21st Century Skill Handbook
21st Century Skill Handbook
21st Century Skill Handbook
Patrons:
• Sh. Ramesh Pokhriyal ’Nishank’, Minister of Human Resource Development,
Government of India
• Sh. Sanjay Dhotre, Minister of State for Human Resource Development, Government
of India
• Ms. Anita Karwal, IAS , Secretary, Department of School Education and Literacy,
Ministry of Human Resource Development, Government of India
Review:
• Professor R. P. Singh, Department of MEL, Lucknow University
• Dr. Monali Bhattacharya, Associate Professor, JIIT, NOIDA
Infographics:
• Ms. Pooja Chawla and Ms. Aarushi Jain, CBSE
Acknowledgements 5
Table of Contents
ACKNOWLEDGEMENTS.................................................................................................5
CHAPTER 1 : INTRODUCTION......................................................................................11
Table of Contents 7
6.6.1.2. Make up a New Game.............................................................67
6.6.1.3. Shuffle.....................................................................................67
6.6.1.4. Surprise-Surprise......................................................................67
6.6.1.5. Flipped Classroom...................................................................68
6.7. Leadership and Responsibility....................................................................69
6.7.1. Activities.........................................................................................71
6.7.1.1. Quiz to Lead............................................................................71
6.7.1.2. Number Game........................................................................71
6.7.1.3. Leaders You Admire.................................................................72
6.7.1.4. Round Tables...........................................................................72
6.7.1.5. Do Se Bhale Chaar (Teamwork is Better)....................................72
6.7.2. Activities.........................................................................................72
6.7.2.1. Making Own classroom Rules...................................................73
6.7.2.2. Helping hands.........................................................................73
6.7.2.3. Break the chain........................................................................73
6.7.2.4. WANTED! Responsible..............................................................73
6.8. Initiative and Self-Direction........................................................................73
6.8.1. Activities.........................................................................................74
6.8.1.1. Bunch of Activities....................................................................75
6.8.1.2. Everyone Matters......................................................................75
6.8.1.3. Teacher First.............................................................................75
6.8.1.4. Teamwork................................................................................75
6.8.2. Activities.........................................................................................75
6.8.2.1. Self-Advocacy..........................................................................76
6.8.2.2. Let them Be..............................................................................76
6.8.2.3. Connections to Experts.............................................................76
6.8.2.4. Design Thinking.......................................................................76
6.9. Productivity and Accountability...................................................................77
6.9.1. Activities.........................................................................................77
6.9.1.1. Research Project.......................................................................78
6.9.1.2. Expo 2020...............................................................................78
6.9.1.3. Praise for More........................................................................78
6.9.1.4. Read-Read...............................................................................78
6.9.1.5. Ask and Listen..........................................................................78
6.9.2. Activities.........................................................................................79
6.9.2.1. Student Accountability Project....................................................80
6.9.2.2. Monitors and In -Charges.........................................................80
6.9.2.3. Ownership of the learning Process............................................80
6.9.2.4. Do as you say..........................................................................80
Table of Contents 9
Curtain Raiser
INTRODUCTION
Let us begin by asking a question to towards attaining the 21st century skills in
ourselves! What or who is the centre of all each learner. The present Handbook on
activities in a society, a nation and the world? 21st Century Skills has been prepared with
Is it not by an individual, for an individual? the same aim.
Yes! It is so because all actions are taken by
an individual, for another or for self. This
means that an individual is the nucleus of Do we remember all the marks
everything that happens or is done. And,
therefore, the development of a society, a that we scored in class 1, 2, 3,
nation and the world go hand-in-hand with
the development of an individual. When a 4, 5, 6, 7, 8 and so on? Some of
society/ nation/ world develops, this has a
direct impact upon the development of an the greatest and most successful
individual and vice-versa.
people were neither ‘A graders’,
With the onset of the 21st century, the entire
world has witnessed an era of intense
nor do they care enough about it
transformation in all areas, whether it is
education, global trade and economy, to try and remember their graders
technology or society. Recently, the covid-19
pandemic is also throwing up challenges either.
for an individual to cope with its impacts.
Naturally, for such times, a different
skill–set is required that would enable an
individual to cope-up and succeed in facing But we do remember the incidents/
the challenges in real-life, leading to his
holistic progress. These skills are addressed experiences that we had in
as 21st Century Skills/ Learning Skills/
Transversal Competencies etc. school/ in market/ with friends/in
Thus, the 21st Century Skills are the skills travels, because those experiences
that are required by an individual for his/
her holistic development so that he/she can have given us various skills
contribute to the progress and development
of his society/ nation and world. and have made us what we are
Empowering our students with these skills is today. In fact, more the skills we
another challenging task, which the Board
is committed to accomplish. While the gain through our experiences,
Board has already adopted and initiated
several innovative policies and practices to the better the human beings we
empower our students with the 21st century
skills, it is required that all CBSE stakeholders become.
should not only have a clear understanding
of them, but also collectively collaborate
1
https://www.edglossary.org/21st-century-skills/ accessed on 13.03.2020
2
Adapted from UNESCO Working Paper’The Future of Learning 2)
3
Adapted from UNESCO Working Paper’The Future of Learning 2)
• Revisited and divided all above -researched Skills into Learning to Know,
Learning to Do, Learning to Live
UNESCO
Working Paper
COMPONENTS OF
21ST CENTURY SKILLS
3 Ls : 4Cs, IMT, FLIPS
On the basis of the historical development • Literacy Skills: skills that help in
of 21st Century Skills, it can be stated that creating and gaining new knowledge
21st century skills broadly consist of three through reading, media and digital
main skill sets or 3 Ls - namely, Learning resources
Skills, Life Skills and Literacy Skills.
• Life Skills: skills required for
• Learning Skills: skills required for the successfully leading everyday life.
acquisition of new knowledge.
• being independent.
2. Creativity And These are the skills to explore and create fresh ways
Innovation of thinking. Creativity refers to new way of seeing or
doing things and includes four components:
5
https://www.cambridgeassessment.org.uk/Images/461811-the-cambridge-approach-
to-21st-century-skills-definitions-development-and-dilemmas-for-assessment-.pdf
6
https://www.cambridgeassessment.org.uk/Images/461811-the-cambridge-approach-
to-21 st-century-skills-definitions-development-and-dilemmas-for-assessment-.pdf
accessed on 14.03.2020
7
https://www.researchgate.net/publication/220474984_Creativity_Innovation_and_E-
Collaboration accessed on 14.03.2020
8
MHRD Chintan Shivir on Life Skills
IMPLEMENTATION AND
OUTCOMES OF 21ST CENTURY
SKILLS
5.1. Various Frameworks leaders and educators, proposed a
Framework for 21st Century Learning,
The 21st Century skills are essentially the which identified essential competencies
outcome of experiential learning, i.e. they and skills vital for success in twenty-first
are imbibed through observing, century work and life. This framework
understanding, practising and experiencing. is based on the assertion that twenty-
Before beginning details about the first century challenges will demand
implementation of these skills in the a broad skill set emphasizing core
teaching-learning process, let us understand subject skills, social and cross-cultural
what various frameworks propound in this skills, proficiency in languages other
area. The following literature-review brings than English, and an understanding
forth a few important points: of the economic and political forces
that affect societies11.
4 Ackerman and Perkins (1989)9 have
suggested teaching thinking skills as Assessment and Teaching of 21st Century
a “meta-curriculum” blended with Skills (ATC21S project 2013)12: The
core subjects. Students would be given international collaboration among
a far more coherent set of learning academics, governments and three major
experiences—they would know why technology companies (ATC21S 2013)
they were being taught various “skills,” researchers concluded that 21st Century
and they would know better how to skills can be grouped into four broad
mobilize themselves to make sense of categories: (i) ways of thinking; (ii) ways
curriculum content. of working; (iii) tools for working; and
(iv) skills for living in the world (Binkley,
4 Tucker and Codding of the US-based Erstad, Herman, Raizen, Ripley and
National Center on Education and the Rumble, 2010). Within these categories,
Economy (1998) have advised to adopt they identified ten skills as encapsulating
such a curriculum that provides deeper all others and accommodating all
understanding of the subject and the approaches. In particular, problem-solving,
ability to apply that understanding to and ICT operations and concepts, are
the complex, real-world problems that listed by all organisations in the following
the student will face as an adult’10.
table. Communication, collaboration, and
information literacy.
4 The US-based Partnership for 21st
Century Skills, a coalition of business
9
http://www.ascd.org/publications/books/61189156/chapters/Integrating-Thinking-and-
Learning-Skills-Across-the-Curriculum.aspx accessed on 14.03.2020
10
https://unesdoc.unesco.org/ark:/48223/pf0000242996 pp 2-3 accessed on 14.03.2020
11
https://unesdoc.unesco.org/ark:/48223/pf0000242996 pp 2-3 accessed on 14.03.2020
12
The Cambridge approach to 21st Century skills: definitions, development and dilemmas for
assessment
IAEA Conference, Singapore, 2014, Irenka Suto and Helen Eccles, Cambridge
Assessment
Thus, the above literature brings forth 4 Understand other cultures and
the two elements essential for the languages from other nations
implementation of 21st Century Skills in
the teaching-learning process. These are: 5.1.2.2. Financial, Economic, Business
Core Subjects/Areas and 21st Century and Entrepreneurial Literacy
Themes: 4 Making appropriate personal
5.1.1. Core Areas: These include Native economic selections
Language/Reading, World Language(s) 4 Knowing the role of the economy in
including English, Arts, Geography, History, everyday life
Mathematics, Science, Government/Civics.
4 Enhancing productivity and career
5.1.2. 21st Century Themes options.
5.1.2.1. Global Awareness 5.1.2.3. Civic Literacy
4 Learn from and work in collaboration 4 Effective participation in Civic Life
with individuals from diverse cultures,
countries religion etc. 4 Staying informed about Governmental
systems and processes
4 Mutual respect everywhere and all
communication/conversation
4 Exercising the rights and duties of
4 Establish and monitor personal and 4 content that promotes thinking and
family health goals.
reasoning;
2. Be Responsible to Everyone
2) the habit, based on intellectual commitment, of using those skills to guide behaviour.
When thoughts are channelized and used properly to understand, analyse, interpret and
reach to a conclusion, then it can be seen as thinking skill.
Anything when used systematically can do wonders; same goes with thinking.
We shall now go through the details of each of these skills to understand the purpose and
outcomes along with the strategies and activities to develop these skills. These suggestive
strategies and activities have been crowd-sourced.
Please Note: These activities can be blended with the subjects during classroom
transaction, or can be conducted in the zero period or integrated with Art and
Sports.
• Analyzing
• Arguing
• Classifying
• Defining
• Describing
• Evaluating
• Explaining
• Problem solving
4 Topics will be given to students and they will choose sides accordingly but on the day
of activity the teacher will reverse the sides and will give some time to prepare.
4 This sudden change in sides will make children uneasy but they will also try to think
differently for the changed sides.
4 An activity can be organised in which students have to prepare questions other than
the textbooks questions.
4 This exercise will help children to think differently for creating questions. Teacher will
see if the questions are original or not.
4 Give paper and pen to students and after showing a picture ask them to write on the
top of the paper what is happening in the picture.
4 Then ask them to write at the bottom what you believe is happening in the picture.
4 In the space remaining blank write down what are the steps you take to come to the
conclusion.
4 This is the extended version of ask yourself. In this children will present their questions
in front of the class and his/her peers will cross question him/her, like why this question,
how this can happen etc.
4 This will encourage critical thinking in both the students who ask the question and who
reply.
4 In this activity, teacher will ask riddles from different subjects so that children need to
think in different directions for different subjects
Basis • Imagining
• Accessing Information and Using Technology
• Brainstorming
• Questioning
• Entertaining
• Improvising
• Overturning .
• Problem solving
• Designing
• Creating
13
Franken, Robert E. Human Motivation, 3rd ed.,page 396
14
Csikszentmihalyi.Mihaly Creativity - Flow and the Psychology of Discovery and Invention,
pp 58-73
15
https://www.csun.edu/~vcpsy00h/creativity/define.htm accessed on 15.03.2020
6.2.1.2. S.C.A.M.P.E.R.
It is essentially exploring new ideas by This activity will help children to think
testing and questioning them from different quickly and differently from the given
angles. For each letter of the mnemonic, answers.
ask yourself a related question about your 6.2.1.4. Creative Space
task or the problem at hand:
4 This will include providing space for
4 Substitute, e.g.: What would happen creative activities like drama, quiz,
to the task if we exchange X with Y? painting, music competition etc.
4 Combine, e.g.: What would happen Teacher will make sure that these
to the task if we combine X and Y? activities are held from time to time in
the class so that children can get their
4 Adapt, e.g.: What changes would creative space integrated with their
need to be made to adapt this task to curriculum.
a different context?
6.2.1.5. Alternative way of learning
4 Modify, e.g.: What could we modify to Lesson
create more value on this task?
4 As part of the lesson, the teacher can
4 Put to another use, e.g.: What other also encourage creativity by asking
uses or applications might this task children to present their own version
have? of the story after the completion of the
textbook story.
4 Eliminate, e.g.: What could we remove
from the task to simplify it? 4 This will encourage children to become
a storyteller. Children can also present
4 Reverse, e.g.: How could we their stories in written form.
reorganize this task to make it more
effective?
4 Learning and interaction in 3D. 4 Take children outside the class and let
them free. Then ask them what all they
4 Understand 3D world through see and how they can relate them to
immersions to innovate in their chosen different subjects.
fields.
4 This will help children to expand their
4 You can take them to mountain tops, knowledge of the subject. In addition
gardens, historical places through with/to this, children innovation/
3D immersions for explaining their innovation of children will also come
experiences later, on a situational out that/as to how they can relate
topic. different substances with the different
6.2.2.3. Two is Enough subjects.
4 Give children two shapes i.e. rectangle, 6.2.2.5. Give them a Break
triangle and ask them to draw one 4 Giving children time off from the
thing using those shapes only. For classes and give that time for their
ex. they can draw a car, an animal, a interests and hobbies. When children
flower etc. spend time in what they love, that
4 This will enhance the thinking power will help their brain to work more
of the children and as a consequence innovatively.
will also improve their innovative skills.
6.3. COLLABORATION
6.3.1.1. ‘Save the Last Word for Me’ 6.3.1.3. Integrate Sports in Teaching-
Learning
Children participate actively through
speaking as well as listening. They work in Sports encourages teamwork, collaboration
groups, share and discuss their responses and decision-making. Integrating any sport
and perspectives on an issue. This can be activity to teach a difficult topic will involve
used to build up their collaborative skills, everyone collaboratively. Try indigenous
critical thinking and problem solving skills. games like Mallakhamb for teaching
MATHEMATICS.
6.3.1.2. Hands-on projects
6.3.1.4. Search to Win
Use Experiential Learning activities. Refer to
CBSE Handbook on Experiential Learning In this, teacher will divide the students
and Guidelines on Art Integrated Education. in groups of 4-5 and give them some
questions whose answers children have to
find through different clues given by teacher.
This will be a fun activity and collaboration
is needed to complete this activity.
6.4. COMMUNICATION
Process of Communication
Process of Communication needs three things: Message, Sender and Receiver/ Recipient.
2. Paired Communication:
4 Arrange your classroom in a way that is unfamiliar to the students, making sure that it
is safe to get around.
4 Have students pair up. One will wear a blindfold while the other is to function as the
“eyes” and stand in a designated space.
4 The goal is for the eyes to guide the blindfolded partner through the classroom through
a specific path using only words.
4 The fewer guidelines you provide the more creative the students’ methods will be.
6.4.1.4. Talk-in-Pairs
16
http://socium.ge/downloads/komunikaciisteoria/eng/Grown_Up_Digital_-_How_the_
Net_Generation_Is_Changing_Your_World_(Don_Tapscott).pdf accessed on 14.03.2020
6.6.1.3. Shuffle
Purpose Leadership is the life skill that helps one learn the art of building
relationships within teams, define identities and achieve tasks
effectively.
Responsibility includes demonstrating integrity and ethical
behaviour by the students towards building safe and positive
classroom environment
6.7.2. ACTIVITIES
6.8.1. ACTIVITIES
6.8.2. ACTIVITIES
4 Teaching students how to ask for help, through role playing or other guidance is the
motive of this activity.
A Scene:
The teacher asks students to decide what they want to do in the class. Students start
whispering. Devyani, Vikram, Chris, Taveesh, Samar, Tanveer, Denis, Garima, Danya,
Yogvid and Kuladitya decide they want to play chain game, like this video:
https://www.facebook.com/the.akanksha.foundation/videos/10154397169224317/
Naturally, it enhanced their self-direction, teamwork and initiative-taking. So, let them
be….
6.9.1. ACTIVITIES
6.9.1.4. Read-Read
4 At the beginning of the term, students 4 The best way to teach kids about
will write a letter to their future self, personal accountability is by being
one year hence, about the personal accountable yourself.
goals they had set up for themselves,
and how they intend to achieve them 4 When they see you make amends,
in one year. they learn to be accountable for their
own behaviour.
4 Teacher will seal each of these letters
in separate envelopes addressed to
the student who wrote the letter and
keep these letters away.
• Compromise
• Decision making
• Communicating
• Trusting others
• Delivering on promises
• Coordinating work
Strategy Group work is a great way for students to work hands-on with
other students who are different from themselves. Also children
will know when it is appropriate to listen and when to speak.
It can be applied in the classroom by dividing the students
into the groups to do classwork. When grouping students,
teachers should create socially and culturally diverse groups.
Teachers should incorporate this group work into their lesson
plans, forcing students to interact in order to complete their
assignments.
4 Class will be divided in 4-5 groups 4 At circle time, have each child say
with equal number of children in each something pleasant about the person
group depending on the class strength. next to them as they go around the
circle.
4 Each group has to choose one state
or culture and has to wear or have 4 This can be theme based (cooperative,
something from that culture and move respectful, generous, positive,
towards another student and pass responsible, friendly, empathetic etc.)
on and exchange something of each or about their uniqueness, etc. and it
other’s chosen culture. can change every day to stay fresh.
6.10.1.2. Face It
BRAIN - STORMING
ROLE PLAY
DEBATE
STORY TELLING
DANCE
QUIZ
QUESTIONNAIRES
Facilitation
Description Benefits Process
Method
• Teachers can
indulge students
into making short
plays or
• Students should
be encouraged
to express their
feelings, thoughts
and emotions
through this
medium.
CBSE ACTIVITIES TO
PROMOTE 21ST CENTURY
SKILLS
Central Board of Secondary Education thinking skills. By experiencing things,
has taken various initiatives and has been children will learn to relate the concepts
conducting several activities to promote with real life instances.
21st Century Skills. The details of those are
presented as follows: 3. Heritage India Quiz