Katie Dennis
CEP 416 Honors Project
Abstracts
CEP 416 Honors Project:
Book Review: 21st Century Skills: Learning for Life in Our Times
Brief Summary:
The process of learning is always changing and as the world around us changes,
education will continue to change with it. In the 21st Century Skills: Learning for Life in Our
Times Bernie Trilling and Charles Fadel address the shift that is happening in the education
system and how the 21st century skills movement will begin to transform the role of learning.
They discuss the foundation for the Partnership for 21st Century Skills (P21) that is used to guide
21st century education and dive into explaining these important skills. The book also introduces
two new models and designs of 21st century learning, the 21st Century Knowledge and Skills
Rainbow and Project Learning Bicycle Model. Each of these models demonstrate the skills,
framework, applications and for 21st century learning. The Rainbow model outlines the needed
outcomes for students in the 21st century, learning through core subjects and modern themes, and
encompassing these with the 21st century skills. These 21st century skills include; life and career
skills, learning and innovation skills, information, media, and technology skills. The other
model, the Bicycle model, serves as a visual for students and teachers to use while undergoing a
21st century learning project. Each part of the bicycle represents a different component of the
project process, the stages of a learning project, balance between controls of teacher and student,
difficulty of project, and support from outside resources such as school and the community. The
book also discusses how schools are beginning to implement and promote 21st century learning
in their own school systems. This promotion of the 21st century education can’t be accomplished
without the support systems of the school, Standards, Assessments, Curriculum and instruction,
Professional development, and Learning environments all collaborating by shifting to the 21st
century learning model. This book is intriguing and thought provoking and provides an in-depth
insight into the skills needed for a demanding 21st century education and changing world.
Chapter Abstracts:
Chapter 1: Learning Past and Future
Chapter one discusses the shift our economy has seen in production and the timeline of
education’s role and goals. In 1991, a big change happened and for the first time in history
money spent on information and communication technologies exceeded the money spent on
engines, machines, and other manufacturing items. This big change shifted our economy from
the Industrial Age production to the Knowledge Age economy, an economy that is information
driven, and globally networked (Fadel and Trilling, 2009, pg. 3). The difference between these
Katie Dennis
CEP 416 Honors Project
Abstracts
two economies is the outcome of the process. Industrial economies turn natural resources into
products we use, while knowledge economies use information, expertise, and technological
advances to turn them into services we need (Fadel and Trilling, 2009, pg. 4). The shift from
Industrial to Knowledge Age will place new demands on education as the 21st century moves
along. Teachers and professors need to prepare future workers and citizens to deal with future
challenges through education. However, students graduating from college aren’t being prepared
and there is a “21st century skills gap” (Fadel and Trilling, 2009, pg. 7). There are new 21st
century skills that workers must acquire before entering the Knowledge Age work force. These
essential skills for the 21st century are: the ability to quickly acquire and apply new knowledge,
and the know-how to apply essential 21st century skills-problem solving, communication,
teamwork, technology use, and innovation- to each and every project. Without these skills
students won’t be able to succeed in the Knowledge Age. Education’s role is to empower
students to contribute to work and society, exercise and develop personal talents, fulfill our civic
responsibilities, and carry traditions and values forward to younger generations. Therefore,
education should promote the 21st century skills in order to empower students and allow them to
meet their educational purpose and goals through the new advances in technology provided.
Chapter 2: The Perfect Learning Storm: Four Converging Forces
In Chapter 2 there are four forces that are discussed that are paving the way for new
forms of learning in the 21st century education system. Knowledge work, thinking tools, digital
lifestyles, and learning research are the four converging forces (Fadel and Trilling, 2009, pg. 21).
The first force is Knowledge Work and involves using technology while collaborating with team
members across locations in order to finish a project or group work. There is a need for welltrained workers that have the skills necessary to succeed in the Knowledge Age. The second
force is Thinking Tools and this force involves new tools found in knowledge workers’ toolkit
(Fadel and Trilling, 2009, pg. 25). In the 21st century the thinking tools are technology and
digital devices and services. In order to prepare students to work with these Thinking Tools,
education needs to promote the importance of understanding a new tool and then applying this
knowledge to solve other questions and problems. These thinking tools need to be used
efficiently and creatively. The third force is Digital Lifestyles and relates to the generation that
has grown up with technology and has it at their fingertips. Those who have grown up with
technology and digital media are often called “digital natives”, and those who had to learn how
to work technology later in life are called “digital immigrants” (Fadel and Trilling, 2009, pg.27).
This technology knowledge gives the “digital natives” a chance to teach their elders, parents and
teachers, about various forms of technology. “Digital natives” have developed common
attitudes, behaviors and expectations towards their future education and these keep them separate
from older generations. The last force is Learning Research. Learning Research relates to the
science of “learning about learning”. The science of learning can help meet our current
educational needs and involves authentic learning, mental model building, internal motivation,
Katie Dennis
CEP 416 Honors Project
Abstracts
multiple intelligences, and social learning. In order to meet these learning goals and
expectations, education needs to promote a balance between using traditional learning practices
and new learning practices. This will lead to students understanding the knowledge and the skills
to apply that specific knowledge to a range of questions and problems.
Chapter 3: Learning and Innovation Skills: Learning to Create Together
Chapter Three introduces the “21st Century Knowledge-and-Skills Rainbow” illustration
which is part of the P21 learning framework. The rainbow demonstrates the outcomes of
students needed for the Knowledge Age. The rainbow includes the traditional core subject areas
(reading, writing, language arts, mathematics, etc.), along with modern content subjects
(financial, health, and environmental literacy), and wrapped together by the 21st century skills.
These sets of skills include; Learning and innovation skills, Information, media, and technology
skills, and Life and career skills. Chapter three focuses on the skill of Learning and Innovation
and the subset skills that make it up. These subset skills are critical thinking and problem
solving, communication and collaboration, and creativity and innovation. Critical Thinking and
Problem is the first subset skill and can help increase motivation and improve learning outcomes.
Critical thinking skills involve the ability to remember, understand, apply, analyze, evaluate, and
create incoming information and knowledge. Critical thinking and problem solving is supported
by advanced technologies that allow easier access to resources and detailed information. The
next subset skill is Communication and Collaboration. In the 21st century communication takes
on a new level and digital tools provide a way for individuals to learn together through wider and
deeper communication and collaboration skills (emails, websites, etc.). Students must be able to
get their point across through a variety of contexts, communicate for different purposes, and
work with others effectively and productively. The last subset is Creativity and Innovation. The
21st demands new services, better processes, and improved products for the global economy.
Therefore, creativity and innovation in problem solving is desired for students and needed in the
changing Knowledge Age. Previous to the Knowledge Age, education was focused on facts and
test taking, now there is a turn towards creativity and inventing new ways to solve problems or
create a new product or piece of art. Education should promote new ideas, trust, and patience in
order to increase students’ desire to try new ideas and spark their creativity in learning.
Chapter 4: Digital Literacy Skills: Info-Savvy, Media-Fluent, Tech-Tuned
Chapter four discusses the second 21st century set of skills, the Information, Media, and
Technology skills. With the easy access of social media at any students’ grasp, it’s imperative
that students learn the skills to appropriately access and use social media in order to avoid
restricted websites and harmful social network sites. Information, Media, and Technology skills
are divided into three subset skills; information literacy, media literacy and information and
communication literacy. Information Literacy involves accessing information, evaluating
information, and using information competently and creatively. Students should understand how
Katie Dennis
CEP 416 Honors Project
Abstracts
different types of media are used to communicate messages and how to create effective messages
in a variety of technology and media. The next subset skill is Media Literacy. Students living in
the 21st century need to understand how to apply media resources and to use media creation tools
to create an intriguing project. Overall, they need to be comfortable analyzing and creating
media products. The last subset is Information and communication technologies. This subset
skill involves applying technology effectively. Organizations and researchers have worked hard
to bring in the tools of Information and communication technologies and make the tools geared
towards learning through the technology and being incorporated into school systems.
Chapter 5: Career and Life Skills
In chapter five the career and life skills of the P21 learning framework are highlighted
and defined as important skills for the Knowledge Age work force. The first career and life skill
is flexibility and adaptability. With the fast pace world of technology and changing times,
learners need to be able to adapt to new ways of learning, interacting, and communicating (Fadel
and Trilling, 2009, pg. 74). Adapting to a situation by looking at a problem in a different way
can result in creative and fresh new solutions for the 21st century world (Fadel and Trilling, 2009,
pg. 76). Students need to be prepared to be flexible and to adapt in situations or projects where
an expected problem can arise and a new plan needs to be developed. The second career and life
skill is initiative and self-direction. In the constant and rapid pace of the working world, workers
must be self-motivated and ready to use their own initiative to complete projects and goals
(Fadel and Trilling, 2009, pg. 78). A goal of education should be to encourage students to
become more independent as learners and be able to manage individual goals and time in order
to prepare them for the 21st century changing world.
This can be done through technology
which allows access to tools for researching online and with activities such as mentorships,
internships, and community service projects (Fadel and Trilling, 2009, pg. 79). The third skill is
social and cross cultural interaction. Due to the ability to connect with others around the globe
due to new technology such as emailing and web chatting, work teams are becoming more
diverse. Students need to learn how to work effectively and respectfully with all team members
no matter what their cultural background (Fadel and Trilling, 2009, pg. 80). Educators can
provide students with methods for conflict resolution and instructions for drafting a team
contract before starting a project (Fadel and Trilling, 2009, pg. 80). These methods will help
promote more pro-social learning environments and encourage students to interact with other
students appropriately and respectfully. The fourth skill is productivity and accountability. In
order to succeed in school and the 21st century work field, students need to develop setting and
meeting goals, prioritizing work, and time management (Fadel and Trilling, 2009, pg. 82). These
skills should be applied to work and learning projects through students ability to productively
manage products and then produce accurate results. With the introduction of new technology,
the task of accountability diminishes because of resources available for sharing of work done.
The last career and life skill is leadership and responsibility. In order to be successful in the 21st
Katie Dennis
CEP 416 Honors Project
Abstracts
century working world students should learn how to guide and lead others while working
towards an overall goal and demonstrate responsibility within a group setting. A model called
the “studio model” allows students chances to learn leadership skills and take on new
responsibilities. The “studio model” involves individuals working on a collaborating on a
project, dividing up the work, taking on roles that relate to individual strengths, and all
contributing to a creative outcome and results (Fadel and Trilling, 2009, pg. 85). The five career
and life skills addressed are able to be paired with new technology tools of the 21st century and
applied to problems of the Knowledge Age.
Chapter 6: 21st Century Learning and Teaching
Chapter six discusses two key tools needed to support a 21st century approach to learning
and teaching, Questions (along with the process to uncover their answers) and Problems (along
with the inventing of their possible solutions (Fadel and Trilling, 2009, pg. 90). Questions and
Problems are powerful learning tools, are the center for learning, and have a long timeline of use.
In relation to modern technologies, problems have been the motivator for helping create and
evolve these products and results. These two key tools, questions and problems, are the basis for
the two most powerful approaches for gaining new knowledge; science and engineering (Fadel
and Trilling, 2009, pg. 91). The tool of questioning is involved in the scientific experimental
method, which is used to discover and understand answers to questions. The tool of problems
relates to the engineering design method which is used to design, build, and test solutions to their
problems (Fadel and Trilling, 2009, pg. 91). These two methods, scientific and engineering,
have been applied to the 21st century time and have helped gain new knowledge and skills. In an
education perspective questions and problems are real motivators for learning. Students love
asking “why” type questions in order to gain new knowledge. Students also ask “how can we?”
questions that allow for an attempt at finding a solution for an arising problem. These two
questions, “why” and “how can we”, allow students to deepen their understanding and provide
opportunities for new learning experiences. Education should promote open-ended questions
and pose intriguing problems for students in order to motivate their learning. Two learning
methods based off of these tools are inquiry based learning and design-based learning. The
inquiry based learning method is based off the power of questions and the design based learning
method used the power of finding solutions to problems (Fadel and Trilling, 2009, pg. 94).
When these methods are combined with previous ways of acquiring content knowledge and basic
skills along with new technology tools and resources, they continue to promote a 21st century
approach to learning.
Chapter 7: Powerful Learning: Proven Practices and Researched Results
Chapter Seven introduces the Project Learning Bicycle, this model promotes the parts
and steps of a successful learning project that is geared towards the 21st century skills. On the
visual model of the Bicycle, each piece is labeled with a part of a successful and strong learning
Katie Dennis
CEP 416 Honors Project
Abstracts
project. The two wheels of the Bicycle represent the four project phases. These phases include;
define the question, plan the procedures and steps of the project, do the hard work that is needed
to efficiently complete the project, and review the project results through evaluations, feedbacks,
or project fairs. The two different wheels on the Bicycle represent the stages of the project for
each the student and the teacher. The teacher wheel involves more immediate planning while the
student wheel involves more doing of the project. However, both the teacher and student
collaborate and are involved in all the phases of the learning project. The next part of the Project
Learning Bicycle model is the frame of the bike that holds the bike together and supports the
members of the project team. The bicycle frame represents the whole learning project, the
handlebars are the question or problem being solved in the project and are used to “steer and
guide the project forward” (Fadel and Trilling, 2009, pg. 100). The learning equipment such as
internet access for online research is the gearshift, the gears, and chain of the bicycle. The
cyclometer is the continuous assessment of student learning during the project such as lab reports
or observations (Fadel and Trilling, 2009, pg. 101). Finally, the bike’s pedals and hand brakes
represent the time management of the project. The Bicycle model includes another component,
the road the project is traveling on. The incline of this road demonstrates the challenges of the
project and problems that might be present (Fadel and Trilling, pg. 101). The balance of the
Bicycle is another component of the learning project model. If the teacher is taking too much
control of the project the bike leans to the left, if the students aren’t given enough direction and
chaos ensues the bike will tilt to the right (Fadel and Trilling, 2009, pg. 101). Two other forces
that impact the model are the support or lack of support from the school and community. If the
school and community are supportive of the learning project they are the tail wind on the bike
and move the project forward (Fadel and Trilling, 2009, pg. 101). However, if the school or
community doesn’t support the project, this is a headwind on the Bicycle that can hinder its
direction forward (Fadel and Trilling, 2009, pg. 101). The destination of the Bicycle model is
acquiring the 21st century skills through the learning experience.
As 21st century skills are developed through the Project Learning Bicycle model,
creativity and innovation comes into play. An important education goal of the 21st century will
be to build, invent, and create new ways to solve problems, design projects and develop creative
skills. Through these goals, educators can prepare students for careers that don’t exist and for
work they will encounter in the future (Fadel and Trilling, 2009, pg. 104-105). Through learning
projects centered on the Project Learning Bicycle model, students will be able to practice and
develop creative skills. The Project Learning Bicycle model has proven by research to be
successful in helping students gain new knowledge and continue to work towards the 21st century
skills. As seen through research of learning approaches based on inquiry and design methods of
teaching and learning there are four approaches that show positive results. Collaborative small
group learning, project learning methods, problem based learning, and design-based learning, all
have proven to increase motivation levels, improve social interactions, increased work habits,
and positive attitudes towards learning (Fadel and Trilling, 2009, pg.108- 113). In order for
Katie Dennis
CEP 416 Honors Project
Abstracts
collaborative learning and learning approaches to be successful among learners, educators must
select cooperative team members, choose group activities that promote new viewpoints of all
members, and encourage positive discussion among all team members.
Chapter 8: Retooling Schooling: Reshaping Support Systems
Chapter eight discusses how school systems are gearing their educational systems
towards the 21st century direction. This chapter also addresses how the support systems of
schools, Standards, Assessments, Curriculum and Instruction, Professional Development, and
Learning Environments, are all working together to promote 21st century learning. Six principles
have appeared that travel towards a 21st century education system. These principles are; vision,
coordination, official policy, leadership, learning technology, and teacher learning (Fadel and
Trilling, 2009, pg. 121). The vision principle involves a common goal that is shared among
teachers, administrators, government officials, the business community, parents, and students
(Fadel and Trilling, 2009, pg. 122). This shared goal is used to instill a long-term commitment
to chance the education system to a 21st century education experience. The coordination
principle is related to all the support systems, standards, assessment, curriculum and instruction,
professional development, and learning environments, working together in order to encourage
21st century learning. All support systems must work and interact as one because changes in one
system without the other systems changing will result in the change failing. The official policy
principle is the incorporation of 21st century education improvements into the schools policy
documents, learning standards, and the assessment and accountability practices (Fadel and
Trilling, 2009, pg. 123). The leadership principle involves authority and decision making being
placed in the hands of an educator who is able to make these important decisions. Technology
must also be used to communicate and inform about changes and decisions being made. The
learning technology principle focuses on the ability of the school to provide students with
Internet access, computers, and other learning technology devices that will encourage 21st
century education goals. The teacher learning principle is the commitment of the teachers to
become 21st century learners and continue to build knowledge about the learning technology
tools available.
As schools make the transformation towards 21st century learning, support systems found
in schools are changing and shifting. The first support system, standards, is the document that
instructs teachers what their students should be learning and what they should know by a specific
grade level (Fadel and Trilling, 2009, pg. 126). In the 21st century education system, standards
should include what students should be able to do with the learned content. The 21st century
standard wants to ensure the students can apply the content to other areas, projects, and work.
In previous school systems, the “teach to the test” trend has been the common teaching practice
(Fadel and Trilling, 2009, pg. 128). Teachers are often worried about getting through the
assigned topics and information that is found on standardized tests. This method allows little
Katie Dennis
CEP 416 Honors Project
Abstracts
room for diving into topics and learning deeper meanings. In the 21st century education system
standards should focus on “real-world problems that promote learning across the disciplines
using 21st century themes and interdisciplinary issues” (Fadel and Trilling, 2009 pg. 129). The
second support system is assessments. Assessments are used to provide feedback to both
students and teachers on how they are meeting the needed 21st century learning objectives.
Assessment practice needs to include “the measurement of essential 21st century skills and the
deeper understandings and applied knowledge that can come from rigorous learning projects”
(Fadel and Trilling, 2009, pg. 131). In order to accurately assess students there needs to be a
balance between the two types of assessments, summative and formative. Summative
assessments are known as the after-instruction tests and formative assessments are the duringinstruction tests (Fadel and Trilling, 2009, pg. 130). Therefore, better summative and formative
tests need to be able to measure content knowledge, basic skills, higher order thinking skills,
deeper understanding, and 21st century skills performance (Fadel and Trilling, 2009, pg. 132).
The third support system is curriculum and instruction. School systems need to develop a
curriculum that includes the learning methods of inquiry, design, and collaborative learning
projects combined with direct instruction. Education systems can start out by having 50 percent
class time focused on inquiry, design, and collaborative project learning and 50 percent on
traditional methods of instruction. This will allow for instruction to begin moving towards the
context of questions and problems and progress towards a 21st century curriculum model. The
fourth support system is teacher professional development. Essentially teachers are the leaders
in this new push for the 21st century education system because they are the ones interacting with
students every day. In order to continue to promote the 21st century education system, teachers
need to be equipped with the knowledge and skills to promote this new education system (Fadel
and Trilling, 2009, pg. 136). To prepare teachers to incorporate the 21st century learning
methods, skills, and technology use into their classrooms, teacher professional development days
and programs are needed in schools. The final support system is learning environments. To
promote a 21st century education system, the right environment is needed in the school and
classroom. This environment includes educational technology tools, community involvement,
positive social interactions, and new learning structures. This new environment for 21st century
learning continues to involve changes in educational use of space and time, technology, and
communities and leadership (Fadel and Trilling, 2009, pg. 139).
As the outside world continues to change and new information and technology is
developed schools will need to work hard to continue to support 21st century learning even
among changes. 21st century learning is viewed as “using the best methods available to produce
a wide variety of experts with deep understanding and the ability to successfully apply what they
know to the important questions and problems of our times” (Fadel and Trilling, 2009, pg. 146).
So, as times change and shift in the world, learners may begin to move from the p21 rainbow
model and begin fit into a more central or “holistic” model that puts the earner at the center of
learning support. The “whole learner” is at the center and is surrounded by the social sphere of
Katie Dennis
CEP 416 Honors Project
Abstracts
students, parents, and teachers. The next surrounding rings include, whole learning
environments, learning communities and learning societies (Fadel and Trilling, 2009, pg. 148).
With the support systems from schools and social support, learners will continue to incorporate
learning into all aspects of their life.
Chapter 9: Conclusion: Learning for Life- Building a Better World
Chapter nine highlights the vision and future of 21st century learning in the education
system and how it will apply to the ever changing world. We live in a world where borders and
boundaries that use to restrict communication and collaboration are being broken and through
technology societies are being connected globally. In order to succeed and prosper in future
times and communities, education needs to continue to implement 21st century learning. We
need 21st century learners that will turn into workers that will combat future problems involving
economies, communications, and technology. As various countries begin to invest in ways that
continue to promote 21st century learning, school systems can learn from one another. This
global cooperation leads to a global learning network and eventually allow for learning without
borders (Fadel and Trilling, 2009, pg. 153). As the world continues to change educators need to
provide the opportunities for students to work independently and have the confidence they will
succeed. As time has shown, “students prove that they can dive into the depths of a real-world
problem, apply their 21st century skills to devise innovative solutions, and become experts on the
subject, all at the same time” (Fadel and Triling, 2009, pg. 156). As 21st century learners begin
to enter the world they will discover the global and local problems that face the world and their
homes. Education, economy, equity, energy, and environment are all topics that the 21st century
faces at the home and global level (Fadel and Trilling, 2009, pg. 156). Found at the center of
these problems is quality of life for citizens of the 21st century. If education systems continue to
supply and provide students with 21st century learning skills, learning methods, and real-life
application practices, students will be fully equipped to face the 21st century.
Works Cited:
Trilling, Bernie, and Charles Fadel. 21st Century Skills: Learning for Life in Our Times. San Francisco:
Jossey-Bass, 2009. Print