
Subject Area:
Teaching-
Time Assessmen Material/
Learning Outcome Topic Learning
Allotment t Task References
Activities
A. Learning and Innovative Skills

B. Information, Media and Technology Skills

C. Life and Career Skills

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 LET SAMPLERS: TAKING THE EXAMINATION

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 which 21 st
Century skills category?
A. Learning and Innovation
B. 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.
II. Dilemma: The students will examine and resolve a given dilemma and report to class
their propositions.
III. 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. I and II only
B. I, II and III
C. II, III and IV
D. I, II, III and IV

3. Which is the most recommended mode of instructional delivery today that addresses
gaps on distance to increase learning opportunities?
A. Modular Approach
B. Blended Learning
C. Internet-based
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 skills”.
A. Students will make research capstone on developing a system that would reduce
traffic along Sucat Road.
B. 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.

5. To attain the 21st 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 learners to the real world where action is.

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 B. Expose them to a great deal of researches and other inquiry-based modalities using
technology.
C. Provide them information on direct instruction principles and perspectives.
D. Guide them in searching for truth and exploring their own learning experiences.

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