21st Century Skills Overview and Taxonomy
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A presentation for the Waltham School District Leadership team on 21st century skills
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21st Century Skills Overview and Taxonomy
- 1. 21 st Century Skills: The History and Future of a Movement Justin Reich EdTechTeacher.org Co-Director Harvard Graduate School of Education Doctoral Researcher
- 3. What do you know about 21 st Century Skills? What do you want to know?
- 6. Skills for 21 st Century Work and Life Richard J. Murnane Harvard Graduate School of Education June 22, 2009
- 7. Men's real hourly wage by education, 1979-2006 (2006 $)
- 8. Women’s real hourly wage by education, 1979-2006 (2006 $)
- 9. Men’s Real Hourly Wage by Education, 1973-2005 (2005 $) 1989 12.49 15.59 17.19 24.25 30.15 1990 12.13 15.26 17.28 24.38 30.58 1991 11.85 15.13 17.11 24.06 31.01 1992 11.69 15.00 16.74 24.34 30.44 1993 11.50 14.92 16.68 24.32 30.70 1994 11.20 15.05 16.68 24.57 31.80 1995 10.98 14.88 16.60 24.61 32.01 1996 10.96 14.81 16.57 24.50 31.87 1997 10.94 15.15 16.98 25.26 32.31 1998 11.38 15.38 17.28 26.34 32.72 1999 11.46 15.60 17.61 27.15 34.43 2000 11.38 15.74 17.95 27.64 34.54 2001 11.36 15.84 18.18 28.31 34.60 2002 11.67 16.01 18.11 28.32 35.76 2003 11.72 16.00 18.08 28.28 35.37 2004 11.63 15.94 18.08 27.97 36.07 2005 11.48 15.65 17.76 28.06 35.67 Source: The State of Working America 2006-07, table 3.18. Based on authors' analysis of CPS wage data described in Appendix B. LT HS Some 4-Yr GT HS Coll Coll 4-Yr Coll 1973 $14.68 $17.41 $17.79 $24.01 $26.67 1974 14.32 16.89 17.23 23.38 27.53 1975 13.81 16.78 17.32 23.15 27.45 1976 14.09 16.86 17.40 23.25 27.04 1977 14.17 16.80 17.16 22.98 27.17 1978 14.36 17.21 17.83 23.51 27.69 1979 14.79 17.33 18.03 23.56 26.80 1980 14.32 16.78 17.65 23.27 26.44 1981 13.97 16.54 17.43 23.39 26.28 1982 13.73 16.42 17.45 23.67 27.30 1983 13.36 16.24 17.32 23.95 27.76 1984 13.26 16.08 17.32 24.28 28.39 1985 13.14 16.15 17.58 24.62 29.39 1986 13.21 16.25 18.01 25.35 30.54 1987 12.99 16.22 17.98 25.85 30.90 1988 12.95 16.24 17.79 25.89 31.40
- 16. Computerizing the Routine Tasks: Self-Service Check-In
- 18. The Adult Occupational Distribution: 1969 and 1999
- 24. Economy-Wide Measures of Routine and Non-Routine Task Input: 1969-1998 (1969=0)
- 27. Economy-Wide Measures of Routine and Non-Routine Task Input: 1969-1998 (1969=0)
- 30. NAEP Test Score Trends in Mathematics National Averages for 13 Year Olds (8 th Grade)
- 31. NAEP Test Score Trends in Reading National Averages for 13 Year Olds (8 th Grade)
- 32. Racial and Ethnic Composition of American Children from 1980-2020 (projected)
- 41. Reactions to the Engineering Project
- 43. Partnership for 21 st Century Skills
- 45. Partnership for 21 st Century Skills
- 47. Partnership for 21 st Century Skills
- 49. Partnership for 21 st Century Skills
- 51. Partnership for 21 st Century Skills
- 57. Enable Rich Collaboration Motivate Students Improve Writing Skills Engage in New Civic Dialogue Train for Web 2.0 Applications in Business Engage in New Global Dialogue Learn New Media Literacies Practice Deeper and Richer Discussion Train for Writing under Real World Conditions Develop Fundamental Skills in New Ways Rehearse for 21 st Century Situations/ Environments Include More Students Improve Student Engagement Hypothesized Benefits to Teaching with Web 2.0
- 62. Reactions to Technology and 21 st C Skills
- 67. PD implications
- 68. PD “best practices” sustained & intensive job-embedded collective participation active learning
- 72. From Rev. C. Lenny’s Questions for Examination of Tytler’s Elements (p. 1) From Alexander Fraser Tytler’s Elements of General History (p.18)
- 74. All events, past, present and to come, are employed in directing and completing the destines of all creatures, in subservience to that infinitely great and glorious kingdom, which shall never be removed.
- 75. “ It is a brief barren abstract of events, put together with no other relation of cause and effect than that which chronology makes inevitable; it states facts without the least regard to their relative importance and gives the same apace and emphasis of comment to a Welch foray, whose consequences died with its slain, as to the act of adding to Magna Charta the clause requiring the assent of Parliament to the imposition of taxation.” -From the Report of the Annual Examiner, 1845, Boston School Committee
- 76. “ Can the [Mexican] war be justified on moral or religious grounds? But however this question may be answered, it is to be hoped that a beneficent Providence will bring good out of evil, and cause, in the final result, an advancement of human freedom and human happiness, of good government and of true religion. “ (pp. 327)
Notas del editor
- 12/09/10 I am pleased to have the opportunity to talk with you today. There is no more important work than the work that you do.
- 12/09/10 Spend two minutes talking with a neighbor about interesting patterns that you see in the data. Let’s focus on the growth in the college-high school wage differential. Now I could have given you the data in a different form. Would this have worked as well for your brainstorming?
- 12/09/10 Spend two minutes talking with a neighbor about interesting patterns that you see in the data. Let’s focus on the growth in the college-high school wage differential. Now I could have given you the data in a different form. Would this have worked as well for your brainstorming?
- 12/09/10
- 12/09/10 Possible explanation: important in explaining 1970s trends. Let’s look – need another source of data
- 12/09/10 Note that this is a very different type of data. Examining it eliminated a hypothesis about the source of the growing college-high school wage differential. This is a step forward.
- 12/09/10
- 12/09/10 Another source of data. Graph suggests that advances in computers are altering what a growing proportion of the work force does in their jobs. So worth thinking more about. But how could advances in computer-based technologies explain the growing college-high school wage differeential? Simple hypothesis: computers complement skills of highly educated workers and substitute for work of less educated workers.
- 12/09/10 Note need for brainstorming
- 12/09/10
- 12/09/10
- 12/09/10 Classroom management as an example. Leading a school as an example. Making constructive use of student assessment results.
- 12/09/10 Note: that neither upskilling or deskilling is what happened . Explain the challenges that stem from these changes in the occupational mix: The occupational categories in which high school graduates who did not go on to college traditionally found work are declining. Those high school graduates who leave school with the skills to succeed in the post-secondary education and training programs needed to gain access to the jobs in the growing categories to the right, will do fine. Those who leave high school without the skills will be forced to compete for service sector jobs, which are growing in number, but which pay poorly because everyone can do them. How about the last six years? The number of jobs in the economy has increased by 7.4 million? Has the increase been spread over all occupations?
- 12/09/10 A problem with looking at these broad occupational categories is that each contains many quite different jobs involving people doing quite different tasks. Really want a more fine grained look.
- 12/09/10
- 12/09/10 Need to disaggregate. But need a common metric. Very similar to disaggregating assessment results. Looking at individual items is difficult. Can you group them?
- 12/09/10 What types of tasks are American workers doing more of as the occupational distribution shifts, and which are they doing less of? To understand this, we used information from the U.S. Department of Labor Dictionary of Occupational Titles to measure the extent to which workers in each of hundreds of U.S. occupations did four types of tasks. Then we calculated how changes in the occupational distribution over 30 years influenced the distribution of tasks American workers do in their jobs. The four types of tasks are shown on the slide. Explain each type of task and give examples of occupations intensive in these tasks.
- 12/09/10
- 12/09/10 Big decline in routine cognitive: the filing and bookkeeping are being done to a large extent by computers and to a lesser extent work is sent off shore. Big growth in tasks involving what Frank and I call Expert Thinking and Complex Communication Skills. What is involved in becoming good at these skills?
- 12/09/10 Expert thinking: Identifying and solving uncharted problems. We have many examples in our book. One involves what an automobile mechanic does when the computer diagnostics indicate that there is nothing wrong with a car, yet the car is not functioning properly.
- 12/09/10 Complex communication involves explaining, persuading, or negotiating a particular interpretation of information. We have many examples of complex communication in our book. One involves a mediator dealing with a contractor and a home owner who are at loggerheads over an expensive renovation, and a heading to a court fight that neither really wants.
- 12/09/10 This graph shows how changes in the number of workers employed in different occupations affected the type of tasks the work force does. But what about changes in the tasks done by people working in the same occupations.
- 12/09/10
- 12/09/10 Need another data source: NAEP Why look at 13 year olds instead of 17 year olds?
- 12/09/10 Same data as in previous graph, just displayed with a different scale on the vertical axis. What patterns do you see? Question: Why did the performance of black students improve so dramatically during the 1980s and then not improve at all during the 1990s? No solid evidence. You might ask Ron Ferguson for his ideas. Key point is that careful data analysis always raises more questions and it is necessary to turn to different types of data to answer the new questions.
- 12/09/10 Note the decline in reading scores during the 1990s. One clue is that the percentage of black children who read every day plummeted during the 1990s. Of course, the reason is why? One reason there is a pressing need to improve education is that the economy is changing rapidly, reducing opportunities in occupations for people who did “routine cognitive” work. Another reason there is a pressing need to improve education is the change in the demographic composition of the nation’s children.
- 12/09/10 Note that the growth is in the number of Hispanic children - a group that has not fared well in American schools. Let’s spend a few minutes discussing responses to questions that community members ask of high school educators. The reason I believe it is useful to develop compelling answers is that public education is under siege in many communities and developing constituencies for better schools is critical to improving schools. Now let’s turn to implications of the economic trends for improving schooling: from 10,000 feet.
- 12/09/10
- 12/09/10 Are the students in your school being prepared to provide the type of answers that the second student gave? Did schools do a better job 35 years ago?
- 12/09/10