Partnership for Twenty-First Century Skills

BACKGROUND

“The Partnership for Twenty-First Century Skills is a national organization that advocates for 21st century readiness for every student. As the United States continues to compete in a global economy that demands innovation, P21 and its members provide tools and resources to help the U.S. education system keep up by fusing the three Rs and four Cs (critical thinking and problem solving, communication, collaboration, and creativity and innovation)” (P21: Home, 2010).

MY REACTIONS

This website provides teachers and parents with tools and resources as well as events and news that relate directly to education and the development of twenty-first century learning skills.  The site is effortless to navigate and presents current and up to date information in a highly organized, user-friendly manner.  The site also provides information in regards to state initiates, but does not cover all states, particularly my state of California.

The Partnership for Twenty-First Century Skills proposes a framework that presents a “holistic view of twenty-first century teaching and learning that combines a discrete focus on 21st century student outcomes (a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century” (P21:Skills Framework, 2010).

The key elements of 21st century learning are represented in the graphic. below “The graphic represents both 21st century skills student outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom)”  (P21:Skills Framework, 2010).

TWENTY-FIRST CENTURY SKILLS

The six key elements of twenty-first century learning as defined by Partnership for Twenty-first Century Skills are: emphasizing core subjects, emphasizing learning skills, using twenty-first century tools to develop learning skills, teaching and learning in a twenty-first century context, teaching and learning in a twenty-first century content,  and using twenty-first century assessments that measure twenty-first century skills.

 Emphasizing Core Subjects

No Child Left Behind identifies the core subjects as English, reading or language arts, mathematics, science, foreign languages, civics, government, economics, arts, history, and geography.  “Further, the focus on core subjects must expand beyond basic competency to the understanding of core academic content at much higher levels” (Partnership for Twenty-first Century Skills, ¶ 6).  Within my classroom as and eighth grade teacher I teach only United States history and geography.  I focus my teaching scope to align with California Content Standards regards such.  The inclusion of core subjects in twenty first learning skills is expected and obvious.  I find it surprising, however that technology is not included on the list as a foundational subject.

 Emphasizing Learning Skills

Learning skills encompass three expansive categories of skills: “information and communication skills, thinking and problem solving skills, and interpersonal and self directional skills” (Partnership for Twenty-first Century Skills, ¶ 6).  I incorporate these skills within my classroom through both a direct instructional approach and presented self discovery learning opportunities.  Throughout daily instruction, students are given occasions for group work and collaboration that is both guided and not which allows for individual learning skills development.  Students are given specific roles and tools to develop these skills during assignments.  In the future I look to incorporate a monthly specific focus on critical thinking skills wherein students can apply these skills to studies outside of my classroom.  The incorporation of learning skills within this list is also expected.

 Using Tools To Develop Learning Skills

Skilled twenty-first century citizens should be skilled in information and communication technologies (ICT) literacy, defined by the Program for International Student Assessment (PISA) as the “interest, attitude and ability of individuals to appropriately use digital technology and communication tools to access, manage, integrate and evaluate information, construct new knowledge, and communicate with others in order to participate effectively in society” (Partnership for Twenty-first Century Skills, ¶ 6).  This component of twenty-first century learning is what I struggle with the most.  Within my school district technology resources are sparse and while I have developed a five-year plan that will allow me to successfully bring new technologies to my classroom through grants, private fundraising, booster club support and yearly private donations I am far from my goal.  Sadly, much of what my students know about the management and integration of digital technology and communication skills is based upon their experiences outside of the classroom.  The incorporation of technology within my classroom would encourage students’ development of these skills within an educational aspect rather than their personal lives.  Information and communication technologies literacy is an imperative skill for students within this ever changing career atmostphere.

I do highlight and directly teach evaluative skills in regards to internet literacy.  “Knowing truth from fiction on the Internet is a huge problem,” says Kenneth Eastwood, superintendent of Middletown City (N.Y.) School District. “Students might be good researchers, but they tend not to scrutinize the information” (Miners & Pascopella, 2007, ¶  26).  These new literacies that exist via the world wide web require the ability not just to “read” but also to navigate the World Wide Web, locate information, evaluate it critically, synthesize it and communicate it—all skills that are becoming vital to success in this century’s economy and workforce” (Miners & Pascopella, 2007, ¶ 27).

 Teaching and Learning in a Twenty-First Century Context and Content

Teaching and learning in a twenty-first century context delineates that students need to learn academic content through real-world examples, applications, and experiences both inside and outside of school (Partnership for Twenty-first Century Skills, ¶ 6).  Furthermore, teaching and learning in a twenty-first century content outlines three noteworthy, emerging content areas that are significant to “success in communities and workplaces: global awareness; financial, economic and business literacy; and civic literacy” (Partnership for Twenty-first Century Skills, ¶ 7).  Both aspects of content and context are addressed within my classroom through careful attention and incorporation.  Within the subject of history, it is effortless to address real world examples and experiences as well as to attend to topics such as global awareness and civic literacy as all are aspects of social studies themselves.

 Using Assessments that Measure Twenty-First Century Skills

According to the Partnership for Twenty-first Century Skills ,“a balance of assessments – that is, high-quality standardized testing for accountability purposes and classroom assessments for improved teaching and learning in the classroom – offers students a powerful way to master the content and skills central to success in the twenty-first century”  (Partnership for Twenty-first Century Skills, ¶ 7).  My efforts to successfully incorporate this aspect of twenty-first century learning are what I am most proud of.  My students understand the value of all various forms of assessments, both as a quantitative measure of their knowledge base, but also as a learning tool. 

The six key elements of twenty-first century learning as defined by Partnership for Twenty-first Century Skills require constant attention to detail and direct incorporation and application.  There is nothing on the site that I would disagree with – each skill has varying importance, but all are nonetheless a prominent aspect of twenty-first century learning.

IMPLICATIONS FOR STUDENTS AND CONTEMPORARY EDUCATORS

Understanding the basic framework that outlines twenty-first century learning allows students to self assess their progress and aptitude. 

Additionally, understanding the basic framework that outlines twenty-first century learning allows educators a guideline on which to base the content standards provided by their respective states and expectations put forth by their districts and communities of learners.

Education is an ever-shifting pendulum between the spectrum of student centered learning and assessment-based learning.  These skills align wonderfully with both.

According to Hof, “Digital technology will transform work into a global supply chain of talent to carry out carefully programmed tasks on demand. As technology allows the individual tasks of many jobs to be done independently, the traditional role of an employer is dissolving” (Hoff, 2007, ¶ 11).  Digital technology has allowed us to break up the privileges and obligations that a job encompasses and reassemble it into “mass-customized jobs… as they fit our skills, the work to be done, and the goals of the companies we're working for” (Hoff, 2007, ¶ 11).  This process directly correlates to the transforming business world’s subsequent impact on our classroom.

The changing work environment is “driven by the expectations of incoming workers” (Thornburg, 2010).  As our students graduate school and enter the workplace they will continue to take a proactive role of transformation and effective implementation of technology as it defines their occupation and as it relates to function and practicality within the workplace.  The learning skills for twenty-first century students assists in preparing students for such.  Thornburg specifies that their push for “access and collaboration in informal processes will amplify their capacity to serve their employer in rich, powerful ways” (Thornburg, 2010).  He goes on to conclude that “successful employees must embrace this” (Thornburg, 2010), which relates directly to modern approaches to teaching and the role of the classroom teacher.  Effectively incorporating technology daily within our classroom procedures, lessons and practices provides students with this “access and collaboration” (Thornburg, 2010), that is so critical.

Within the changing work environment schedules are shifting and being redefined.  No longer does an employee need to interact with peers five days a week (Thornburg, 2010), but rather is able to independently complete tasks more efficiently on their own time schedule per improved technological tools that allow for telecommuniting and collaboration at a distance.  Thornburg argues that “this anywhere any time aspect driven by globalization” (Thornburg, 2010).  Our students are directly influenced by these shifting schedules as family dynamics are redefined and expectations of active parental involvement and support are transformed.  Many of the learning skills provide students with independent  proficiency.

Dede’s notion that a shift in the nature of thinking has become distributed. “Thinking in partnership with a technological tool” (Dede, 2010) has created opportunities for effective intellectual partnership.  Additionally, collaboration across time, distance, and space has made thinking with other people routine.  Our students are privy to opportunities that many people could not have imagined a decade ago and it is the imperative role of teachers and educators to creatively present such prospects to foster modern learning experiences.  Overlooking aspects of twenty-first learning skills would severely hinder students ability to adapt to such necessities and charges.

Dede elaborates on the concept that “the pace of change [in information technology] is so fast that we are no longer preparing [students] for a single job or career” (Dede, 2010).  Technology is used in all facets of our daily life – ranging from entertainment, work, communication, outreach and networking, experience, and education; the possibilities are endless and continually renovating. 

Without careful attention to detail to twenty-first century learning skills, educators would be doing a disservice to their students in regards to preparing them for the workforce.

RESOURCES

Dede, C. Laureate Education, Inc. (Producer). (2010). [DVD]. In The Changing Work Environment Part II.  Baltimore: Author.

Hof, R. (2007, August 20). The end of work as you know it. Businessweek.com. Retrieved from http://www.businessweek.com/magazine/content/07_34/b4047426.htm?chan =search. (18, September, 2010).

Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.

Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf.  (26, September, 2010).

Partnership for Twenty-First Century Skills (P21).  Framework for Twenty-First Century Learning.  Retrieved September 28, 2010 from http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120.

Partnership for Twenty-First Century Skills (P21).  Partnership for Twenty-First Century Skills and Learning Home Page.  Retrieved September 28, 2010 from http://www.p21.org/.

Thornburg, D. Laureate Education, Inc. (Producer). (2010). [DVD]. In The Changing Work Environment Part I.  Baltimore: Author.