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The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes(a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century.

The key elements of 21st century learning are represented in the graphicand descriptions below. The graphic represents both 21st century skills student outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom).

While the graphic represents each element distinctly for descriptive purposes, the Partnership views all the components as fully interconnected in the process of 21st century teaching and learning.

The elements described below are the critical systemsnecessary to ensure 21st century readiness for every student. Twenty-firstcentury standards, assessments, curriculum, instruction, professionaldevelopment and learning environments must be aligned to produce a supportsystem that produces 21st century outcomes for today’s students.

Twenty-First Century Student Outcomes and Support Systems

Twenty-First Century Student Outcomes

The elements described in this section as “21st centurystudent outcomes” (represented by the rainbow) are the skills, knowledge andexpertise students should master to succeed in work and life in the 21stcentury.

Twenty-First Century Support Systems

The elements described below are the critical systemsnecessary to ensure student mastery of 21st century skills. 21st centurystandards, assessments, curriculum, instruction, professional development andlearning environments must be aligned to produce a support system that produces21st century outcomes for today’s students.

  Go to p21.org

"When one teaches, two learn."

Educational Comments:

The International school I work with has adopted the P21.org framework and modified to fit within the Common Core State Standards.


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