OUR BIG LIST OF ESSENTIAL 21ST CENTURY SKILLS
We've given hundreds of presentations to educators and administrators in several countries over
the years. Each time we’ve spoken, we have asked them what they feel are the most important
21st-century skills students need above all others. The answers that we’ve received most often
are narrowed down below.
This list comes from our book Literacy is Not Enough (Crockett, Lee et. al.; 2011). You’ll be
able to see it correlates rather well with both New Zealand’s list and the IB Learner Profile. They
certainly cover the Common Core’s bases, too. It’s good to know we’re all on the same page,
isn’t it? That’s great news for our students!
So, according to the folks we’ve asked, the consensus is that students need transparency-level
skills in these areas:
Problem solving
Creativity
Analytic thinking
Collaboration
Communication
Ethics, action, and accountability
This 21st century skills list is purposefully embedded within the Essential Fluencies. In the
meantime, let’s talk more about why these skills are important. We’ll go through each point
separately and talk about it in detail.
1. PROBLEM SOLVING
Students need the ability to solve complex problems in real time.
Why it’s important: In the future, complex problems that we can’t even conceive right now will
be everywhere. As society advances, so will the complexity of its manageable conflicts. The
more we focus on students’ ability to devise effective solutions to real-world problems, the more
successful those students will become. This is what Solution Fluency is all about. It means
solving complex problems effectively in real time using unique and carefully designed solutions.
In addition to this, problem-solvers can work independently from higher supervision. They are
initiative takers and enjoy risk, and they aren’t afraid to get their hands dirty and make mistakes.
They also learn from those mistakes, and habitually debrief their processes to create more
efficient and economical solutions.
No pupil in the history of education is like today’s modern learner. This is a complex, energetic,
and tech-savvy individual.
These are the kinds of people who will be successful in a global marketplace like ours. Such an
individual is an asset to any workforce. It’s worth mentioning that in this future we’re talking
about, workers who are unable to think proactively towards solving problems will have a hard
time finding employment.
2. CREATIVITY
Students need to be able to think and work creatively in both digital and nondigital environments
to develop unique and useful solutions.
Why it’s important: Our digital students are in a constant state of stimulation and neural
development with technology use. They are natural producers and consumers, or prosumers, of
information. Problem-solving is a skill that comes naturally to them and this can be advanced
profoundly with the proper engagement in their learning. This comes from doing rewarding
projects and meaningful tasks that give them challenges to overcome in imaginative ways.
Ask any student about what they like to create and you’ll get a myriad of different answers. They
are constantly searching for ways to express themselves and their uniqueness. Through social
media, they display this creative edge and are given constant and instantaneous feedback from
their peers. This same level of creative power is used as they face interesting challenges and
figure out how to meet them with ingenuity and vision. This is why Creativity Fluency is one of
the Essential Fluency skills.
Creativity is a vital outlet that inspires students to see who they are and what they can do, and to
realize what they can accomplish. It is fundamental that this side of any student is allowed to
shine forth in their learning.
3. ANALYTIC THINKING
Students need the ability to think analytically, which includes proficiency with comparing,
contrasting, evaluating, synthesizing, and applying without instruction or supervision.
Why it’s important: Analytic thinking means being able to use the higher end of Bloom’s Digital
Taxonomy or higher-order thinking skills (HOTS).
Tasks that require linear thinking and routine cognitive work are being outsourced more and
more. So it’s essential to guide students towards being able to perform analytic thinking. It is
crucial to their ability to succeed in life after the classroom. Analytic thinking is a significant part
of what makes up Information Fluency.
Analytical thinkers see data and information in many different dimensions, and from multiple
angles. They are adept at conceptualization, organization and classification, and knowledge
synthesis. These types of skills are invaluable because they allow students to deal practically
with problems of a social, mathematical, and scientific nature. It empowers them to make
effective and level-headed decisions in their lives and relationships. It’s easy to see why critical
and analytical thinking skills are important to success beyond school.
4. COLLABORATION
Students must possess the ability to collaborate seamlessly in both physical and virtual spaces,
with real and virtual partners globally.
Why it’s important: Students of the digital age are social by nature. They text, post, update,
share, chat, and constantly co-create in technological environments with each other. When they
are unable to do this in school, they become disengaged and unattached to their learning.
Connection and collaboration with others are essential not only to their learning but their mental
and emotional health. It is a skill that educators must exercise with them regularly, and
understanding Collaboration Fluency will assist with this.
Problem-solving is a skill that comes naturally to learners and this can be advanced profoundly
with the proper engagement in their learning.
The work forces of the future (and even our present day) are globalizing due to the Internet. It is
now the norm to communicate and market for global demographics instantaneously and
effectively. An organization’s business partners are now halfway across the world, and yet they
meet and work with each other every day. The ability to collaborate and communicate in these
situations is essential.
This kind of interaction goes hand-in-hand with the mindset of global awareness that is part of
Global Digital Citizenship. Simply put, better collaborators make better students—and better
citizens.
5. COMMUNICATION
Students must be able to communicate not just with text or speech, but in multiple multimedia
formats. They must be able to communicate visually through video and imagery as effectively as
they do with text and speech.
Why it’s important: Communication is a broad term that incorporates multi-faceted levels of
interaction and sharing information. Students love to communicate using technology. This is an
essential part of Media Fluency. But it’s more than just being able to effectively use digital
media. It’s about personal interactions as well.
We must remind our students that responsible communication practice puts forth their best
representation of who they are as individuals in every relationship and alliance they make in their
lives. Whether talking face-to-face, blogging, texting, or creating a visual product, their values
and beliefs are defined by how well they communicate with others. Encouraging them to develop
and hone every aspect of their communication skills will serve them well in both their personal
and professional lives.
6. ETHICS, ACTION, AND ACCOUNTABILITY
This includes adaptability, fiscal responsibility, personal accountability, environmental
awareness, empathy, tolerance, and global awareness.
Why it’s important: These are among the many characteristics of the Global Digital Citizen. A
well-rounded and responsible global digital citizen practices personal, global, and online
responsibilities geared towards creating a better world for everyone. This is a selfless, helpful,
and caring individual who is respectful of other cultures and belief systems, and diligent about
being at their best with interactions of all sorts, both online and offline.
Teaching our kids about global awareness and Internet safety have become mainstream practices
in education. It’s great to see such skills garnering the attention they deserve. Wabisabi Learning
continues to create resources to help educators all over the world incorporate these practices into
their own teaching strategies.
RELEVANCE
LAST UPDATED: 08.29.13
In education, the term relevance typically refers to learning experiences that are either directly
applicable to the personal aspirations, interests, or cultural experiences of students (personal
relevance) or that are connected in some way to real-world issues, problems, and contexts (life
relevance).
Personal relevance occurs when learning is connected to an individual student’s interests,
aspirations, and life experiences. Advocates argue that personal relevance, when effectively
incorporated into instruction, can increase a student’s motivation to learn, engagement in what is
being taught, and even knowledge retention and recall. The following are a few representative
forms of personal relevance:
Individual choices: A teacher might ask students to write about the United States presidency, but
then allow them to choose which president they will study. A student with a personal interest in
hiking and the outdoors might select Theodore Roosevelt, for example, because he was a
naturalist and conservationist who led scientific expeditions and helped establish the first
national parks.
Product choices: If a particular learning standard is being taught, such as “conduct historical
research using original sources,” a teacher might allow students to demonstrate their research
skills by creating different products. For example, a student interested in filmmaking might
create a short documentary using archival photography. A student interested in music and
technology might produce an audio podcast in the style of an old radio-news program or
presidential address. Another student who aspires to be a writer might choose to write a historical
essay or short work of historical fiction that incorporates period facts and details.
Varied content: In a news and journalism course, for example, a teacher might ask students to
monitor and analyze news stories about current world events. Students might be allowed to
choose an area of personal interest—e.g., politics, environmentalism, science, technology—and
monitor news reports in those areas as relevant events unfold. Even though students are studying
different news topics, the course teaches students about effective reporting techniques, how news
is created, how to analyze news coverage, and how effective news stories are structured, for
example.
Cultural connections: In a world-history course, a teacher might allow students to investigate
certain historical topics or time periods through a culturally relevant connection. For example,
during lessons on imperialism and colonialism, students from different cultural backgrounds
might choose to write essays that explore the effects of imperialism and colonialism from the
standpoint of their racial, ancestral, or cultural heritage.
Life relevance occurs when learning is connected in some way to real-world issues, problems,
and contexts outside of school. Life relevance is generally intended to equip students with
practical skills, knowledge, and dispositions that they can apply in various educational, career,
and civic contexts throughout their lives. As with personal relevance, advocates contend that life
relevance can improve engagement, motivation, and learning acquisition. Life relevance may
also intersect in a variety of ways with personal relevance. The following are a few
representative forms of life relevance:
Skill acquisition: While instructing students, a teacher might incorporate practical skills that
students can apply throughout their lives. For example, students might be asked to use
technology to create a variety of products that demonstrate what they have learned, such as
audiovisual presentations, websites, software programs, databases, or spreadsheets. While the
students are learning history, science, or mathematics, for example, they are also acquiring
technology skills that will be useful in adult life.
Practical context: When teaching abstract mathematical concepts, a teacher might use practical
life contexts to help the concepts “come alive” for students. For example, students might be
asked to follow a favorite sports team and conduct mathematical analyses using team statistics.
Similar teaching strategies could be used with a variety of different data, such as demographic,
economic, or financial data.
Current events: In a unit on presidential elections in a social-studies course, students might be
asked to monitor campaign advertising on radio, television, and the internet, and then research
the accuracy of the statements being made. Students may then write an analysis of how
campaigns manipulate the presentation of facts to influence voter opinions about a particular
candidate or issue.
Community connections: In a government course, a teacher might draw comparisons between
national governmental functions and how the government works in the local community. The
teacher might ask students to study local politics, interview elected officials, and put together a
citizen-action proposal that will be presented to the city or town council. As students learn about
local politics, they get a more concrete understanding of how government works at the state or
national level.
Career aspirations: In a business course, a teacher might ask students to develop a business plan
for a proposed company. Students pick an industry that interests them—such as fashion, video
games, or cooking—and then they research existing businesses in the field, determine how they
will raise start-up funding, create a marketing campaign, and pitch their final proposals to local
business leaders. While learning about business and economics, students also learn whether the
career path is a good fit for them, and they acquire practical skills that will help them when they
enter the workforce.
Reform
Educators may use a wide variety of educational strategies to increase the relevance of what is
taught and learned in schools—just a few examples include 21st century skills, authentic
learning, career-themed academies, community-based learning, differentiation, learning
pathways, personalized learning, and project-based learning. It should be noted that while there
have been growing calls nationally for schools to increase their emphasis on teaching relevant
concepts and skills, relevance in education is not a new concept—teachers have been integrating
relevance into their lessons and teaching since formal schools were created, albeit to widely
varying degrees. In addition, career and technical education programs have long been focused on
career preparation.
Learning can be relevant for a variety of quite different reasons; for example, it may relate to
their circumstances, culture, locality, identity, history, or career or leisure pursuits. Teachers who
know their students well are able to connect new learning to student interests. Sometimes,
however, learning can be relevant for no other reason than that it is novel, piques curiosity, or
offers a challenge that just has to be taken up.
When students see the relevance of what it is that they are doing, they are more likely to engage
with and understand it. This in turn encourages them to take greater ownership of learning.
Students appreciate having input into the choice of a learning context, or to have elements of
choice within a specified context.
How can I enhance the relevance of new learning?
Discuss with your students which film, novel, or other text to choose for study.
Seek input from your students when deciding the focus of an upcoming study. For example,
which achievement objectives should be given priority?
Find opportunities to co-construct teaching and learning activities with your students. For
example, the digital tools to be used, the criteria for assessment, the type of assessment, etc.
Read snapshot 5: Video gaming as a context to see how one teacher successfully engaged his
students in a wide range of English learning using a context that they found highly motivating.
Encourage students to make connections between what they are doing in class and their own
experiences.
Encourage students, when doing their own reading, to think about the ways in which their
reading connects with their own life and experiences.
What tools can you use for learning that are familiar to your students, especially new media tools
such as Facebook?
