21st Century Skills Framework

1. e ability to
s a range of
ormation is
, and use
d accomplish
ology,
and electronic
Inform
Te
Technology Commu
Students use telecomm
collaborate, publish, a
peers, experts and oth
Definitions of 21st Ce
Advocacy or Educational Reform-Driven Workforce Readiness / Policy-Driven
Source
Organization
or
Author
Partnership for
21st Century Skills
EnGauge
(NCREL/Learning Point Associates)
Trilling & Hood (Secre
Achiev
SCANS
tary's Commission on
ing Necessary Skills)
(Na
Evalu
CRESST
tional Center for Research on
ation, Standards, and Student
Testing)
ISTE (Internatio
Technology in
Document
Learning for the 21st Century (2
Framework for 21st Century Le
(retrieved 6-07)
002) and
arning
EnGauge 21st Century Sk
the Digital Age (
ills: Literacy in
2003)
Learning, Technol
Reform in the Knowledge Age
(The Seve
ogy, and Educational
n C's) (1999)
What Work
and Le
Requires of Schools (1991)
arning a Living (1992)
Meas
Re
(C
urement of Workforce Readiness:
view of Theoretical Frameworks
ompetency Definitions)(1992)
National Educatio
Standards for St
Framework
Model: Framework has 6 major
components: Core Subjects, 21st
Content, Learning and Thinking Skills, ICT
Literacy, Life Skills, 21st Century
Assessments.
Century
Model: Skills are presented in the context
of 4 general categories: Di
Literacy, Inventive Thinkin
Communication, and High
gital-Age
g, Effective
Productivity.
Model: The mode
list of the Seven C's (component skills
are described in th
above).
l is presented as a
e definitions
Model: Mode
foundation (B
and Personal Qualities) and 5 competency
areas (Resou
Information,
l includes a 3-part
asic Skills, Thinking Skills,
rces, Interpersonal,
Systems, and Technology).
Model
approa
negotia
the ma
studies
(during
: CRESST developed 2 assessment
ches (problem-solving skills and
tion/conflict resolution) related to
jor categories of skills found in five
of workforce readiness skills
1980's and early 1990's).
Model: The technolog
divided into 6 broad ca
standards per categor
represent what studen
be considered technolo
Assumption(s): ICT literacy sho
integrated into core subjects. St
should learn with technology not
learn about technology. [Learning Skills +
21st Century Tools = ICT Literacy
uld be
udents
just
]
Assumption(s): The enGa
Century Skills should be considered within
the context of rigorous aca
standards. They are a brid
authentic, intellectually ch
by students.
uge 21st
demic
ge to
allenging work
Assumption(s): T
critical skills for th
(versus the Indus
is valued in our w
society changes, s
concern of educat
he Seven C's are
e Knowledge Age
trial Age). As what
ork and in our
o must the main
ion.
Assumption(
considered es
students, bot
work and tho
education. T
considered to
technical exp
s): SCANS skills are
sential preparation for all
h those going directly top
se preparing for higher
he competencies/skills are
be at least as important as
ertise in a field.
Assum
that ha
research need to be assessed. This review
provide
ption(s): The workforce skills
ve been identified in previous
s a first step.
Assumption(s): Tea
these standards as g
planning technology
in which students ac
learning, communica
skills.
ICT
Literacy
Information
Literacy
(Processing
&
Communication
Tools)
Information and Media Literacy Skills:
The ability to understand, manag
create effective oral, written and/
multimedia communication in a v
forms and contexts; analyze, acc
manage, integrate, evaluate and
information in a variety of forms
media
Information Literacy: Th
evaluate information acros
media; recognize when inf
needed; locate, synthesize
information effectively; an
these functions using techn
communication networks,
resources
e and
or
ariety of
ess,
create
and
Acquires and
Identifies nee
existing sourc
evaluates its
Evaluates Information:
d for data, obtains it from
es or creates it, and
relevance and accuracy
Using
ability
analyz
Information Systems: The
to gather, manipulate, retrieve,
e , and synthesize data
Technology Researc
use technology to loca
collect information; to
report results
Uses Computers to Process
Information: Employs computers to
acquire, organize, analyze, and
communicate information
Organizes and Maintains Information:
Organizes, processes, and maintains
written or computerized records and other
forms of information in a systematic
fashion
students use a variety
formats to communica
ideas effectively to mu
Interprets and Communicates
Information: Selects and analyzes
information and communicates the results
to others using oral, written, graphic,
pictorial, or multi-media methods
Applies Technology to Task:
Understands the overall intent and the
proper procedures for setting up and
operating machines, including computers
and their programming systems
cy
y
Tools)
ICT Literacy: The use of techno
the course of attaining and utilizi
century skills.
logy in
ng 21st
Technological Literacy:
about what technology is,
what purposes it can serve
can be used efficiently and
achieve specific goals
Knowledge
how it works,
, and how it
effectively to
Computing: Effect
information and kno
in using a variety of computer-based tools
to accomplish the ta
ive use of electronic
wledge tools; comfort
sks of everyday life.
Maintains and Troubleshoots
Technology: Prevents, identifies, or
solves problems in machines, computers,
and other technologies
Basic Operations an
Students demonstrate
understanding of the n
of technology systems
proficient in the use of

2. ant, High-
ility to produce
or material
tic purposes
dents using
communicate
Assesses own
and non-defensively; is a "self-starter"
Technological
Literac
(Basic
Operations
and
Productivity
Effective Use of Real-World Tools: The
ability to use real-world tools—the
hardware, software, networking, and
peripheral devices used by information
technology (IT) workers to accomplish
21st century work—to communicate,
collaborate, solve problems, and
accomplish tasks
Selects Technology: Judges which set of
procedures, tools, or machines, including
computers and their programs, will
produce the desired results
Technology Producti
Students use technolo
learning, increase prod
promote creativity; S
productivity tools to co
constructing technolog
models, prepare public
produce other creative
Visual Literacy: The ability to interpret,
use, appreciate, and create images and
video using both conventional and 21st
century media in ways that advance
thinking, decision making,
communication, and learning
Technology Problem
Decision-Making Too
technology resources f
and making informed
employ technology in
strategies for solving p
world.
Cognitive
Skills
Critical
Thinking
&
Problem-Solving
Critical Thinking and Systems
Thinking: Exercising sound reas
understanding and making compl
choices, understanding the
interconnections among systems.
oning in
ex
Higher-Order Thinking a
Reasoning: The cognitive
analysis, comparison, infer
interpretation, evaluation,
applied to a range of acade
and problem-solving conte
nd Sound
processes of
ence and
and synthesis
mic domains
xts
Critical Thinking-a
to define problems
overlapping, ill-defin
available tools and e
and analysis; design
and courses of actio
implementations of
(project manageme
results; and then co
the solutions as con
Reasoning:
underlying th
or more objec
problem.
nd-Doing: Ability
in complex,
ed domains; use
xpertise for research
promising solutions
n; manage the
these solutions
nt); assess the
ntinuously improve
ditions change
Discovers a rule or principle
e relationship between two
ts and applies it in solving a
Reasoning: The ability to draw
conclusions through the use of rational
processes.
Problem Solving Skills: Ability
frame, analyze, and solve problem
to
s.
Scientific Literacy: Ability to use
scientific concepts and processes required
for personal decision making, participation
in civic and cultural affairs, and economic
productivity
Problem Sol
problem exist
discrepancy b
should or cou
reasons for th
and implemen
resolve it. Ev
progress, and
findings.
ving: Recognizes that a
s (i.e., there is a
etween what is and what
ld be), identifies possible
e discrepancy, and devises
ts a plan of action to
aluates and monitors
revises plan as indicated by
Logic: The ability to use reasoning to
determine relationships among
propositions in terms of implication ,
contradiction, contrariety, and conversion.
Decision Making: Specifies goals and
constraints, generates alternatives,
considers risks, and evaluates and
chooses best alternatives.
Creative
Thinking
Creativity and Innovation Skil
Demonstrating originality and
inventiveness in work; developing
implementing and communicating
ideas to others; being open and
responsive to new and diverse
perspectives
ls:
,
new
Creativity: Ability to bring
into existence that is genu
original, whether personall
to the individual) or cultura
work adds significantly to a
culture as recognized by e
something
inely new and
y (original only
lly (where the
domain of
xperts)
Creativity: Ability
solutions to old prob
principles and inven
create new ways to
processes and diver
to come up with new
lems, discover new
ting new products,
manage complex
se teams of people
Creative Thinking: Uses imagination
freely, combines ideas or information in
new ways, makes connections between
seemingly unrelated ideas, and reshapes
goals in ways that reveal new possibilities
Other
Contextual Learning Skills: Th
to take advantage of education in
variety of contexts both inside an
outside the classroom, and under
that knowledge is acquired within
context.
e ability
a
d
standing
a
Ability to Produce Relev
Quality Products: The ab
intellectual, informational,
products that serve authen
and occur as a result of stu
real-world tools to solve or
about real-world problems
Seeing Things in the Mind's Eye:
Organizes and processes symbols,
pictures, graphs, objects or other
information; for example, sees a building
from a blueprint, a system's operation
from schematics, the flow of work
activities from narrative descriptions, or
the taste of food from reading a recipe
Self-Direction: Monitoring one'
understanding and learning need
demonstrating initiative to advan
professional skill levels; defining,
prioritizing and completing tasks
direct oversight; demonstrating
commitment to lifelong learning
s own
s;
ce
without
Self-Direction: The ability
related to learning, plan fo
achievement of those goal
independently manage tim
and independently assess
learning and any products that result from
the learning experience
Career and Learni
Ability to managing
changes, shifts in pr
learning needs that
changes
to set goals
r the
s,
e and effort,
the quality of
ng Self-reliance:
change (career
ojects) and the
accompany those
Self-Management:
knowledge, skills, and abilities accurately;
sets well-defined and realistic personal
goals; monitors progress toward goal
attainment and motivates self through
goal achievement; exhibits self-control
and responds to feedback unemotionally

3. Believes in own self-worth
self-starter
Metacognitive
Skills
Self-Management
and non-defensively; is a
Learning
Strategies
&
Study
Skills
Knowing How to Learn: Recognizes and
can use learning techniques to apply and
adapt new knowledge and skills in both
familiar and changing situations. Involves
being aware of learning tools such as
personal learning styles, formal learning
strategies, and informal learning
strategies
Other
Personal
Characteristics
/
Qualities
Ethics
Ethics: Demonstrating integrity
ethical behavior in personal, work
and community contexts.
and
place
Personal Responsibility: Depth and
currency of knowledge about legal and
ethical issues related to technology,
combined with one's ability to apply this
knowledge to achieve balance, integrity,
and quality of life as a citizen, a family
and community member, a learner, and a
worker
Integrity/Honesty: Can be trusted.
Recognizes when faced with making a
decision or exhibiting behavior that may
break with commonly held personal or
societal values; understands the impact of
violating these beliefs and codes on an
organization, self, and others; and
chooses an ethical course of action
Social, Ethical, and
(related to technolo
practice responsible us
systems, information a
Students understand t
and societal issues rel
Accountability
Accountability: Setting and meeting high
standards and goals for one's self and
others
Responsibili
of attendance
vitality, and o
completing ta
ty: Displays high standards
punctuality, enthusiasm,
ptimism in approaching and
sks
Personal Work Skills and Behaviors:
The ability to apply one's efforts
systematically and conscientiously to
required tasks
Adaptability
Adaptability: Adapting to varied
and responsibilities; tolerating am
and changing priorities
roles
biguity
Adaptability: The ability to modify one's
thinking, attitude, or behavior to be better
suited to current or future environments
Risk-Taking
Risk Taking: The willingness to make
mistakes, advocate unconventional or
unpopular positions, or tackle extremely
challenging problems without obvious
solutions, such that one's personal
growth, integrity, or accomplishments are
enhanced
er
Self-Esteem:
and maintains a positive view of self;
demonstrates knowledge of own skills and
abilities; is aware of impact on others;
and knows own emotional capacity and
needs and how to address them

4. The
Oth
Inter-personal
Skills
Communication
Communication Skills: The ab
articulate thoughts and ideas clea
effectively
ility to
rly and
Interactive Communicat
generation of meaning through exchanges
using a range of contempo
transmissions, and process
ion: The
rary tools,
es
Communication:
effective communica
media for a variety
Ability to craft
tions in a variety of
of audiences
Writing: Com
information, a
records inform
accurately; co
documents su
manuals, rep
charts; uses language, style, organization,
and format ap
matter, purpo
municates thoughts, ideas,
nd messages in writing;
ation completely and
mposes and creates
ch as letters, directions,
orts, proposals, graphs, flow
propriate to the subject
se, and audience
Writing, Listening, and Speaking for 1)
personal response (enjoyment & self-
expression), 2) social interaction
(communication), 3) information &
understanding (acquire, interpret, apply
and transmit information), and 4) critical
analysis and evaluation (evaluate and
generate information according to certain
criteria)
Listening: Receives, attends to,
interprets, and responds to verbal
messages and other cues such as body
language in ways that are appropriate to
the purpose
Speaking: Organizes ideas and
communicates oral messages appropriate
to listeners and situations; participates in
conversation, discussion, and group
presentations; selects an appropriate
medium for conveying a message; uses
verbal language and other cues such as
body language; speaks clearly and
communicates a message
Collaboration
Collaborative Skills: The ability to work
effectively with diverse teams; be
and make necessary compromise
accomplish a common goal
Teaming and Collaborat
Cooperative interaction be
more individuals working t
solve problems, create nov
learn and master content
helpful
s to
ion:
tween two or
ogether to
el products, or
Collaboration: Abi
others (utilize multip
complex problems o
tools, services, and products; will require
cooperation, compromise, consensus, and
community building
Participates
Contributes to group effort
lity to team with
le talents) to solve
r to create complex
as Member of a Team: Working as a Member of a Team:
ability to conduct oneself according to the
expressed or unexpressed norms of a
group and to participate according to
one's talents
Works with Cultural Diversity: Works
well with men and women from diverse
backgrounds
Teaches Others: Helps others learn
Negotiates: Works toward agreements
involving exchange of resources, resolves
divergent interests
Social
Skills
People Skills: Working appropriately and
productively with others
Interpersonal Skills: The ability to read
and manage the emotions, motivations,
and behaviors of oneself and others
during social interactions or in a social-
interactive context
Sociability:
friendliness, a
politeness in
settings. Asse
unfamiliar social situations; relates well to
others; respo
situation requ
in what other
Demonstrates understanding
daptability, empathy, and
new and on-going group
rts self in familiar and
nds appropriately as the
ires; and takes an interest
s say and do
Interpersonal Skills: The ability to
interact effectively professionally and
socially
Other
Leadership: The use of interpersonal
and problem-solving skills to influence
more than one person toward a goal; the
ability to leverage strengths of others to
accomplish a common goal
Exercises Leadership: Communicates
ideas to justify position, persuades and
convinces others, responsibly challenges
existing procedures and policies
Serves Clients/Customers: Works to
satisfy customers' expectations
Economic
Literacy
Financial, Economic, Business
Entrepreneurial Literacy: Knowing how
to make appropriate personal eco
choices, understanding the role o
economy and the role of business
economy; using entrepreneurial s
enhance workplace productivity a
career options
Economic Literacy: The ability to
identify economic problems, alternatives,
costs, and benefits; analyze the incentives
at work in economic situations; examine
the consequences of changes in economic
conditions and public policies; collect and
organize economic evidence; and weigh
costs against benefits
and
nomic
f the
in the
kills to
nd
kills
Personal Productivity: Utilizing
efficiently and managing workloa
punctual and reliable
time
d; being
Prioritizing, Planning, and Managing
for Results: The ability to organize to
efficiently achieve the goals of a specific
project or problem
Time Allocat
related activit
importance, a
and understa
schedules
ion: Selects relevant, goal-
ies, ranks them in order of
llocates time to activities,
nds, prepares, and follows
Setting Priorities: The ability to make
judgments regarding relative criticality of
tasks in order to accomplish objectives
and/or meet deadlines

5. The ability to
s, and inputs,
dhering to
ces, and
al,
Business
Skills
Project
Management
S
Managing Complexity:
handle multiple goals, task
while understanding and a
constraints of time, resour
systems (e.g., organization
technological)
Allocates Material and Facility
Resources: Acquires, stores, and
distributes materials, supplies, parts,
equipment, space, or final products in
order to make the best use of them
Allocates Money: Uses or prepares
budgets, including making cost and
revenue forecasts, keeps detailed records
to track budget performance, and makes
appropriate adjustments
Allocates Human Resources: Assesses
knowledge and skills and distributes work
accordingly, evaluates performance, and
provides feedback
Other
Understands Systems: Knows how
social, organizational, and technological
systems work and operates effectively
within them
Monitors and Corrects Performance:
Distinguishes trends, predicts impact of
actions on system operations, diagnoses
deviations in the function of a system/
organization, and takes necessary action
to correct performance
Improves and Designs Systems:
Makes suggestions to modify existing
systems to improve products or services,
and develops new or alternative systems
Additional
Content
/
Skills
Multicultural
Literacy
Global Awareness: Using 21st
skills to understand and address
issues; learning from and workin
collaboratively with individuals
representing diverse cultures, rel
and lifestyles in a spirit of mutua
and open dialogue in personal, w
community contexts; utilizing non-English
languages as a tool for understan
other nations and cultures
Global Awareness: The r
understanding of interrelationships among
international organizations
public and private econom
sociocultural groups, and i
across the globe
century
global
g
igions
l respect
ecognition and
, nation-states,
ic entities,
ndividuals
Cross-Cultural Understanding: Ability
to bridge differing ethnic, social,
organizational, political, and content
knowledge cultures in the context of work
Multicultural Literacy: The ability to
understand and appreciate the similarities
and differences in the customs, values,
and beliefs of one's own culture and the
cultures of others
ork and
ding
Civic
&
Social
Literacy
Civic Literacy: Being an inform
citizen in order to participate effectively in
government; exercising the right
obligations of citizenship at local,
national and global levels; unders
the local and global implications o
decisions
ed
s and
state,
tanding
f civic
Social and Civic Responsibility: The
ability to manage technology and govern
its use in a way that promotes public good
and protects society, the environment,
and democratic ideals
Personal and Civic Responsibility:
Accountability for one's actions and
fulfillment of one's duties as a citizen
Social Responsibility: Acting
responsibly with the interests of the larger
community in mind; demonstrating ethical
behavior in personal, workplace and
community contexts
Other
Health and Wellness Awareness:
Accessing health information and services,
navigating health institutions and acting
as an effective advocate to improve
health for self, family and/or community;
understanding preventive physical and
mental health measures; understanding
national and international health and
safety concerns
Manual Dexterity: The ability to apply
psychomotor, cognitive, and affective
skills in the execution of manipulative
activities
Core
Subjects
Core Subjects: English, reading
Language Arts, mathematics, scie
foreign languages, civics, govern
economics, arts, history and geog
,
nce,
ment,
raphy
Basic Literacy: The ability to
demonstrate language proficiency (in
English) and numeracy at levels necessary
for success on the job and in a Digital Age
society
Basic Skills:
writing, listen
Some of the a
listed in other
Reading, arithmetic,
ing, and speaking. (Note:
bove basic skills are also
categories)
Basics: Language Arts (reading, writing,
listening and speaking) and Mathematics
(basic operations, logic, probability,
statistics, measurement, and
algebra/geometry). (Note: Some of the
above basic skills are also listed in other
categories)

7. entury Skills
Communications
(ICT)-Driven
College Readiness-Driven Related Educational Research
Eisenberg & Berkowitz
AAC&U (Association of
American Colleges and
Universities)
EPIC (Educational Policy
Improvement Center)
Costa & Kallick Various Authors
The Big6: Information Skills for Student
Achievement (2001)
Greater Expectations (2002) & College
Learning for the New Global Century
(2007)
Toward a More Comprehensive
Conception of College Readiness; Report
prepared for the Bill and Melinda Gates
Foundation (2007)
Discovering and Exploring Habits of Mind
(2000)
*Note: Information in this column
represents academic definitions of the
"skills" identified in the other frameworks
that are not tied to specific content areas
(subject area curriculum review is beyond
the scope of this project)
Model: The Big6 is a process model of
how people of all ages solve an
information problem. From practice and
study, we found that successful
information problem-solving encompasses
six stages with two sub-stages under
each.
Model: 2002 and 2007 documents are
different in terms of the organization of
the skills / outcomes. Note: some skills
were presented as descriptions without
headings (headings were added to help
integrate the info into the table)
Model: The model identifies 4 key facets
of college readiness, organized into
concentric levels that interact with each
other. The 4 circles from inner-most to
outer-most are: Habits of Mind, Key
Content, Academic Behaviors, and
Contextual Skills and Awareness.
Model: The Habits of Mind are organized
as 16 attributes that capture what people
do when they behave intelligently in the
face of problems.
Assumption(s): The Big6 Skills are
applicable to all subject areas across the
full range of grade levels. Students use
the Big6 Skills whenever they need
information to solve a problem, make a
decision, or complete a task. The Big6
Skills are best learned when integrated
with classroom curriculum and activities.
Assumption(s): AAC&U states that an
"invigorated and practical liberal
education is the most empowering form of
learning for the 21st century. 21st
century content and skills could be
learned by engagement with big
questions, but contemporary and
enduring and practiced across the
curriculum and demonstrated in the
context new settings and complex
problems.
Assumption(s): College readiness is
defined as the level of preparation a
student needs in order to enroll and
succeed-without remediation- in a credit-
bearing general education course at a
post-secondary institution that offers a
baccalaureate degree or transfer to a
baccalaureate program. "Succeed" is
defined as completing entry-level courses
at a level of understanding and
proficiency that makes it possible to take
the next level of course in the subject
area.
Assumption(s): When humans
experience problems or uncertainties, our
most effective actions require drawing
forth certain patterns of intellectual
behavior; some patterns of behaviors are
more productive than others.
Task Definition: Define the information
problem; identify information needed
Information Literacy: Interpreting,
evaluating and using information
discerningly from a variety of sources;
transforming information into knowledge
and knowledge into judgment or action;
deriving meaning from experience, as well
as gathering information from
observation; means of modeling
information about the natural, social, and
technical worlds
Research: The student identifies and
utilizes appropriate strategies to explore
and answer problems and to conduct
research on a range of questions;
students must evaluate the
appropriateness of a variety of source
material and synthesize information into a
paper or report
Information Seeking Strategies:
Determine all possible sources; select the
best sources
Location and Access: Locate sources
(intellectually and physically); find
information within sources
Interpretation: The student analyzes
competing descriptions of an event or
issue to determine the strengths and
flaws in each description and any
commonalities among or distinctions
between them; synthesizes the results
into a coherent explanation; states the
interpretation that is most likely correct or
is most reasonable, based on the
available evidence
Use of Information: Engage (e.g.,
read, hear, view, touch); Extract relevant
information
Synthesis: Organize from multiple
sources; present the information
Analysis: The student identifies and
evaluates data, material, and sources for
quality of content, validity, credibility and
relevance; student compares and
contrasts sources and findings and
generates summaries and explanations of
source materials
Evaluation: Judge the product
(effectiveness); judge the process
(efficiency)

8. among a range of learning strategies; the
Critical Thinking: Understanding of the
methods by which scientific knowledge is
tested, validated, and revised; intellectual
agility
Reasoning, Argumentation, Proof:
The student constructs well-reasoned
arguments or proofs to explain
phenomena or issues, accepts critiques of
or challenge to assertions and addresses
critiques by providing a logical
explanation or refutation, or by
acknowledging the accuracy of the
critique or challenge
Critical Thinking: Basic processes
include observing (recalling, recognizing),
finding patterns and generalizing
(comparing, classifying), forming
conclusions based on patterns (inferring,
predicting, applying), and assessing
conclusions based on observations
(checking consistency, identifying
assumptions, confirming conclusions with
facts)1
Problem Solving: Resolving difficult
issues by employing multiple systems and
tools; employing quantitative and
qualitative analysis to solve problems
Problem Solving: The student develops
and applies multiple strategies to solve
routine problems, generates strategies to
solve non-routine problems, and applies
methods of problem solving to complex
problems
Problem Solving: Process by which an
individual identifies a problem, represents
the problem, selects a strategy,
implements the strategy, and evaluates
the results; expert problem solvers
contextualize problems, plan carefully
before attempting to solve unfamiliar
problems, and demonstrate well-
developed metacognitive abilities2
Inquisitiveness: The student engages in
active inquiry and dialogue about subject
matter and research questions and seeks
evidence to defend arguments,
explanations, or lines of reasoning; the
student does not simply accept as given
any assertion that is presented or
conclusion that is reached, but asks why
things are so
Questioning and Posing Problems:
Asking questions to fill in the gaps
between what is known and not known;
recognizing discrepancies and phenomena
in one's environment and probing for
explanations
Creative Thinking: Respect for and
appropriate use of intuition and feeling
Creating, Imagining, and Innovating:
Utilizing one's capacity to generate novel,
original, clever or ingenious products,
solutions, and techniques; conceiving
different problem solutions by examining
alternative possibilities from many angles
Creativity: Behavior or thinking that is
new or original (not learned from
someone else) and produces an
appropriate and productive result (useful
product or effective problem solution)3
Thinking Flexibly: Approaching a
problem from a new angle; considering
additional information which contradicts
one's beliefs shifting through multiple
perceptual positions (points of view)
Applying Past Knowledge to New
Situations: Learning from experience;
calling upon one's store of knowledge and
experience for data and processes that
may help solve novel problems
Transfer: Process by which a person's
prior experience and knowledge affect
learning or problem solving in a new
situation; emphasis is on high-road
transfer which occurs when a problem
solver actively thinks about connections
between the current problem and
previous experience4
Gathering Data through all Senses:
Utilizing all sensory pathways: gustatory,
olfactory, tactile, kinesthetic, auditory,
and visual; absorbing information from
the environment
Self-Monitoring: The ability to think
about how one is thinking; awareness of
one's current level of mastery and
understanding of a subject; tendency to
persist when presented with a novel,
difficult or ambiguous task; the tendency
to identify and systematically select
Managing Impulsivity: Thinking before
acting; forming a vision of a product, plan
of action goal or a destination before
beginning; considering alternatives and
consequences of several possible
directions prior to taking action
Self-Regulation of Behavior:
Monitoring and control of one's behavior
when engaged in learning tasks (time
management activities, allocation of effort
and intensity of learning activities,
adjustment of effort during a task,
persistence)5

9. by the evidence
among a range of learning strategies; the
capability to transfer learning and
strategies
Persisting: Sticking to a task until it is
completed and sustaining a problem-
solving process over time; not giving up
when the answer to a problem is not
immediately known
Self-Regulation of Motivation:
Activation, monitoring, control and
reflection on one's motivation and affect
when engaged in learning tasks
(judgments of competence, activation of
value beliefs and interest, monitoring and
control of efficacy, interest, or anxiety
during task completion, motivational
reactions to success or failure)5
Thinking about Thinking: Knowing
what one knows and what one doesn't
know; Reflecting on and evaluating the
quality of one's thinking skills and
strategies; developing a plan of action,
maintaining that plan of action, then
reflecting back on the plan upon its
completion
Self-Regulation of Cognition
(metacognition): Activation, monitoring,
control and reflection on cognitive
processes (activating prior knowledge,
knowing what tasks one can accomplish
within a certain amount of time,
knowledge of and use of effective learning
strategies, monitoring comprehension,
evaluation of performance relative to
goals)5
Study Skills: Time management (time
allocation and prioritizing), preparing for
and taking examinations, using
information resources, taking class notes,
communicating with teachers and
advisors, and participating successfully in
study groups
Learning Strategies: Strategies that
individuals use to help them understand
and learn the material (identifying
important information; taking notes;
retrieving relevant prior knowledge;
organizing, elaborating and summarizing
information; using mnemonics and
visualization)5
Self-Knowledge: Deep understanding of
one's self that connects habits of mind,
heart, and body
Learning Continuously: Constantly
seeking new and better methods and
striving for improvement; seizing
problems, situations, tensions, conflicts
and circumstances as valuable
opportunities to learn
Ethical Reasoning and Action: Ability
to discern the ethical consequences of
decisions and actions; intellectual honesty
Precision and Accuracy: The student
knows what type of precision is
appropriate to the task and is able to
increase precision and accuracy through
successive approximations generated
from a task or process that is repeated
Striving or Accuracy and Precision:
Working to attain the highest possible
standards; reviewing criteria one is to
employ and confirming that the finish
product matches that criteria exactly;
valuing excellence over expedience
Adaptability: Demonstrating intellectual
agility and managing change
Taking Responsible Risks: Going
beyond established limits and placing
oneself in situations where the outcome is
unknown; viewing setbacks as growth
producing; having a well-trained sense of
which risks are worthwhile
Intellectual Openness: The student
possesses curiosity and a thirst or deeper
understanding; questions the views of
others when those views are not logically
supported, accepts constructive criticism,
and changes personal views if warranted
Responding with Wonderment and
Awe: Feeling compelled, enthusiastic
and passionate about learning, inquiring
and mastering; seeking out problems to
solve and requesting enigmas from others
Intrinsic Motivation: Motivation to
engage in an activity for its own sake (the
activity is pleasurable or valued in and of
itself)6

10. by the evidence
Finding Humor: Initiating and valuing
humor/laughter which has been found to
liberate creativity and provoke higher-
level thinking skills such as anticipating,
finding novel relationships, using visual
imagery, and making analogies
Written and Oral Communication:
Communicating in diverse settings and
groups, using written, oral, and visual
means and in more than one language
Writing: Students present arguments
clearly, substantiate each point, and
utilize the basics of a style manual when
constructing a paper; writing is largely
free of grammatical, spelling, and usage
errors
Thinking and Communicating with
Clarity and Precision: Taking care to
use precise language which in turn
produces effective thinking; defining
terms, using correct names and universal
labels and analogies; supporting one's
statements with explanations,
comparisons, quantification, and evidence
Listening to Others with
Understanding and Empathy: Paying
close attention to what is being said
(verbally and non-verbally) and
demonstrating one's understanding of and
empathy for an idea or feeling by
paraphrasing it accurately, building upon
it, clarifying it or giving an example of it;
holding in abeyance one's own values,
judgments, and opinions in order to
entertain another person's ideas
Teamwork: Working well in teams
including those of diverse composition;
consensus building
Contextual Skills: Interpersonal and
social skills that enable students to
interact with a diverse cross-section of
academicians and peers; skills include
collaboration, familiarity with cultural
norms, and leadership skills
Thinking Interdependently: Realizing
that all of us together are more powerful,
intellectually and physically, than any one
individual; having the disposition and
ability to work effectively in groups
Collaborative Learning: Collaborating
with others to achieve a common learning
goal or to contribute to one another's
learning and achievement7

11. Global Knowledge and Competence:
Understanding of economic forces, other
cultures, political dynamics, interrelations
within and among global and cross-
cultural communities; respect for the
complex identities of others, their
histories, and their cultures
Civic Knowledge and Engagement
(local and global): Understanding of
values and struggles that have
established democratic institutions;
responsibility for society's moral health
and for social justice, active participation
as a citizen of a diverse democracy
College Knowledge: Information
necessary for both gaining admission to
and navigating within the post-secondary
system
"Informed Learner": Knowledgeable
about the natural and social worlds and
about forms of inquiry basic to these
studies; foundations and skills for lifelong
learning; demonstrates quantitative
literacy
Core Academic Subjects: English,
Math, Social Studies, Science, World
Languages, and the Arts
1 Beyer, B. (1988). Developing a scope
and sequence or thinking skills
instruction. Educational Leadership,
45(7 ), 26-30.

12. 2 Brunning, R., Schraw, G., & Ronning,
R. (1995). Cognitive psychology and
instruction (2nd Ed.). Upper Saddle
River, NJ: Merrill/Prentice Hall.
3 Runco, M., & Chand, I. (1995).
Cognition and creativity. Educational
Psychology Review, 7 , 243-267.
4 Salomon, G., & Perkins, D. (1989).
Rocky roads to transfer: Rethinking
mechanisms of a neglected phenomenon.
Educational Psychologist, 24 , 113-142.
5 Pintrich, P. (2000). The role of goal
orientation in self-regulated learning. In
M. Boekaerts, P. R. Pintrich, & M. Zeidner
(Eds.), Handbook of self-regulation . San
Diego, CA: Academic Press.
6 Deci, E., & Ryan, R. (1992). The
initiation and regulation of intrinsically
motivated learning and achievement. In
A. K. Boggiano & T. S. Pittman (Eds.),
Achievement and motivation: A social-
developmental perspective . Cambridge,
England: Cambridge University Press.
7 Webb, N. & Palincsar, A. (1996).
Group processes in the classroom. In D.
C. Berliner & R. C. Calfee (Eds.),
Handbook of educational psychology .
New York: Macmillan.