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21st Century Skills, 21st Century Contexts:


... either when the bell rings or when they give up ... There are strategies for infusing academic content that increase student engagement in learning ... – PowerPoint PPT presentation

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Title: 21st Century Skills, 21st Century Contexts:

21st Century Skills, 21st Century Contexts
Promoting Rigor, Relevance and Relationships in
School and Community Learning Environments
Karen Pittman The Forum for Youth Investment J
uly 2005
Community Partnerships Strategy Paul Hill
  • the traditional boundaries between the public
    school systems responsibilities and those of
    other community agencies are themselves part of
    the educational problem the strategy opens new
    options for education, asking
  • How can this community use all its assets to
    provide the best education for all our
  • Hill et al., It Takes a City, 2000

Blurring the Lines for Learning
  • The question isnt whether learning opportunities
    outside of the traditional classroom and school
    day help students prepare for and engage in life,
    work, and further learning.
  • The question is why these opportunities are
    considered beyond or even peripheral to high
    school reform.

The Facts
  • Critical learning can and does happen outside of
    schools for every kind of student.
  • Not all students who need to learn are in school
    (nationally,32 do not graduate).
  • Those in school are frequently not absorbed in
    learning because teachers have not had to master
    the art of creating youth-centered learning

Structured, voluntary programsget and keep
students attention
  • The point isnt that we should shut down high
    schools and let students join youth programs
  • The point is that high-yield learning
    environments can be found or created in school
    and out

Learning-focused reforms can and are happening in
all of these places.
In the Community
In the School Building
There is increasing evidence that the
characteristics of good learning environments are
the same across the range of settings where
learning happens.

During the School Day
Formal Learning
Enriched Learning
Out of School
Informal Applied Learning
The characteristics of high quality learning
environments are universal
  • Physical and psychological safety
  • Appropriate structure
  • Supportive relationships
  • Opportunities to belong
  • Positive social norms
  • Support for efficacy and mattering
  • Opportunities for challenge skill-building
  • Integration of family, school and community
  • --National Research Council, 2002

Relationships Relevance Rigor
The Challenge is not to create 3-6 pm
after-school programs for high school students
  • prevention to participation
  • cognitive, social, civic, physical

School fills only a part of the Developmental
White Space, especially by high school
after school
The Challenge is to Find partners
  • Post-secondary education and training
  • Youth-serving organizations, second chance
  • CBOs (non-profit service providers and
  • Businesses (jobs, internships,
  • Faith-Based organizations
  • Libraries, Parks, Recreation Departments
  • Community-based Health and Social Service
  • Juvenile Justice Programs
  • Families, Neighbors and Peer groups

To Deliver 21st Century Skills Content
The Common Core of Ensuring All Youth are Ready
  • Ready for Work
  • Youth Employment Outcomes

Ready for College Academic Outcomes
21st Century Skills Content Information Med
ia Literacy Communication Critical Systems Thi
nking Problem Solving Creativity, Intellectual C
uriosity Interpersonal Skills Self-Direction Ac
countability and Adaptability Social Responsibili
ty Financial Literacy Global Awareness Civic Li
Specific Vocational Knowledge Skills
Subject Matter Knowledge
Community partners are calling for and
contributing to the development of broader skills
and knowledge.
Cultural, Physical Behavioral Health Knowledge
Ready for Life Youth Development Outcomes
Closing thought
  • When young people walk out of high school
    --either when the bell rings or when they give up
    -- they often walk into something or some place
    that they feel might help them build the
    competencies and connections they need to
  • Find the places with waiting lines.
  • Figure out what they do.
  • Create partnerships that take the lessons to
    scale to create pathways to success for all

There are strategies for infusing academic
content that increase student engagement in
  • Extended (explicit content, traditional delivery)

  • Explicit (explicit content, innovative delivery)
  • Embedded (embedded content, innovative delivery)
  • Enrichment (authentic content, innovative

21st Century Learning in the CommunitySix Key
Elements (slide 1)
21st Century Learning in the CommunitySix Key
Elements (slide 2)
How many young people are ready?
  • Researchers Gambone and colleagues estimate that
  • 43 of youth are doing well at being economically
    self-sufficient, having healthy habits and
    healthy relationships, and being involved in
    institutions and in their community
  • but
  • 22 are having difficulty

Do these supports really make a difference?
ABSOLUTELY Gambone shows that youth with supporti
ve relationships as they enter high school are 5
times more likely to leave high school ready
than those with weak relationships.
There were similar findings for Challenging
Experiences and Opportunities to Contribute

The Partnership for 21st Century Skills
Validated that the Public Recognizes the Skills
NGA ''Rate Your Future'' SurveyPreliminary
  • Students strongly sense high school is not
    adequately preparing them for their future, and a
    third -- including those most at risk of dropping
    out -- feel overlooked by their high school.
  • One-third rate their schools as doing a "fair" or
    "poor" job of "giving them the skills to
  • Sixty percent rate their high schools either
    "fair" or "poor" in preparing them for a career
    or trade. Likewise, 57 percent believe their
    school does a "fair" or "poor" job of preparing
    them for the future by providing them with tools
    to learn a trade or skill.

NGA ''Rate Your Future'' SurveyPreliminary
  • About one-third say their high schools are doing
    a "fair" or "poor" job in preparing them for
    college. Only a quarter say their schools do an
    "excellent" job.
  • Three in 10 students say their high school does a
    "fair" or "poor" job challenging them
    academically and nearly 70 percent say teachers
    have high expectations for only "certain

The National Research CouncilsNames Assets
Youth Need to be Ready
  • Physical development
  • health habits, risk management skills
  • Intellectual development
  • e.g. life skills, vocational skills, school
    success, critical thinking, decision-making,
  • Psychological and emotional development
  • e.g.good mental health, positive self-regard,
    self-regulation, coping skills, autonomy, time
  • Social development
  • connectedness, sense of place, attachment to
    pro-social institutions, navigate cultural
    contexts, commitment to civic engagement
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