What Should Students Learn?Skills for the 21st Century: What Should Students Learn? May 2015

Skills for the 21st Century: What Should Students Learn?

May 2015

Prepared by: Maya Bialik Charles Fadel

With many thanks to: Bernie Trilling Peter Nilsson Jennifer Groff for their contributions.

With sincere thanks for the generous support to the:

Center for Curriculum Redesign Boston, Massachusetts www.curriculumredesign.org

June 2015

Copyright © 2015 Center for Curriculum Redesign. All Rights Reserved.

http://www.curriculumredesign.org


Table of Contents

Center For Curriculum Redesign Overview ii .........................................................Introduction 1 ...............................................................................................Cognitive Science Justification 1 .........................................................................Knowledge AND Skills 1 ...................................................................................Business Justification 7 ....................................................................................Skills

A. Creativity 4 ...........................................................................................B. Critical Thinking 7 ...................................................................................C. Communication 8 ...................................................................................D. Collaboration 9 ......................................................................................

Conclusion 10 ...............................................................................................

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About the Center For Curriculum Redesign

In the 21st century, humanity is facing severe dif6iculties at the societal, economic, and personal levels. Societally, we are struggling with greed manifested in 6inancial instability, climate change, and personal privacy invasions, and with intolerance manifested in religious fundamentalism, racial crises, and political absolutism. Economically, globalization and innovation are rapidly changing our paradigms of business. On a personal level we are struggling with 6inding ful6illing employment opportunities and achieving happiness. Technology’s exponential growth is rapidly compounding the problems via automation and offshoring, which are producing social disruptions. Educational progress is falling behind the curve of technological progress, as it did during the Industrial Revolution, resulting in social pain.

The Center for Curriculum Redesign addresses the fundamental question of "WHAT should students learn for the 21st century?" and openly propagates its recommendations and frameworks on a worldwide basis. The CCR brings together non-‐governmental organizations, jurisdictions, academic institutions, corporations, and non-‐pro6it organizations including foundations.

Knowledge, Skills, Character, and Metacognition

CCR seeks a holistic approach to deeply redesigning the curriculum, by offering a complete framework across the four dimensions of an education: knowledge, skills, character, and metacognition. Knowledge must strike a better balance between traditional and modern subjects, as well as interdisciplinarity. Skills relate to the use of knowledge, and engage in a feedback loop with knowledge. Character qualities describe how one engages with, and behaves in, the world. Metacognition fosters the process of self-‐re6lection and learning how to learn, as well as the building of the other three dimensions.

To learn more about the work and focus of the Center for Curriculum Redesign, please visit our website at www.curriculumredesign.org/about/background

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http://www.curriculumredesign.org/about/background

Character Education for the 21st Century © CCR – www.curriculumredesign.org 1

INTRODUCTION It is becoming increasingly clear that knowledge alone is not enough to prepare students to thrive in the world. Employers are speaking out about their newly hired graduates and their lack of skills in the workplace. In order to truly have expertise, students must learn what to do with the information they learn. Can they use it to create something new? How do they know that it is making a sound argument? Can they communicate their knowledge? Can they work together to construct something greater than any one student? This paper will justify and explore the Skills necessary for a 21st Century Education: Creativity, Critical Thinking, Communication, and Collaboration (“4 C’s”)1.

Cognitive Science justification:

Psychological research has shown that an active engagement with learning typically leads to better learning outcomes such as retention, understanding, and active use of knowledge.2 Instead of just listening, reading, and performing routine exercises, learners investigate, debate, take viewpoints, and so on. Along with active learning, constructivism often emphasizes the social aspect of learning (knowledge is socially constructed), and the creative aspect (knowledge is learned by creating or re-‐creating it).3

In fact, the elusive goal of transfer, shown to be difficult to achieve according to strict behavioral definitions of learning one thing in one context and directly applying it to another, can be reconceptualized based on a constructivist view of learning, as preparation for future learning (PFL)4. This view defines transfer as the productive use of cognitive tools and motivations5, and focuses on students’ abilities to learn in novel, resource-‐rich environments, much more closely mirroring real-‐life challenges. Research has shown that educational environments that emphasize the students’ active roles, that enhance students’ self-‐regulation, which encourage metacognition and communication, and are social and relevant—all successfully enhance transfer.6

Knowledge and Skills:

A long-‐standing debate in education hinges on the false assumption that teaching skills will detract from teaching knowledge. We believe this is a false dichotomy. Studies have shown that when knowledge is learned passively, without skills, it is often only learned at a superficial level (the knowledge may be “troublesome”: ritual, inert, conceptually complex, foreign or tacit)7, and therefore not readily transferred to

1 This document contains justification and summaries of the research literature, but excludes assessment. The subject of assessment is a large

and important undertaking, which will be addressed more deeply in future work.

2 Perkins, D. (2006). Constructivism and troublesome knowledge. Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge, 33-47.

3 Phillips, D. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational researcher, 5-12.

4 Bransford, J. & Schwartz, D. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of research in education, 61-100.

5 De Corte, E. (2003). Transfer as the productive use of acquired knowledge, skills, and motivations. Current directions in psychological science, 12(4), 142-146.

6 ibid.

7 Perkins, D. (2006). Constructivism and troublesome knowledge. Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge, 33-47.


new environments. Deep understanding and actionability for the real-‐world will occur only by embedding skills within knowledge domains, such that each enhances the other.

To this end, The Partnership for 21st Century Skills (P21) has created a number of “Skills maps8” for several traditional knowledge subject areas such as:

● Mathematics ● Science ● Social studies

● Arts ● Geography ● English ● Languages

The maps showcase, at three different grade levels, the correspondence between Knowledge and Skills and how both can be learned in a mutually reinforcing fashion. Below is just one example, on the intersections of Science AND Creativity9:

Figure 1. Part of the framework offered by the Partnership for 21st Century Skills.

Business justification:

To respond to the pervasive concern that recent graduates (of high school and college) lack relevant skills for the workforce, many surveys have been conducted asking employers to express their views on what their needs are. For instance: “Are they really ready to work?” by the Conference Board and Partnership for 21st Century Skills,10 “Critical Skills Needs and Resources for the Changing Workforce” by the Society for Human

8 http://www.p21.org/our-work/resources/for-educators#SkillsMaps

9 http://www.p21.org/storage/documents/21stcskillsmap_science.pdf

10 http://www.p21.org/storage/documents/FINAL_REPORT_PDF09-29-06.pdf


Resource Management and The Wall Street Journal11, and “OECD Skills Outlook” by the Organisation for Economic Co-‐operation and Development (OECD)12. The Partnership for 21st Century Skills (P21) synthesized the responses and they were described in the book “21st Century Skills: Learning for Life in Our Times”.13 They are drawn from a broad global consensus among from industry, and show consistent convergence of views, although different frameworks often use different terminology and groupings. Appendix 1 provides a crosswalk between the most prominent models and highlights their commonalities.

However, feedback14 from policymakers in ministries, departments of education, and schools pointed to a need for simplicity to make the recommendations actionable, hence the focus on the “4 C’s”. Table 1 provides a comparison between the main frameworks, and highlights the feedback received.

P21.org Skills Framework

ATC21S15 OECD Assessment of Adult Competencies (PIACC)

OECD Programme for International Student Assessment (PISA)

Education ministries, departments, and schools feedback to P21 = “focus on 4 C’s” for Skills = CCR

Learning & Innovation

Ways of Thinking

Creativity & Innovation

Creativity and innovation

Creative Problem-solving

Creativity

Critical Thinking & Problem Solving

Critical thinking, problem solving, decision making (“Learning to learn” is Metacognition, not skills)

Problem Solving Critical Thinking

Ways of Working

Communication Communication (Read Prose-Type Texts Read Document-Type Texts Write Oral Presentation)

Communication

11 See the report,

http://www.shrm.org/research/surveyfindings/articles/documents/critical%20skills%20needs%20and%20resources%20for%20the%20changing%20workforce%20survey%20report.pdf

12 OECD. (2013). OECD Skills Outlook 2013: First Results from the Survey of Adult Skills. Paris, France: OECD Publishing.

13 Trilling, B. & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. Wiley.

14 Private communication from Ken Kay, CEO of P21 at the time, with Geoff Garin of Peter Hart Associates (pollster)

15 Represented in Binkley http://link.springer.com/chapter/10.1007/978-94-007-2324-5_2#page-1


Collaboration Collaboration (teamwork)

Teamwork Collaboration

Information, Media and ICT Literacy

Tools for Working

From here on, these map onto other dimensions of the framework (in Knowledge, in Character, and in Metacognition)

Information Literacy Information literacy Internet Use

Media Literacy

ICT Literacy ICT Literacy Computer Use

Life & Career Skills Living in the World

Life and career

Flexibility & Adaptability

Initiative & Self-direction

Plan Own Time

Social & Cross-cultural Skills

Citizenship – local and global Cultural awareness and competence

Productivity & Accountability

(Gross Motor Skills) (Fine Motor Skills)

Leadership & Responsibility

Personal & social responsibility

Influence Others Plan Others’ Time

Table 1: Comparison of the main frameworks

The following sections examine each skill separately, including its importance and relevant cognitive science and education research, as well as brief thoughts on teaching and assessment. Although we present the skills separately from the knowledge, these skills are meant to be taught through and with the teaching of content knowledge.

A. Creativity

Creativity is traditionally considered to be most directly involved with artistic endeavors such as art and music. While this association is rooted in truth, the false equating of creativity exclusively with art is misleading and has been described as “art bias.”16 Recently, creativity has been shown to be integral to a wide

16 Runco, M. & Richards, R. (Eds.). (1997). Eminent creativity, everyday creativity, and health. Greenwood Publishing Group.


range of skills, including scientific thinking,17 entrepreneurship,18 design thinking,19 and mathematics.20 A 2010 IBM study interviewed over 15,000 CEOs from 60 countries and 33 industries and found that creativity was named the most important leadership quality to meet the challenge of increasing complexity and uncertainty in the world.21 Finally, creativity is an extremely fulfilling activity. According to Mihaly Csikszentmihalyi, “Most of the things that are interesting, important, and human are the results of creativity… When we are involved in [creativity], we feel that we are living more fully than during the rest of life.”i22

Figure 2. Testing creativity.

Countries have begun to focus on reformulating education around creativity. In 2008, British secondary-‐school curricula were revamped to emphasize idea generation, and pilot programs have begun measuring their progress. The European Union designated 2009 as the European Year of Creativity and Innovation, and began holding conferences and funding relevant teacher trainings and problem-‐based learning curricula. China has begun massive education reform to replace their traditionally rote teaching style with a more problem-‐based learning approach.23 Japan has begun to implement educational and economic reforms to address their “creativity problem.”24

17 Dunbar, K. (1997). How scientists think: On-line creativity and conceptual change in science. Creative thought: An investigation of conceptual

structures and processes, In T.B. Ward, S.M. Smith & J. Vaid (Eds.) Conceptual structures and processes: Emergence, discovery , and change. Washington D.C: American Psychological Association Press

18 Sarri, K., Bakouros, I., & Petridou, E. (2010). Entrepreneur training for creativity and innovation. Journal of European Industrial Training, 34(3), 270-288.

19 Dorst, K., & Cross, N. (2001). Creativity in the design process: co-evolution of problem–solution. Design Studies, 22(5), 425-437.

20 Sheffield, L. (2013). Creativity and school mathematics: some modest observations. ZDM, 45(2), 325–332.

21 Capitalizing on Complexity: Insights from the Global Chief Executive Officer Study (2010) http://public.dhe.ibm.com/common/ssi/ecm/gb/en/gbe03297usen/GBE03297USEN.PDF

22 Csikszentmihalyi, M. (1997). Creativity: flow and the psychology of discovery and invention. New York: HarperCollins.

23 Bronson, P. & Merryman, A. (2010). The Creativity Crisis. Newsweek. http://www.newsweek.com/creativity-crisis-74665

24 McCreedy, A. (2004). The ‘creativity problem’ and the future of the Japanese workforce. Asia Program Special Report, 121, 1-3.


The dominant model in the research states that creative individuals possess divergent thinking abilities including idea production, fluency, flexibility, and originality.25 Figure 3 below26 illustrates each of these qualities and how they relate to sample answers on a test of students’ creativity. This model has inspired a collection of “divergent thinking” tests designed to measure creativity. While there has been some controversy in the literature, a large meta-‐analysis27 has found that divergent thinking tasks predict creative achievement more accurately than IQ, although they are correlated to some degree.

Broadly speaking, teaching for creativity is complementary with teaching for content knowledge. Open-‐ended, problem-‐based learning is more likely to encourage students to think creatively than paper and pencil exercises in which there is only one right answer. Prompting people to think in a humorous way has also been found to increase creativity, as it cues the brain to think in ways that are not necessarily tied to reality.28 Play in general is uniquely suited to enhance creative thinking.29

Figure 3. Taxonomy for Creativity.

In teaching for creativity, it is important to remember it can take place at various levels. The following taxonomy30 organizes activities according to the creativity involved: from perfect imitation (involving no novelty), to the elusive idea of complete originality (with a high degree of novelty in both form and content).

There are opportunities for creativity in the classroom across all of these levels:

25 Guilford, J. (1968). Intelligence, creativity, and their educational implications. San Diego, CA: Robert R. Kmapp.

26 Nilsson, P. (2012) Four Ways to Measure Creativity. Sense and Sensation Writing on Education, Creativity, and Cognitive Science. http://www.senseandsensation.com/2012/03/assessing-creativity.html

27 Kim, K. (2008). Meta-Analyses of the Relationship of Creative Achievement to Both IQ and Divergent Thinking Test Scores. The Journal of Creative Behavior, 42(2), 106–130.

28 Ziv, A. (1983). The influence of humorous atmosphere on divergent thinking. Contemporary Educational Psychology, 8(1), 68–75.

29 Russ, S. (1998). Play, creativity, and adaptive functioning: Implications for play interventions Play , Creativity, and Adaptive Functioning: Implications for Play Interventions. Journal of Clinical Child Psychology, 27(4),469-480.

30 Nilsson, P. (2013) Taxonomy of Creative Design. Sense and Sensation Writing on Education, Creativity, and Cognitive Science. http://www.senseandsensation.com/2012/03/taxonomy-of-creative-design.html?view=magazine


Level of Creativity

Definition Classroom Example

Imitation Creation by identical replication. This is a foundational skill, and is often the starting point for more creative tasks.

Memorize an excerpt of a piece of literature and perform it aloud in class.

Variation Creation by varying a particular aspect or aspects of the work, and imitating the rest exactly.

Rewrite a sentence from a piece of literature with the same grammatical structure, by changing the subject matter and vocabulary.

Combination Mixture of two or more works into one, new work. Create a Rube Goldberg machine out of the simple machines learned in class.

Transformation Translation of an existing work into a different medium or representation.

Create a timeline of historical events based on class notes that separates political, social, and economic threads.

Original Creation Creation of a new piece of work that is only very distantly, if at all, related to previous works.

Write a short story.

Table 2: Examples of Creativity at Different Levels

Although more open-‐ended assignments demand greater creativity, they are not necessarily more effective. If students haven’t built up the necessary skills, assignments that are too open ended will be overwhelming and ineffective. Teachers should set helpful boundaries within which to innovate, according to the learning outcome they hope to accomplish.

B. Critical Thinking

The National Council for Excellence in Critical Thinking defines critical thinking as the “intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.'31 Although this encompasses a wide range of mental activities, in essence, the “critical” part of “critical thinking” refers to the questioning of claims rather than taking them at face value. Historian William Graham Sumner defines critical thinking as “ the examination and test of propositions of any kind which are offered for acceptance, in order to find out whether they correspond to reality or not. The critical faculty is a product of education and training. It is a mental habit and power. It is a prime condition of human welfare that men and women should be trained in it. It is our only guarantee against delusion, deception, superstition, and misapprehension of ourselves and our earthly circumstances.”32

Critical thinking in education can be traced back to the work of Socrates, who used questions to encourage his interlocutors to clarify their assumptions and back up their claims, pushing past ideas that seemed self-‐

31 “Defining Critical Thinking” https://www.criticalthinking.org/pages/defining-critical-thinking/766

32 Sumner, W. (1940). Folkways: A Study of the Sociological Importance of Usages, Manners, Customs, Mores, and Morals, New York: Ginn and Co., pp. 632, 633.


evident and exposing the underlying biases and gaps in reasoning. Now, 2,400 years later, critical thinking remains a top priority for education. Such “habits of mind” as those that comprise critical thinking have been “consistently and emphatically identified by those who teach entry-‐level college courses as being as important or more important than any specific content knowledge taught in high school.”33 The most famous conceptualization of critical thinking comes from Bloom’s Taxonomy, but many have taken the same ideas and described them differently. Below is a comparison of taxonomies, all illustrating the educational goal of progression from lower level forms of knowledge access to higher levels of comprehension, and into various goals of critical thinking (analysis, synthesis, evaluation, etc.).

Taxonomies of Educational Objectives

Bloom (1956) Anderson & Krathwohl (2001) Marzano & Kendall (2006) PISA (2000)

Evaluation Synthesis Analysis Comprehension Knowledge

Create Evaluate Analyze Apply Understand Remember

Self-System Thinking Metacognition Knowledge Utilization Analysis Comprehension Retrieval

Communicate Construct Evaluate Integrate Manage Access

Table 3. Evolution of Taxonomies.

Teaching critical thinking can come in many different forms, from an explicit curriculum devoted to identifying and practicing the necessary higher order thinking skills, to content-‐based projects that involve interpreting information, analyzing parts and wholes, evaluating evidence, taking multiple perspectives, discerning patterns, and grasping abstract ideas.34 Teaching critical thinking is often tied closely with developing metacognitive habits of mind, as each can strengthen the other.35 The main challenge is the successful transfer of critical thinking skills to contexts outside the one in which they were learned.

C. Communication

Although only some professions are based on communication at their core (such as therapy and public speaking), all professions require various forms of it (negotiating, giving instructions, advising, building relationships, resolving conflicts, etc.)36 on a regular basis. In fact, the explicit teaching of communication is discussed in research contexts from preschool to medical school.37

Traditional class work such as writing papers and giving presentations is often one-‐sided, and thus not truly communication; it is inconsequential whether or not the audience successfully understands the information. For this reason, collaborative tasks (discussed in the Collaboration section below) can be an important way to train and measure true communication skills. Another method to train authentic communication is peer tutoring—when students tutor their classmates or younger students. Not only is teaching a great test of

33 Conley, D. (2007). Toward A More Comprehensive Conception of College Readiness. Eugene, OR: Educational Policy Improvement Center.

34 Greenstein, L. (2012). Assessing 21st century skills: A guide to evaluating mastery and authentic learning. Corwin Press.

35 Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16-46.

36 Salvo, V. Di, & Larsen, J. (1987). A Contingency Approach to Communication Skill Importance: The Impact of Occupation, Direction, and Position. Journal of Business Communication 24(3), 3-22.

37 Morgan, E. & Winter, R. (1996). Teaching Communication Skills: An Essential Part of Residency Training. Archives of Pediatric Adolescent Medicine 150.


whether the student has really understood the material, but the challenge of communicating it to another student increases the tutor’s effort38 and the responsibility of the role increases their self-‐concept.39

In today’s digital age, communication skills have become both more important and more varied. Scholars have noted that adding a focus on media literacy to the traditional literacy goals has the potential to “(a) increase learning by making the practices of literacy relevant to students' home cultures and ways of knowing (b) accommodate diverse learning styles and meet the needs of multicultural learners and (c) develop creativity, self-‐expression, teamwork, and workplace skills”.40

D. Collaboration

In a world of increasing complexity, the best approaches to solving multifaceted problems involve collaboration among people and agencies with different skills and backgrounds.41 When executed well, collaboration enables a group to make better decisions than any one individual would on his own, since it allows for the consideration of multiple perspectives.42 On the other hand, if executed poorly, collaborative efforts are subject to “groupthink,” and become less effective than an individual.43 Studies probing the structure of scientific fields have revealed that while there is specialization, interdisciplinary work is often is integral to important advancements in knowledge, and technology.44

Simply put, collaboration is the joining together of multiple individuals in service of working towards of a common goal.45 Several tactics have been proven effective in teaching the tenets of collaboration in the classroom. Establishing group agreements and accountability for assigned tasks sets the stage for division of labor and synergy of efforts. Teaching listening skills allows for the creation of a space where ideas can be shared, received, and applied. Teaching the art of asking good questions – particularly, open-‐ended and thought-‐provoking inquiries – facilitates expansion of knowledge and aids progress towards optimized solutions. Finally, demonstrating the skills of negotiation – patient listening, flexibility, articulating points of agreement, and maintaining the ability to think clearly under pressure – is paramount in any collaborative situation.46 In a large meta-‐analysis of 164 studies of cooperative learning, found that a wide range of pedagogical methods of cooperative learning were all found to be effective in boosting academic achievement.47

38 Chase, C., Chin, D., Oppezzo, M., Schwartz, D., Chin, D., & Schwartz, D. (2015). Teachable Agents and the Protégé Effect  : Increasing the Effort

Towards Learning Journal of Science Education Technology 18(4), 334–352.

39 Education, S., Children, T., May, N., Paolo, D., Kerr, M., & Reitz, A. (2015). Peer tutoring among behaviorally disordered students: Academic and social benefits to tutor and tutee. Education and Treatment of Children, 13(2), 109–128.

40 Hobbs, R., & Frost, R. (2015). Measuring the Acquisition of Media-Literacy Skills. Reading Research Quarterly, 38(3), 330–355.

41 Miller, C., & Ahmad, Y. (2000). Collaboration and partnership: an effective response to complexity and fragmentation or solution built on sand? International Journal of Sociology and Social Policy, 20(5/6), 1-38.

42 Surowiecki, J. (2005). The wisdom of crowds. Anchor Books: USA

43 Janis, I. (1971). Groupthink. Psychology Today, 5(6), 43-46.

44 Leahey, E. & Reikowsky, R. (2008). Research Specialization and Collaboration Patterns in Sociology. Social Studies of Science, 38(3), 425-440.

45 Collaboration. http://en.wikipedia.org/wiki/Collaboration

46 Alber, R. (2012). Deeper Learning: A Collaborative Classroom is Key. http://www.edutopia.org/blog/deeper-learning-collaboration-key-rebecca-alber

47 Johnson, D., Johnson, R., & Stanne, M. (2000). Cooperative learning methods: A meta-analysis.


Collaborative learning has been shown to increase learning outcomes, enjoyment of the subject matter, self-‐esteem, and inclusiveness of diversity.48 There are many different pedagogical tools that utilize collaborative learning, and across a meta-‐analysis, they have been found to be more effective in producing academic achievement than individualistic or competitive learning.49 Students are also more positive about school, subject areas, and teachers, as well as each other when they learn collaboratively50. It is also synergistic with the other 21st century skills discussed here, serving as an authentic goal of communication (discussed above), and enhancing critical thinking51 and creativity.52

Conclusion Skills represent “How we use what we know.” They are being demanded by employers, and key to teaching students deep understanding of knowledge and facilitating transfer of that learning to new environments. To that end, they are intrinsically connected to Knowledge, as it is implausible to teach Skills without a supporting content base. The CCR wholeheartedly supports the notion of Knowledge AND Skills developed together in a virtuous cycle, such that the knowledge we engage in our classes becomes the source of creativity, the subject of critical thought and communication, and the impetus for collaboration. In this way, we might engage the substantial challenges of today's political climate, the new demands of contemporary workplaces, and the paths to personal and societal fulfillment in a modern world.

48 Johnson, R, & Johnson, D. 1986). Cooperative learning in the science classroom. Science and Children, 24, 31-32.

49 Johnson, D., Johnson, R., & Stanne, M. (2000). Cooperative learning methods: A meta-analysis.

50 Johnson, D. & Johnson, R. (1990) Cooperative learning and achievement. In S. Sharan (Ed.), Cooperative Learning. San Juan Capistrano, CA: Kagan Cooperative Learning

51 Gokhale, A. (1995). Collaborative Learning Enhances Critical Thinking. Journal of Technology Education, 7(1), 22–25.

52 Uzzi, B., & Spiro, J. (2005). Collaboration and creativity: The small world Problem1. American Journal of Sociology, 111(2), 447-504.


Appendix 1: Crosswalk of the 4C’s across several frameworks.

(Source: Charles Fadel & Bernie Trilling)

CCR Creativity Critical Thinking Communication Collaboration

Hewlett Foundation Deeper Learning Competencies

Think critically and solve complex problems

Communicate effectively

Work collaboratively

OECD “Skills for Innovation”

Critical faculties Persuasion Collaboration

OECD “New millenium learners” DeSeCo

Use language, symbols and texts interactively

Relate well to others Co-operate, work in teams Manage and resolve conflicts

EU Reference Framework Key Competencies

Communication in the mother tongue

UNESCO Global Citizenship Education

Think creatively Think critically and systematically

Communication Networking

Act collaboratively

Asia Society/CCSSO Communicate ideas Act collaboratively

ACT WorkKeys (WK)-NCRC Plus-CWRC Skills Assessments

Creativity (Talent) **Critical Thinking (WK) **Problem-solving (WK) *Applied Math (WK) **Observation (WK)

*Reading for Information (WK) **Listening for Understanding (WK) Business Writing (WK)

+Teamwork (Talent)

CPS Employability Assessment (EA)

Problem Solving Oratory/Speaking Verbal Communication Active Listening Feedback

Teamwork ≥ 2 People

AAC&U Essential Learning Outcomes (LEAP)

Creative Thinking Inquiry & Analysis Critical Thinking Problem Solving Quantitative Literacy

Written & Oral Communication

Teamwork

CCSSO – Innovation Lab Network (ILN) State Framework

Creativity & Innovation

Critical Thinking Problem Solving

Communicating Effectively

Working Collaboratively

National Work Readiness Credential

Solve Problems Make Decisions

Read with Understanding

Cooperate with Others Resolve Conflict &


Solve Problems w. Math Observe Critically

Listen Actively Negotiate

CAE College & Work Ready (CWRA) & Collegiate Learning Assessments (CLA)

Critical Thinking Analytic Reasoning/Evaluation Problem Solving

Writing Effectiveness Writing Mechanics

EnGauge Creativity Higher-Order Thinking and Sound Reasoning

Interactive Communication

Teaming, Collaboration, and Interpersonal Skills


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With sincere gratitude to all external sources; their contribution is used for nonprofit education work under the “Fair Use” doctrine of copyright laws.

Maya Bialik With the generous support of: Charles Fadel

Copyright © 2015 Center for Curriculum Redesign. All Rights Reserved.

Center for Curriculum Redesign Boston, Massachusetts www.curriculumredesign.org



What Should Students Learn?Skills for the 21st Century: What Should Students Learn? May 2015

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