for Special Topic

1. WHAT SKILLS DO YOU NEED
FOR THE 21ST CENTURY? ARE
YOU READY?
TOPIC: 21ST CENTURY SKILLS OF TEACHERS
NCBTS: DOMAIN 7-PERSONAL AND PROFESSIONAL
COMPETENCIES OF TEACHERS

2. At the end of this module, the learner
should be able to:
Identify the different skills teachers need in the 21st
century;
Discuss the importance of each skill and how it can be
applied in the teaching- learning process;
Participate actively in the discussion; and,
Write a pledge/commitment on becoming a twenty-first
century teachers.
What
do I
need
to
learn
?

3. What do 21st century educators have to learn
to make learning more fun and enjoyable?
What are the ideal traits that characterize the A-1 teacher of
the 21st century? What do teachers need to do to be attuned with to
the paradigm shifts in education? These shifts that are present in
the educational system revolve around these areas:
The learner
The access to various forms of information
The ability to network
The emergence of a new breed of teachers
The 21st century teachers perform various roles which are
really very different from the traditional or classic educator.
What
do I
need
to
know
?

4. The risk
taker
The
Adopto
21st
Century
Teacher
The
Collaborat
or
The
model
The
leader
The
visionary
The
learner
The
communi
cator
r
Andrew
Churches
illustrates a
detailed
picture of the
new breed of
educators.

5. TRAITS CHARACTERISTICS
 The ADAPTOR – Able to adapt the curriculum and the requirements in innovative
and creative ways.
 The VISIONARY – Able to see across the disciplines and through the curricula.
– Able to use energizing tools and web technologies.
– Able to see ideas and use these in his/her classes.
 The LEARNER – Able to continue learning and absorb experiences and
knowledge; and,
– Must endeavor to stay current.
 The COMMUNICATOR – Is fluent in tools and technologies for communication and
collaboration.
 The LEADER – Able to lead in the process of ICT integration.
 The MODEL – Able to exemplify model behaviors that one expects from
his/her students.
– Able to model tolerance, global awareness and reflective
practice.
 The COLLABORATOR – Able to use collaboration tools to enhance and motivate learners
to share, contribute, adapt and invent.

6. According to the partnership for 21st century skills,
these are the teaching skills we need to include:
Information, media literacy and communication skills
Thinking and problem-solving
Interpersonal, collaborative and self-direction skills
Global awareness
Economic and business literacy including
entrepreneurial skills
Civic literacy

7. The core of John Dewey’s philosophy is learning by doing.
Teachers don’t want to teach the theories and principles alone but to
apply these learnings in their daily life.
With all the varied resources available today, the learners get
closer to the sources of information than they could before. The
stress on problem-solving and critical thinking is really vital in the
teaching-learning process. Group work and social skills play a vital
role in the functioning of a globalized economy. The students need
to learn through collaborative learning projects.
Social community and integrating community-based projects into
curriculum enhance/enrich students’ awareness of life beyond

8. As 21st century educators, Tony Wagner in his book, The Global Achievement
Gap stresses the seven survival skills:
Seven
Survival
Skills
Collaboration
Across Networks
and Learning by
Influence
Critical Thinking
and Problem
Solving
Agility and
Adaptability
Initiative and
Entrepreneurnalis
m
Effective Oral
Communication
Accessing and
Analyzing
Information
Curiosity and
Imagination

9.  Wagner cited that today’s learners are called digital learners and today’s
teachers are digital immigrants.
With the changes in the educational system, education must be structured
to meet the needs of students in the 21st century. The terms, school, teacher,
learner and curriculum have evolved to have different meanings.
Old Paradigm New Paradigm
School
• “buildings” • Nerve centers
• Walls are transparent
• Connecting teachers, students and
community to the wealth of knowledge
that exists in the world.
Teacher
• Dispenser of Knowledge • Orchestrator of learning
• Help students to turn information into
knowledge, knowledge to wisdom.
Learner
• Young person who goes
to school and spends
time in certain courses:
receives grades and
graduates
Learners are seen in a new context:
• Helping them see how they prepare for
life in the real world
• Instilling curiosity for life-long learning

10. • Being flexible in how we teach.
• Exciting learners to become
resourceful so that they continue
learning after schooling.
Curriculum • Teacher-centered;
fragmented
curriculum
• Time-based
• Memorization of
discrete facts
• Focused on lower-levels
of Bloom’s
Taxonomy of
Objectives
• Textbooks-driven
• Passive learning
• Real life; relevant, project-based 21st
century education
• Outcome-based
• Focuses on what students know, can
do and are like after all the details are
forgotten
• Designed for the higher levels of
Bloom’s Taxonomy of Objectives
• Research-driven
• Active learning
• Learners work in collaboration

11. Curriculum • Teacher as the center of
attention
• Little to no student
freedom
• With discipline
problems; teachers
don’t trust students
• No student motivation
• Fragmented curriculum
• Grades averaged
• Low expectations
• Teacher is judge
• Teacher is the facilitator/coach
• Great deal of student freedom
• No discipline problems; students and
teachers have mutually respectful
relations as co-learners
• Students are highly motivated
• Integrated/ interdisciplinary
curriculum
• Grades are based on what was
learned
• High expectations
• Self-; peer, and other assessments;
public audience and authentic
assessment

12. Curriculum • Curriculum is irrelevant
and meaningless to
students
• Print is the primary
vehicle of learning and
assessment
• Diversity of students is
ignored and
assessments
• Literacy in the 3R’s
• Factory model-based on
the needs of the
employers for the
industrial age______
• Curriculum is connected to students’
interests, experiences, potentials and
the real world
• Performances, projects and multiple
forms of media are used for learning
and assessment
• Addresses multi-diversity of students
• Multiple literacies of the 21st century-aligned
to living and working on
globalization and the new millennium
• Global model based on the needs of a
globalized and high-tech society.

13. The 21st
century
learning
proponent
s advocate
an
expanded
set of
educationa
l goals as
indicated
by the
Partnershi
p for 21st
century
skills.
Learning and
Innovation Skills
Core
Subjects and 21st Century
Themes
Standards
and
Assessment
Curriculum and Instruction
Professional Development
Learning Environment

14. The p21 century learning consists of core subjects and themes that
revolve around three (3) core skills.
Learning and Innovative
Skills
(The 4C’s)
Life and Career Skills
Information-Media and
Technology Skills
Critical thinking and
problem-solving
Creativity and innovation
Communication
Collaboration
Flexibility and adaptability
Initiative and self-direction
Social and cross-cultural
interaction
Productivity and
Accountability
Leadership and
responsibility
Information and literacy
Media literacy
ICT literacy

15. REPORTED BY:
GROUP 4
AVANCEŇA
OCO
OLACAO
RONCESVALLES
SALAMIA
SANCHEZ
VALDEZ