21st Century Skills to Prepare Learners

for the Future

4 C’s
Learning and Innovation skills

 Learning and innovation skills are being

recognized as the skills that separate
students who are prepared for complex
life and work environments in the 21st
century.
 A focus on collaboration, communication,
creativity and critical thinking is essential
to prepare students for the future.
These fundamental skills are gained
through experience, and they include
 What is Collaboration?
Collaboration occurs when two or more
people work together to accomplish a
shared, common goal-teaming up to meet
that defined goal.
The old saying “Two heads are
better than one” is often
true. More knowledge, ideas,
and creativity can be found in
two, three, four, or ten brains
than in one.
Common Collaborative Abilities

 Allocating
resources and
responsibilities
 Brainstorming ideas in a group
 Resolving conflict
 Team building
COMMUNICATION
Read aloud the following colors as fast as you can:
Now quickly read aloud the colors of the following words ... not the words
themselves, but the colors in which the words are shown:

red gr een
blue orange
black blue
yellow gray
red pink
Common Communication
Abilities

Analyzing the situation

Evaluating Messages
Listening Actively
 What Is Creativity?

Creativity is the bringing into being of

something which did not exist before, either
as a product, a process or a thought.
Creativity is the ability to produce new,
diverse and unique ideas. Thinking creatively
means looking at things from a different
perspective and not be restricted by rules,
customs, or norms.
There are nine people in this picture. Inspect the picture and see
how
many can you find.
• If you find 6, you have an ordinary power of
observation.
• Find 7, you have an above average power of
observation.
• Find 8, you are very observant. Congratulate
yourself.
• Find 9, you ar e ext r emely obser vant . You ar e very int uit ive
and
creative.
Main Creative Abilities
 Brainstorming Ideas
 Creating Something
 Entertaining Others
 Imagining Ideas
 Improvising a Solution
 Innovating
 Problem Solving
 Questioning Actively
Critical thinking is investigating issues
that are not always clearly defined and
have no clear-cut answers by asking
significant questions and exploring
different solutions. Critical thinking helps
evaluate ideas and add value to them by
identifying the most reasonable ones or
ones most likely to succeed.
 Critical Thinking
Critical thinking involves logical thinking and
reasoning including skills such as comparison,
classification, sequencing, cause/effect,
patterning, webbing, analogies, deductive and
inductive reasoning, forecasting, planning,
hypothesizing, and critiquing.
Critical thinking is a skill that we can teach to our
students. It draws on other skills, such as
communication and information literacy, to explore
a problem, then analyze, explain, and evaluate it.

Critical thinking has long been a valued skill

in society. Today, every student not just the
academically advanced needs it. While
critical thinking and problem solving used
to be the domain of gifted students, now it’s
a critical domain for every student.
 Today’s students need to develop
critical thinking skills by learning to:

Use different kinds of reasoning, such as deductive

and inductive, to understand a situation.
Analyze complex systems and understand how
their interconnected parts support the systems.
Gather relevant information.
Ask important questions that clarify points of view
and help solve problems.
Make decisions by selecting appropriate criteria
and identifying alternatives to make reliable
choices.
 Table 1c. Primary Skills to be Honed in learners by SHS Core Subject
SHS CORE SUBJECTS PRIMARY SKILLS TO BE HONED IN LEARNERS

Earth & Life Science Communication Problem Solving

English (Reading & Writing) Communication Critical Planning, Organizing
Planning, Organizing,
English (Oral Com) Communication Critical & Creative
Initiative
Research & Problem
Filipino Communication
Solving
Systhematic, Logical,
General Mathematics Reflective, Creative &
Innovation Problem Solving
Communication &
Media Information Literacy
Technology Creative & Critical
Planning, Organizing,
Innovation, Risk-
Personal Development Communication Critical Problem Solving taking, Self-
management,
Leadership
Planning, Organizing,
Philosophy Creative & Critical Problem Solving
Initiative

Physical Science (Chemistry)

Communication & Technology
Creative & Critical Problem Solving

Problem Solving &

Physical Science (Physics)
Research
Teamwork, Planning,
P.E Communication Critical Problem Solving
Organizing
Statistics & Probability Communication Problem Solving
21st Century Literature Communication Creative & Critical
UCSP Communication Critical Problem Solving Collaborating
The teaching of collaboration, communication,
creativity, and critical thinking are not new concepts
for educators. In fact, they are the basis of great
teaching, and most teachers aspire to teach in a
manner that incorporates these strategies.

It is clear that the “Four C’s” need to be fully

integrated into classrooms, schools, and districts
around the country to produce citizens and
employees adequately prepared for the 21st century.
Alignment Framework
Why teach?
How to assess and evaluate?
 Goal in teaching
the course How to teach?
 Nature of the
course What to teach?
 Role of the
course in
attaining the  Appropriate
mission of the assessment &  Appropriate
university (
evaluation teaching
preparing  Scope and
students carry mechanism strategies & sequence
out the Core technique of topics
Curriculum
Learning
Outcomes)

Aligned Classroom Instruction Delivery (ACID) Plan

CIDAM format
 Parts of the Teaching Guide

I. INTRODUCTION – Performance Standard

II. MOTIVATION- Performance Standard
III. INSTRUCTION/ DELIVERY – Highest Enabling
Strategy to use, Learning Competencies, Higher
Thinking Skills to Assess
IV. PRACTICE – Culminating Performance Standard,
Performance Task, Higher Thinking Skills to Assess
V. ENRICHMENT
VI. EVALUATION
Aligned Classroom Instruction Delivery
Plan

Aligned Classroom Instruction delivery Plan (ACID

Plan) assures and shows alignment of all the
elements of curriculum instructional objectives,
content, strategies and assessment. It is a way
employing the curriculum guides. It is made
concrete in the form of Classroom Instruction
Delivery Alignment Map ( CIDAM)
 KUD IN Relation to RBT
Note: K U D is used in unpacking the learning standards by classifying learning
competencies and performance standards as Knowing, Understanding and
Doing.

KUD Classification Levels of thinking (RBT)

Doing Creating ( Can you generate new products, ideas or ways

of viewing things?)
Evaluating ( Can you justify a decision or course of
action?)
Understanding Analyzing ( Can you break information into parts to
explore understanding and relationships?)
Applying ( Can you use the information in another
familiar situation?)
Knowing Understanding ( Can you explain ideas or concepts?)

Remembering ( Can you recall information?)

Higher Order Thinking Skills
Creating – Designing, constructing, planning, Inventing,
devising, making
Evaluating – Checking, hypothesizing, critiquing,
experimenting, judging, testing, detecting, monitoring.
Analyzing – Comparing, organizing, deconstructing,
attributing, outlining, finding, structuring.

Low Order Thinking Skills

Applying – implementing, carrying out, using, executing
Understanding – Interpreting, exemplifying, summarizing, inferring,
paraphrasing, classifying, comparing, explaining
Remembering – Recognizing, listing, describing, identifying,
retrieving, naming.
KUD Review

If you ask students a question based on your objective and

there is/are:

Only one answer = Knowledge

Several possible answers = Understanding

 Performance Task

“ Allows learners to show what they know are able to do in diverse ways.
They may create or innovate products or do performance based tasks.”

-DepEd Order No. 8 S.2015

Performance Task

Thus, students are not just expected to understand but

they should be able to demonstrate or provide evidence of
that understanding.

Students are expected to produce performance as evidence

that they can transfer or use their learning in real life
situations.
K12 wanted to produce a 4 Exits
Ready completers

 Subjects must be taught to develop

the necessary skills for these exits
- our Classroom instruction must
focus on honing those skills.