The document discusses the importance of integrating the Partnership for 21st Century Learning (P21) framework into education to equip students with essential skills for success in a competitive global economy. It highlights strategies for aligning curriculum, instruction, and assessment with 21st century themes such as global awareness and financial literacy, while emphasizing critical skills like creativity, communication, and collaboration. Through practical examples and essential questions, it outlines how educators can foster student-centered learning and enhance digital literacy among learners.

1. Achieving the Balance
Aligning and Integrating Curriculum, Instruction,
Assessment, and the P21 Framework
Capstone Original Contribution
Heather Brett
American College of Education

2. Rationale
• The rationale for this original contribution is
to assist and inspire educators to include the
alignment of the P21’s Framework for 21st
century learning when integrating curriculum,
instruction, and assessment in order to
achieve a well-rounded balance that today’s
21st century learners need in order to to be
successful in life and a highly competitive
global economy (Blackhurst, 2015).

3. What is 21st Learning?
•Providing students with the skills to be successful in life beyond
the classroom.
•Student-centered learning
•Integration of technology
•Skills necessary to participate in a highly competitive global
economy

4. P21 Framework
•Core Subjects
•21st Century
Interdisciplinary Themes
•Learning and Innovation
Skills
•Information, Media, and
Technology Skills
•Life and Career Skills

5. Weaving in (Integrating) 21st
Century Themes
• Global Awareness
• Financial Literacy
• Civic Literacy
• Health Literacy
• Environmental Literacy
Framework for 21st Century Learning (2019,
p. 2)

6. How to Weave in 21st Century Themes
• STEAM
• PBL
• Local or Global Issues
• Physical Education
• Family Life Education
• Class Meetings
• Growth Mindset
• Positive Behavior Intervention
System (PBIS)
• Social Emotional Character
Development
• Classroom Economy
• Math Performance
Tasks
• Classroom Constitution
• Associated Student
Body (ASB)
• Local City Council
• Skype
• Project Based
Learning (PBL)
• Google Field Trip
Global
Awareness
Economic and
Civic Literacy
Environmental
Literacy
Health Literacy

7. Learning and
Innovation Skills-The
4Cs
• Creativity and Innovation
• Critical Thinking and Problem
Solving
• Communication
• Collaboration
Framework for 21st Century Learning (2019, p. 2), Andrade (2016) and Cleaves (2015)

8. Information, Media, and Technology Skills
• Information Literacy
•Media Literacy
• Information, Communications, and Technology Literacy
(ICT)
Framework for 21st Century Learning, (2019, p. 2). Bali (2016), and Watanabe-Crockett, (2017)

9. Life and Career Skills
•Flexibility and Adaptability
•Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability
•Leadership and Responsibility
Framework for 21st Century Learning (2019, p. 2) and Dutton (2018)

10. How Do We Integrate 21ST Themes and
Essential Skills?
Curriculum
Essential Questions
Big Ideas
Enduring Understandings
Objectives
What 21st century themes can be
integrated? What 21st century
skills can be included and
measured?
Instruction
Direct/Indirect
Interactive/Experiential
Self-Directed/Independent Study
Intervention
Enrichment
How can the 4Cs, technology,
and life and career skills be
integrated?
Assessment
Informal
Formal
Formative
Summative
How can the 4Cs, digital literacy,
and life and career skills be
integrated?

11. Backwards Design: Unpacking a Standard
The Next Generation Science Standard (NGSS): 4-ESS3-1
Big Ideas
• Energy and fuels obtained by humans are made from natural resources.
• Energy and fuel usage affect the environment in many ways.
• Energy and fuel can be categorized as renewable and/or nonrenewable
• The renewable and nonrenewable energy and fuel sources can be combined to lessen their impact on the environment.
Enduring Understandings
• Nonrenewable energy and fuel can be depleted.
• Renewable energy and fuel can be recreated.
• Overtime, people’s energy and fuel needs change based on the need for new and improved environmental laws and
technology.
Themes: Environmental
Literacy and Global
Awareness
Discovery Education (2016)

12. Content
and/or Essential
Questions
Knowledge and
Skills
Suggested Assessment Activities
Engage-
Renewable
Energy
Renewable
energy and naming
three of its sources.
Formative Pretest: Why should we
choose renewable, versus nonrenewable,
resources whenever possible? Students will
type response and post in Padlet.
Students will
watch videos and view
images to discuss
everyday uses of
natural resources.
4Cs
Life
and
Career
Skill
Environmental
Literacy
Day 1: Engage-Renewable Energy
Discovery Education (2016)

13. Explore-Differences
between renewable and
nonrenewable resources
Essential Question:
Explain: What is the
difference between
renewable and nonrenewable
energy sources?
Investigation
and inquiry of
resources
Formative
Assessment: Virtual
lab results
Students
will complete a
virtual lab in
order to
determine the
value of
renewable
resources.
Discover
Education virtual
lab “Value of
Renewable
Resources”
Day 2: Explore Differences in Energy Sources
Life and
Career
Skills
Digital
Literacy
Digital
Literacy
Environmental
Literacy
Discovery Education (2016)
Discovery Education (2016)

14. Explain-Students will
explain why humans should
choose renewable resources over
nonrenewable, whenever possible.
Essential Question: How
can I apply my energy knowledge
to solving real-world problems?
Personal
applications of
energy resources
Formative
assessment using
Flip Grid to assess
student
understanding
Students will explain
using presentation software
their insights into why
humans should use
renewable energy, whenever
possible.
Students will
create a 30-60 second
explanation using
their laptop and the
web-application Flip
Grid.
Day 3: Explain Why Humans Should Choose Renewable Resources
Digital
LiteracyDigital ,
Health,
Economic, and
Environmental
Literacy
Digital
Literacy
Digital ,
Health,
Economic, and
Environmental
Literacy
Discovery Education (2016)

15. Elaborate with STEM-Students will
analyze how technology needs change based on
energy needs and the environment.
Essential question: Interpret: How will
the use of renewable energy influence new
technologies?
Real-world
applications of energy
uses
Students will
complete a Kahoot on the
real-world uses of energy
and its impacts.
Students will
complete a matching
table for energy
situations and its best
energy source
Careers that
involve renewable
energy and Discovery
Education (2016)
Day 4: Elaborate with STEM
Digital
Literacy
Life and
Career
SkillsDigital ,
Health,
Economic, and
Environmental
Literacy
Life and
Career
Skills
Discovery Education (2016)

16. Evaluate-
Essential Question:
Empathy: How might it feel to
live in city like China that losses
1.6 million people a year because
of air pollution?
Impacts of
energy sources on
living beings
Student discussion
on essential question;
multiple-choice
summative assessment on
resources
Students will participate in
class discussion and brainstorm on
how to solve China’s air pollution
using knowledge of energy
resources.
Multiple-choice
summative assessment
and video clip and article
on the smog in China
Day 5: Evaluate Impacts and Solutions
Digital
and
Life
and
Career
Literacy
Digital ,
Health, Civic
Economic, and
Environmental
Literacy
Global Awareness
Digital ,
Health, Civic
Economic, and
Environmental
Literacy
Global
Awareness
Environmental
Literacy
4Cs
and
Digital
Literacy
Discovery Education (2016)

17. The Perfect Alignment
and Integration for 21st
Century Learning
• Students who are equipped
with the skills for school,
life, and career.
• Students who are adaptable
to an evolving society.
• Students who know their
civic responsibilities, are
globally aware, digitally
literate, and utilize the 4Cs.
Ross (2017)

18. References
• Andrade, M. (2016). Curricular elements for learner success – 21st century skills. Journal of Education and Training Studies, 4(8), 143-149
• Bali, M. (2016). Digital skills and digital literacy. Literacy Today, 33(4), 24-25
• Blackhurst, Kathryn. (2015). Common core: What is international benchmarking? Newsmax. Retrieved from https://www.newsmax.com/fastfeatures/common-core-
international-benchmarking/2015/06/02/id/648150/
• Cleaves, P. (2015). Collaboration – How do we actually develop this essential 21st century skill in students? Australian Educational Leader, 37(3), 79-82
• Discovery Education. (2016). Value of renewable resources. Discovery Education, California. Retrieved from
https://app.discoveryeducation.com/learn/techbook/courses/science
• Dutton, C. (Course Lecturer). (2018). 21st Century skills for the digital educator review: Module 1 [Video]. American College of Education. Retrieved from http://ace.edu
• P21 Partnership for 21st Century Learning. (2019). Framework for 21st century learning. Battle for Kids. Retrieved from
http://www.battelleforkids.org/networks/p21/frameworks-resources
• P21 Partnership for 21st Century Learning. (2019). Framework for 21st century learning definitions. Battle for Kids. Retrieved from
http://www.battelleforkids.org/networks/p21/frameworks-resources
• Ross, D. (2017). Empowering students with 21st century skills for today. Getting Smart. Retrieved from https://www.gettingsmart.com/2017/04/empowering-students-21st-
century-skills/
• Watanabe-Crockett, L. (2017, November). 5 Reasons why you should be teaching digital citizenship. Global Digital Citizenship Foundation. Retrieved from
https://globaldigitalcitizen.org/5-reasons-teaching-digital-citizenship