21st Century Skills Framework. CORE SUBJECTS AND 21st CENTURY THEMES Mastery of core subjects and 21st century themes is essential for all students in.

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Presentation transcript:

21st Century Skills Framework

CORE SUBJECTS AND 21st CENTURY THEMES Mastery of core subjects and 21st century themes is essential for all students in the 21st century. Core subjects include: English, reading or language arts World languages Arts Mathematics Economics Science Geography History Government and Civics

In addition to these subjects, we believe schools must move to include not only a focus on mastery of core subjects, but also promote understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects: GLOBAL AWARENESS FINANCIAL, ECONOMIC, BUSINESS, AND ENTREPRENEURIAL LITERACY CIVIC LITERACY HEALTH LITERACY ENVIRONMENTAL LITERACY

GLOBAL AWARENESS Using 21st century skills to understand and address global issues. Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts Understanding other nations and cultures, including the use of non-English languages

Financial, Economic, Business and Entrepreneurial Literacy Knowing how to make appropriate personal economic choices Understanding the role of the economy in society Using entrepreneurial skills to enhance workplace productivity and career options

Civic Literacy Participating effectively in civic life through knowing how to stay informed and understanding governmental processes Exercising the rights and obligations of citizenship at local, state, national and global levels Understanding the local and global implications of civic decisions

HEALTH Literacy Obtaining, interpreting and understanding basic health information and services and using such information and services in ways that enhance health Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction Using available information to make appropriate health-related decisions Establishing and monitoring personal and family health goals Understanding national and international public health and safety issues

ENVIRONMENTAL Literacy Demonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it, particularly as relates to air, climate, land, food, energy, water and ecosystems Demonstrate knowledge and understanding of society’s impact on the natural world (e.g., population growth, population development, resource consumption rate, etc.) Investigate and analyze environmental issues, and make accurate conclusions about effective solutions Take individual and collective action towards addressing environmental challenges (e.g., participating in global actions, designing solutions that inspire action on environmental issues)

INDIVIDUAL READINESS COLLECTIVE READINESS STRUCTURAL READINESS SYSTEMIC REFORM FOR 21 ST CENTURY CAPACITY BUILDING

INDIVIDUAL READINESS COLLECTIVE READINESS STRUCTURAL READINESS INDIVIDUAL READINESS 1 How ready are YOU as a teacher educator to incorporate or embed these skills into the courses you teach? How GLOBALLY AWARE are you? How FINANCIALLY, ECONOMICALLY, AND ENTREPRENEURIALLY LITERATE are you? How CIVICALLY LITERATE are you? How HEALTH LITERATE are you? How ENVIRONMENTALLY LITERATE are you?

INDIVIDUAL READINESS COLLECTIVE READINESS STRUCTURAL READINESS INDIVIDUAL READINESS 2 What are the sources of your GLOBAL AWARENESS? FINANCIAL, ECONOMIC, BUSINESS, AND ENTREPRENEURIAL LITERACY? CIVIC LITERACY? HEALTH LITERACY? ENVIRONMENTAL LITERACY?

INDIVIDUAL READINESS COLLECTIVE READINESS STRUCTURAL READINESS INDIVIDUAL READINESS 3 What do you do to actively sustain / improve / update your GLOBAL AWARENESS? FINANCIAL, ECONOMIC, BUSINESS, AND ENTREPRENEURIAL LITERACY? CIVIC LITERACY? HEALTH LITERACY? ENVIRONMENTAL LITERACY?

INDIVIDUAL READINESS COLLECTIVE READINESS STRUCTURAL READINESS COLLECTIVE READINESS 1 How prepared are we as a department to enhance our students’ GLOBAL AWARENESS? FINANCIAL, ECONOMIC, BUSINESS, AND ENTREPRENEURIAL LITERACY? CIVIC LITERACY? HEALTH LITERACY? ENVIRONMENTAL LITERACY?

STRUCTURAL READINESS In what ways does the current organizational structure of the department (our current configuration as program areas) help / hinder us in preparing our students to teach with 21st Century Themes in mind or in curriculum development in general? INDIVIDUAL READINESS COLLECTIVE READINESS STRUCTURAL READINESS

INDIVIDUAL READINESS COLLECTIVE READINESS STRUCTURAL READINESS SYSTEMIC REFORM FOR 21 ST CENTURY CAPACITY BUILDING SYSTEMIC REFORM FOR 21ST CENTURY CAPACITY BUILDING BRAINSTORMING STRATEGIES TO OPTIMIZE & SUSTAIN OUR INDIVIDUAL CAPACITIES COLLECTIVE CAPACITY STRUCTURAL CAPACITY TO MAXIMALLY CONTRIBUTE TO OUR STUDENTS’: GLOBAL AWARENESS FINANCIAL, ECONOMIC, BUSINESS, AND ENTREPRENEURIAL LITERACY CIVIC LITERACY HEALTH LITERACY ENVIRONMENTAL LITERACY

INDIVIDUAL READINESS COLLECTIVE READINESS STRUCTURAL READINESS INDIVIDUAL READINESS What can you do to meaningfully incorporate activities aimed at upgrading your Global awareness Financial, economic, business, and entrepreneurial literacy Civic literacy Health literacy Environmental literacy into your own regimen of professional development? and incorporate the outcomes of that development into the courses you teach?

INDIVIDUAL READINESS COLLECTIVE READINESS STRUCTURAL READINESS COLLECTIVE READINESS What can we (collectively and institutionally) do to help you meaningfully incorporate activities aimed at upgrading your Global awareness Financial, economic, business, and entrepreneurial literacy Civic literacy Health literacy Environmental literacy into your own regimen of professional development? and incorporate the outcomes of that development into the courses you teach?

INDIVIDUAL READINESS COLLECTIVE READINESS STRUCTURAL READINESS In what ways does the current organizational structure of the department (our current configuration as 6 discrete program areas) help / hinder us in developing our capacities and coordinating our efforts to integrate with 21st Century Themes or in curriculum development in general? What other configurations might better lend themselves toward these efforts?