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PISA Workshop

21st Century Skills Malaysia Day1

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Page 1: 21st Century Skills Malaysia Day1

PISA Workshop

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21st Century Skills: An introduction

Dr. Peter W. Foltz

Pearson Vice President

[email protected]

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Agenda

What are 21st Century skills? Why assess 21st Century skills? How are the skills being defined?

• Frameworks from across the world Importance and relevance to PISA

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DEFINING 21ST CENTURY SKILLS

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What are 21st Century Skills?

Skills to prepare for College and Career Success in modern knowledge-based economies

Moving beyond rote learning to higher level thinking skills Mastery of the core academic subjects and using them flexibly in realistic contexts Critical Thinking, Problem Solving Communicating ideas to others •  Oral and written •  Collaborating Learning and using information effectively in content domains Using 21st Century Technology effectively for communicating Transfer of skills: “Deep thinking”

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CDAAL RIN Update 17/Sept/12 6

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Domains of Competence (National Research Council 2012)

•  Cognitive: reasoning and memory

• cognitive processes and strategies; knowledge; creativity

•  Intrapersonal: self-management

• work ethic/conscientiousness; positive core self-evaluation

•  Interpersonal: expressing ideas and interpreting and responding to others’ messages

• teamwork and collaboration; leadership

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NRC (2012) Developing Transferable skills for the 21st Century

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NRC (2012) Developing Transferable skills for the 21st Century

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NRC (2012) Developing Transferable skills for the 21st Century

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Deeper Learning

Deeper learning: taking what is learned in one situation and applying it to new situations (NRC, 2012)

•  Transfer Developing an interconnected network of five types of knowledge

(e.g., Mayer 2011) •  Facts, statements about the characteristics or relationships of

elements in the universe; •  Concepts, which are categories, schemas, models, or principals; •  Procedures, or step-by-step processes; •  Strategies, general methods; and •  Beliefs about one’s own learning.

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The  need  for  21ST  Century  Learning  Skills  

The test of truth in life is not whether we can remember what we learned in school, but whether we are prepared for change.

----Andreas Schleicher, OECD What affects the need? Change in economies and workforce Change in the nature of work •  Thinking skills in the workplace •  How people work together •  How we use technology

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The New Division of Labor Richard Murnane and Frank Levy

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Changes in economies and workforce

•  Global trade becoming increasingly important

•  Workers engaged in modern businesses must operate with flexibility and adjust to client-specific tasks.

•  In Hong Kong: 87% of 288,000 companies have only 1 to 9 members;

•  In US, 86% of the business enterprises had under 20 people in 2002.

-Chen (2004)

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Changes in the nature of problem solving on the job

As technology becomes integrated into business practice, computers substitute for workers who perform routine tasks—

Computers complement workers who perform non-routine problem

solving.

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Importance of collaboration

From: Anita Williams Woolley, Christopher F. Chabris, Alex Pentland, Nada Hashmi, Thomas W. Malone (2010). Evidence for a Collective Intelligence Factor in the Performance of Human Groups. Science Vol. 330 29 October 2010, 686-688.

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Changes in the nature of collaboration “complex communication”

Information production creates greater emphasis on collaboration

• Within group, across organizations, across the world More computer-mediated interactions, less face-to face communication • Greater requirements for interpersonal skills • Negotiation, maintaining shared understanding, organising teams

• Greater requirement for basic information technology skills

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Concepts and Frameworks for 21st Century skills

Are students prepared for future challenges? Can they analyse, reason and communicate effectively? Do they have the capacity to continue learning throughout life?

www.pisa.oecd.org

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What are the skills in the frameworks?

Some more details on: Critical Thinking Creativity Collaboration Motivation Metacognition

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Critical Thinking

“Reflective and reasonable thinking that is focused on deciding what to believe or do” (Ennis, 1985, p. 45)

“Adopting appropriate goals, taking the appropriate action given one’s

goals and beliefs, and holding beliefs about the world that are commensurate with available evidence” (West, Toplak, & Stanovich, 2008, p. 931).

Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 20

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What is Critical Thinking?

Cognitive skills: analyzing arguments, claims, or evidence; making inferences using inductive or deductive reasoning; judging or evaluating; making decisions or solving problems

• Asking and answering questions for clarification (Ennis, 1985) •  Identifying assumptions (Ennis, 1985; Paul, 1992) •  Interpreting and explaining (Facione, 1990) • Making predictions (Tindal & Nolet, 1995) • Seeing both sides of an issue (Willingham, 2007) Dispositions: open- or fair-mindedness, the propensity to seek

reason; inquisitiveness; the desire to be well-informed; flexibility; and respect for, and willingness to entertain, others’ viewpoints

Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 21

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What is Creative Thinking?

“The interaction among aptitude, process, and environment by which an individual or group produces a perceptible product that is both novel and useful as defined within a social context” (Plucker, Beghetto, & Dow, 2004)

“The ability to manipulate ideas in fluent, flexible, elaborate, and

original ways” (VanTassel-Baska & MacFarlane, 2009) Creativity is the ability to produce creative outputs Creative Thinking is about the processes, strategies, and behaviors

that go into making the creative output

Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 22

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What is Creative Thinking?

Cognitive skills: identifying problems and generating ideas and solutions, using divergent-thinking techniques such as fluency, flexibility, originality, and elaboration

Dispositions: intrinsic motivation, willingness to take intellectual

risks, openness to new ideas, tolerance of ambiguity, and high creative self-efficacy

Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 23

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Importance of Critical and Creative Thinking

Evidence from the world of higher education: Critical thinking significantly predicts performance in college (Williams

et al., 2003, 2004) and pre-clinical courses (Miller, Sadler, & Mohl, 1993)

Creative thinking significantly predicts first-year college students’

grade point averages (GPAs) above and beyond high school GPA and SAT scores (Sternberg, 2006), as well as success in graduate school (Frederickson & Ward, 1978)

Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 24

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Yong Zhao’s paradox - conformity, risk-taking and creativity

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Collaboration Skills

“Teams are a fact of life. From medicine to aviation to the policeman on the beat, from management to modern warfare to the Superbowl clash, teams carry out much of the work in our world. (Brannick & Prince, 1997)

CDAAL RIN Update 17/Sept/12 26

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Collaboration

Individuals and the group as a whole engage with each other to achieve a common goal (e.g., O’Neil 1997) •  Adaptability—the identification of problems in team activities and the

provision of appropriate feedback •  Coordination—the organization of the team so as to best accomplish

a task •  Decision making—the integration of information to seek and select

the best solution •  Interpersonal characteristics—cooperation and the promotion of a

smooth working relationship with team members •  Leadership—the direction of others, as well as the planning and

assignment of tasks •  Communication—the efficient exchange of information with team

members

CDAAL RIN Update 17/Sept/12 27

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Intrapersonal competencies

Learning how to learn (e.g., Landine & Steward, 1998) •  Student’s ability to determine how to approach a problem or task •  Monitoring his or her own comprehension •  Evaluating progress towards completion or goals

Metacognitive competencies influence how students respond to classroom instruction (Zimmerman 1990). Students with competency better at:

•  Self-motivating •  Responding to teacher feedback •  Developing stronger self perceptions of academic accomplishment

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Intrapersonal Competencies

Motivation The process that causes people to take action to attain particular goals •  Intrinsic vs. Extrinsic Motivation •  Some evidence that using extrinsic incentives can reduce

performance and long-term interest in tasks (Deci et al., 1991) Grit Perseverance and passion for long-term goals (Duckworth et al., 2007) •  Students with greater grit attain higher levles of education •  Teachers with more grit tend to stay in the profession longer and

generate greater growth in test scores for their students in math and language arts

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Curriculum change to incorporate 21st Century skills.

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Agenda

21st Century Skills Frameworks across the world Examples of Curriculum change to adopt 21st Century skills •  U.S. Common Core •  Japan Considerations for developing 21st Century skills •  Educator Practice •  Policy

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How are 21st Century Skills being defined?

Many varied frameworks but high amounts of consistency Different countries emphasize different skills •  APEC •  OECD •  New Zealand •  Singapore •  ATC21s •  Partnership for 21st Century Skills •  U.S. Common Core Standards

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APEC

APEC Member Economies (2008) identified four overarching competencies: •  Lifelong learning •  Problem solving •  Self-management •  Teamwork

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Partnership for 21st Century Skills

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Student

Outcomes Support

Systems

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Development of 21st Century Competencies in Singapore

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New Zealand Key Competencies in 21st Century Schooling

Skills, knowledge, attitudes and values that are commonly required for participation in a knowledge based economy. Thinking

• Using language, symbols and text • Managing self • Relating to others • Participating and contributing

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ATC21s Framework (Binkely, et al. 2010)

KSAVE: Knowledge, Skills, and Attitudes/Values/Ethics Ways of Thinking

creativity and innovation; critical thinking, problem solving, and decision-making; and metacognition or learning to learn

Ways of Working communication and collaboration or teamwork

Tools for Working information literacy and information and communication technology (ICT) literacy

Living in the World citizenship, life and career skills, and personal and social responsibility

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21st Century Skills Adapted from Finegold and Notobartolo (2010)

Lifelong Learning

Problem Solving

Self Management

Teamwork

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Curriculum Changes in the United States: Motivation

•  Need for deeper learning •  Incorporate 21st Century skills •  Ensure students are ready for College and Career readiness •  Establish consistent educational standards across the states

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Common Core Standards

The standards are designed to be: •  Research and evidence based •  Aligned with college and work expectations •  Rigorous •  Internationally benchmarked Each standard was included only when the best available evidence indicated that its mastery was essential for college and career readiness in a twenty-first-century, globally competitive society Standards are intended to be a living work: as new and better evidence emerges, the Standards will be revised accordingly.

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Curriculum Changes in the United States The Common Core Standards (CCSS) K-12 Standards English Language Arts & Literacy, History/Social Studies, Science and Mathematics •  Integrate higher-order thinking skills as a means to achieving career

and college readiness for all students. •  Embed critical thinking, reasoning, communication and media/

information/technology literacy in English Language Arts and mathematics as key performance outcomes around which curricula and assessments should be focused.

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Common Core English Language Arts Standards

•  Standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects.

•  Standards specify the literacy skills and understandings required for

college and career readiness in multiple disciplines. •  read, write, speak, listen, and use language effectively in a variety

of content

•  Literacy standards for grade 6 and above are designed for ELA, history/social studies, science, and technical subjects •  Does not replace content standards in those areas but rather supplement them

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For the Common Core: Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language They demonstrate independence. They build strong content knowledge They respond to the varying demands of audience, task, purpose, and discipline. They comprehend as well as critique. They value evidence. They use technology and digital media strategically and capably.

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Fourth Grade English Language Arts Standards

Reading: RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Writing: W.4.9. Draw evidence from literary or informational texts to

support analysis, reflection, and research. Speaking and Listening SL.4.1. Engage effectively in a range of

collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

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Example: Mapping of a lesson plan from Common Core standards and 21st Century Skills (example from p21.org)

Task: Create a lesson using three standards from the Fourth grade Common Core that use 21st Century Skills

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Fourth Grade Standards

Reading: RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Writing: W.4.9. Draw evidence from literary or informational texts to

support analysis, reflection, and research. Speaking and Listening SL.4.1. Engage effectively in a range of

collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

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What is the desired student outcome?

Student Outcome: Students can frame, analyze and synthesize information from a range of texts in order to solve a problem and answer questions

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Design a task for students using the standards

Task: After reviewing profiles at an entrepreneurial microfinancing site such as www.kiva.org, students work in groups to research the economic and social impact of several proposals. Each group selects one proposal and creates a presentation to persuade classmates to choose that proposal. The class votes on the most persuasive proposal and creates an appropriate activity plan that might be used to raise the money to support the chosen proposal.

21st Century Skills Assessed Financial Literacy, Critical Thinking, Collaboration, Communication ,

Information Literacy, Creativity , Global Awareness 48

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Common Core Mathematics Standards

Mandate that eight principles of mathematical practice be taught: •  Make sense of problems and persevere in solving them. •  Reason abstractly and quantitatively. •  Construct viable arguments and critique the reasoning of others. •  Model with mathematics. •  Use appropriate tools strategically. •  Attend to precision. •  Look for and make use of structure. •  Look for and express regularity in repeated reasoning.

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An example: Seeds of Science/Roots of Reading (Cervetti et al., 2012) http://www.scienceandliteracy.org

Standards-based curriculum to support acquisition of science knowledge, inquiry strategies and argumentation skills. Do-it, Talk-it, Read-it, Write-it approach for grades 2-5 •  engages students in learning science concepts in depth, while

increasing their skills in reading, writing, and discussing as scientists do

•  Combines hands-on science activities with reading, writing and discussion

•  Foster deeper learning in cognitive domains while encouraging interpersonal and metacognitive competencies.

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http://www.scienceandliteracy.org/about/howisitbetter

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Other examples of educational reform

“Strong Performers and Successful Reformers in Education” series www.pearsonfoundation.org/OECD. Practices of educations systems that demonstrate improving performance on PISA tests

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Japan: Integrated Learning reform

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Challenge: Increase educational focus on creativity and innovation vs. rote learning Integrated Learning •  Required course: Period of integrated study •  Students study topics from different viewpoints •  draw links between what they observe.

Science and Mathematics More emphasis on experiential problem solving through observations,

experiments and project studies

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Some Useful Sources

Partnership for 21st Century skills: http://P21.org Education for Life and Work. National Research Council Report. National

Academies Press: http://nap.edu/catalog.php?record_id=13398 21st Century Skills and Competences for New Millennium Learners in OECD Countries http://www.oecd-ilibrary.org/education/21st-century-skills-and-competences-for-new-millennium-learners-in-oecd-countries_218525261154 Assessing 21st Century Skills: Research Findings. http://researchnetwork.pearson.com/wp-content/uploads/Assessing_21st_Century_Skills_NCME.pdf CDAAL RIN Update 17/Sept/12 54