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21st Century Skills: Taking on a New Urgency in Education
Shawnee Mission School District PresentationAugust 9th, 2012
Joyce Huser, presenter
Kansas State Department of Education
Educating for the 21st Century
As you may know, many states are partners in the Partnership for 21st Century Skills, a national organization that advocates for 21st century readiness for every student.
Arizona
Illinois
Iowa
Kansas
Kentucky
Louisiana
Maine
Massachusetts
Nevada
New Jersey
North Carolina
Ohio
South Dakota
South Carolina
West Virginia
Wisconsin
Partner for 21st Century Skills
Educating for the 21st Century
In defining 21st Century Skills, many definitions have at their core the ability to “analyze and evaluate information, create new ideas and new knowledge from the information.” In short, the skills are not new, but they take on a new urgency in the 21st century. Daniel Willingham
These 21st Century skills require deep understanding of subject matter.
Gaining a deep understanding is, not surprisingly, hard.
Shallow understanding requires knowing some facts. Deep understanding requires knowing the facts AND knowing how they fit together, seeing the whole.
“When we teach to the test, data transfer is happening. Data from teacher into the database of the child. An operating system is also needed. The critical part of the computer is the processor. This is what has to be developed.” Artists imagine what has not been imagined before. Mike Huckabee
An Example:
21st Century Skills
Communication Collaboration Critical Thinking and Problem Solving Creativity Innovation Information Literacy Media Literacy Technology Literacy Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility
Core Subjects with skills maps:
• English, Reading or Language Arts • World Languages • Fine Arts • Mathematics • Science • Geography • Social Studies
INNOVATIONDeveloping, implementing, and communicating new
ideas to others
Acting on creative ideas to make a tangible and
useful contribution to the domain in which
innovation occurs
8th Grade EXAMPLE: Students work in small groups to select an existing graphic novel and create alternative endings to the story using animation or text-to-movie software that
Incorporates different points of view
and identifies the incremental steps involved in depicting action, changes, cause and effect, or transformation to reach the new endings.
work in small groups
Collaboration (SL)
create alternative endings
Presentation of Knowledge and Ideas (SL)
Key Ideas and Details (L,I)
depicting action, changes, cause and effect, or transformation
A graphic novel is a narrative work in which the story is conveyed to the reader using sequential art in either an experimental design or in a traditional comics format.
Alignment of Common Core Standards and Arts Skills Map with Visual Arts
Media LiteracyUnderstanding how media messages are constructed, for what
purposes and using which tools, characteristics, and conventions
Examining how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors
Possessing a fundamental understanding of the
ethical/legal issues surrounding the access and use of information
8th Grade EXAMPLE: Students review a variety of political or commercial video messages to consider how particular types of music are used to elicit or
manipulate emotional response. They are then presented with a new silent video clip, collaborate to identify alternative meanings,
and work together to select one that they underscore by creating a soundtrack that reinforces that meaning.
Comprehension (SL)
Key Ideas and Details (L,I)
consider how particular types of music are used
identify alternative meanings
creating a soundtrack that reinforces that meaning
Text Purpose – expository (W)
Alignment of Common Core Standards and Arts Skills Map with Music
work together
Collaboration (SL)
Adapting to varied roles and responsibilities
Working effectively in a climate of ambiguity
Grade 12 EXAMPLE: Students work together to perform improvisational theatre sketches (scenes),
taking suggestions from audience members.
Collectively, they maintain an imaginary world while making credible choices in the moment in reaction to circumstances as they arise.
Each student reflects on his or her spontaneous choices in the improv through a written reflection of the scene or translation into another medium (e.g., dance, musical performance, or work of visual art).
Flexibility and Adaptability
Collaboration (SL)
Key Ideas and Details (L,I)
work together
making credible choices in the moment in reaction to circumstances
Alignment of Common Core Standards and Arts Skills Map with Theatre
written reflection of the scene
Text Types and Purpose (W)
taking suggestions from audience members
Integration of Knowledge and Ideas (L,I)
Articulating thoughts and ideas clearly and
effectively through speaking and writing
Grade 12 EXAMPLE: Students research existing site-based choreography
to analyze the impact a location makes on the choreographic
composition and the messages communicated
from both the specific site and movement governed by that site.
Students then create their own piece of choreography based on another specific site that communicates a clear message or point of view about the specific site or environment. The dance is recorded and posted on appropriate websites for public view and comment.
Communication
Research to Build and Present Knowledge (W)
Key Ideas and Details (L,I)
research existing site-based choreography
analyze the impact and message
Alignment of Common Core Standards and Arts Skills Map with Dance
create their own piece of choreography based on another specific site
Integration of Knowledge and Ideas (LI)
High Demand: 2008-2018
(Increase of 13.5% or 75,000 plus job openings)
High Wage
(Over $13.75/hr)
High Skill
(Beyond High School)
21st Century Skills
Graphic Design Graphic Design Graphic Design Communication; Media
Literacy; Technology Literacy; Critical Thinking; (Complex) Problem Solving; Information Literacy; Creativity;
Art, Drama, Music Teacher, Postsecondary
Art, Drama, Music Teacher, Postsecondary
Art, Drama, Music Teacher, Postsecondary
Communication; Media Literacy; Critical Thinking; Creativity; Problem Solving;
Commercial, Industrial Designers
Commercial, Industrial Designers
Technology Literacy; Critical Thinking; Problem Solving;
Art Directors Art Directors Technology Literacy; Communication; Problem Solving; Critical Thinking;
Set and Exhibit Designers Set and Exhibit Designers Set and Exhibit Designers Communication, Critical Thinking; Creativity
Fine Artists Fine Artists Critical Thinking; Problem Solving; Creativity; Communication;
Craft Artists Problem Solving; Critical Thinking; Creativity;