21st Century Skills and Core Subjects
March 6, 2010 – Session 1251
ASCD, San Antonio, TX
Valerie Greenhill, Moderator
Michael Blakeslee
Charlie Fitzpatrick
Dave Schroeter
Overview
• Who is the Partnership?
• What is the Framework for 21st
Century Learning?
• Current Initiatives
• 21st Century Skills Maps
WE MUST FUSE THE THREE “R”s
WITH THE FOUR “C”s.
P21 Members
P21 members are unanimous!
The three “R”s aren’t enough
in the 21st century.
Overview
• Who is the Partnership?
• What is the Framework for 21st
Century Learning?
• Current Initiatives
• 21st Century Skills Maps
The four “C”s
• Critical thinking and problem solving
• Communication
• Collaboration
• Creativity and innovation
As the three “R”s serve as an umbrella for other
subjects, the four “C”s do for other skills.
The four “C”s are a student’s
ticket up the economic ladder
in the 21st century.
20th Century Education Model
21st Century Skills Framework
The Framework for 21st Century Learning describes the skills,
knowledge and expertise students must master to succeed in
work and life.
Framework for 21st Century Learning
Overview
• Who is the Partnership?
• What is the Framework for 21st
Century Learning?
• Current Initiatives
• 21st Century Skills Maps
P21 State Leadership Initiative
Current State Partners
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Arizona
Illinois
Iowa
Kansas
Louisiana
Maine
Massachusetts
Nevada
New Jersey
North Carolina
Ohio
South Dakota
West Virginia
Wisconsin
Overview
• Who is the Partnership?
• What is the Framework for 21st
Century Learning?
• Current Initiatives
• 21st Century Skills Maps
21st Century Skills Maps
Raise 21st Century Skills Awareness:
• Social Studies (August 2008)
• English (November 2008)
• Science (June 2009)
• Geography (June 2009)
• Arts (2010)
Core Content Maps
The maps are designed to:
• Raise awareness about the intersections between
core subjects and 21st century skills
• Provide examples of what it looks like to teach
these skills in a core subject classroom
The audience for the maps:
• Educators
• Administrators
• Policymakers
Arts Content Map
Michael Blakeslee
MENC
mikeb@menc.org
Arts Content Map
Who is involved in preparing the Map?
• 6 professional education associations:
•for music: MENC
•for the visual arts: NAEA
•for theatre: AATE and EdTA
•for dance: NDA and NDEO
•155 individual and organizational
respondents
Arts Content Map
What is the potential benefit for
students?
• Clarifying to decision-makers the real stakes
involved in supporting arts education in our schools
• Giving school administrators a better grasp on the
ways the arts work in the overall curriculum to
educate the whole child
• Helping teachers focus their practices, using the
inherent qualities of the arts to engage students and
build the skills they need for success
Arts Content Map
Critical Thinking and Problem Solving
Music students individually come up with
different ways to interpret the same musical
passage.
Students then compare the
various interpretations and
determine which one best
communicates the intent of
the composer.
Arts Content Map
Communication
Students tell the same story three times, once
with words only, once with physical movements
only, and once with both.
Arts Content Map
Collaboration
Working together, students share the different
responsibilities needed to produce a one-act play.
They collaboratively assign specific roles as
roles as costumer, set
designer, actor, etc.,
and in these roles,
analyze a script and
agree on an
interpretation that will
bring the play to life.
Arts Content Map
Creativity
Students produce multiple sketches for an idea
of their choice, related to themselves and the
world around them, select and
refine one idea from
among their ideas to
create a painting of
the idea, and revise
the painting during
the creative process.
Arts Content Map
Innovation
After studying a particular composer’s work,
students compose a theme and then create
variations on that theme in the style of that
composer. They notate their compositions
using electronic software;
orchestrate their compositions
using a variety of sound sources
(synthesized or acoustic); and
publish their compositions in a
class book for other students to
check out, listen to, and perform.
Arts Content Map
Information Literacy
Students devise guiding questions and conduct
interviews with local immigrants about the obstacles
they faced in coming to the United States and their
transition once they arrived. They transcribe the
immigration stories an use these as a basis to write,
edit, and perform original monologues
based on their ethnographic
research. Throughout the
process, students reflect on
the ethical implications of
representation and identity
inherent in the process.
Arts Content Map
Media Literacy
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, then create a
soundtrack for a new
video clip that supports
its intended message.
Arts Content Map
Information, Communication and
Technology Literacy
Students research, design, and create a multimedia
presentation to be used as part of
an original devised
production about the
civil rights movement
including historical photos,
graphic design, video,
music, and sound effects.
Arts Content Map
Initiative and Self-Direction
Dance students create a yearlong plan for selfimprovement in regard to their artistry, physical
ability, and emotional and physical wellness over a
period of time. They independently follow/monitor
the plan using established benchmarks.
Arts Content Map
Flexibility and Adaptability
Students learn to accept responsibility and perform
effectively in distinct roles: solo performer who
makes all musical decisions,
member in a small
ensemble in which they
collaborate on decisionmaking, and membership
in a large ensemble in
which the majority of
global decisions are made
by a conductor.
Arts Content Map
Productivity and Accountability
Students, with minimal supervision, prepare and
deliver a performance, sharing responsibility for all
aspects of a theatrical production:
design, casting,
production, budgeting,
rehearsal scheduling, and
reviewing each rehearsal
and performance to
enable continuous
improvement.
Arts Content Map
Social and Cross-cultural Skills
Students create a lecturedemonstration on a dance
of their own or another
culture, and facilitate a
discussion with the audience
about what dance reveals
about the culture.
Geography Content Map
st
21
Century Skills
Geography
Charlie Fitzpatrick
ESRI K-12 Education Mgr
cfitzpatrick@esri.com
Geography Content Map
Geography is:
• What’s where?
• Why is it there?
• So what?
Geographic lenses in P21
• Scholarship
• Stewardship
• Citizenship
Geography Content Map
1. Find and evaluate data
2. Integrate data of diverse content, format, and sources
3. Use geospatial technology (geographic information
system [GIS], global positioning system [GPS], remote
sensing [RS]) to display or generate data, analyze it,
and convert it into information
4. Seek and explore relationships between things
5. Use information to understand and address problems at
a range of scales
6. Use tools to facilitate communication
7. Learn new tools, techniques, strategies, relationships,
background info
8. Collaborate
Geography Content Map
Geography Content Map
JOBS!
A/E/C
Business
Defense & Intelligence
Education
Government
Health & Human Services
Natural Resources
Public Safety
Transportation
Utilities & Communication
Teaching Core Subjects
Through 21st Century Themes
Dave Schroeter
Gale, Cengage Learning
David.Schroeter@cengage.com
Core Subjects and
21st Century Themes
• English, reading or
language arts
• World languages
• Arts
• Mathematics
• Economics
• Science
• Geography
• History
• Government and Civics
• Global Awareness
• Financial, economic,
business and
entrepreneurial literacy
• Civic Literacy
• Health Literacy
• Environmental Literacy
The Old Man and the Storm
The Old Man and the Storm
• 3 – 4 day lesson that introduces
students to the American
Government concept of Federalism
• Uses the backdrop of post-hurricane
Katrina New Orleans to introduce the
subject
• Capitalizes on the instructor’s
personal connection to New Orleans
• Uses primary source (video and text)
throughout the lesson
Day 1 Sample
•
What fears did the citizens of New Orleans have
about the Rebuilt City Commission? What
eventually became of the commission?
•
What problems and hardships did Mr. Gettridge
face in rebuilding his home?
•
What role did the federal government play in
helping rebuild New Orleans? Why to some,
may their efforts seem contradictory to their
promises made shortly after the storm?
•
Explain how the Road Home Project worked for
the residents of New Orleans.
•
How has “homesickness” impacted both the
people the people displaced by Hurricane Katrina
and those that have remained after the
devastation?
Day 2 Sample Topics
•
Summarize the major problems associated with the
Road Home Project.
•
What was the federal government’s rationale for not
bailing out Entergy? In your opinion, what made them
change their stance in the Fall of 2008 with their
bailouts of the banks and auto industry?
•
How did the Stafford Act effect the rebuilding of the
high school? How did the school come to symbolize
the fight between the state and federal governments?
•
List some of the roadblocks that faced by the Road
Home Project.
•
Why can we consider the homecoming for Mrs.
Gettridge to be bittersweet?
•
Explain how Mr. Gettridge’s demeanor changed from
the beginning of the documentary until the end?
Day 3 Sample Topics
•
•
•
•
In what way did the mainstream media distort the
public’s perception of Hurricane Katrina? Who did the
media focus their blame on?
In a September 2005 interview with Sen. Landrieu of LA,
CNN focused one major question: Who are you angry at?
Explain how each individual, or those associated with,
were seen at fault for the hurricane.
– President George W. Bush
– Louisiana Governor Kathleen Blanco
– New Orleans Mayor Ray Nagin
What were the issues and problems associated with the
rebuilding of the largely black and poor Lower Ninth Ward
in New Orleans?
In trying to understand blame for Katrina, the author
concludes with valuable insight. “We are, or should be,
masters of our existence, and we should never tolerate
real or perceived lapses in that mastery.” Citing
examples from the article, as well as your own thoughts,
what is the significance of this quote?
21st Century Learning
Core Content
Government and Civics
History
Economics
21st Century Themes
Civic Literacy
Global Awareness
21st Century Skills
Critical Thinking
Communication and Collaboration
Information Literacy
Media Literacy
Extreme Makeover – Home Edition
Extreme Makeover
• 6th grade class broken into groups of 5
• Given the assignment of “remodeling” an existing
home (carpet, paint, lights, etc…)
• Group must assign a general contractor
• Each team member “assigned a room”
• Group given a defined budget
• Must agree on color scheme, style, etc…
• “Field trip” to Home Depot to cost out materials.
• Must use Excel to outline budget
21st Century Learning
Core Content
Mathematics
Economics
21st Century Themes
Financial Literacy
21st Century Skils
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
ICT Literacy
Flexibility and Adaptability
Initiative and Self Direction
Productivity and Accountability
Leadership and Responsibility
Contact Us
Valerie Greenhill
vgreenhill@eluminategroup.com
Twitter: val_green
177 North Church Ave.
Suite 305
Tucson, AZ 85701
(520) 623-2466
www.21stcenturyskills.org