Questions and Answers
The report focuses on nine key skills in education in the 21st century, including critical thinking, creativity, metacognition, problem solving, collaboration, motivation, self-efficacy, conscientiousness, and ______.
grit or perseverance
The report provides an overview of different ______ for key skills in education in the 21st century.
frameworks
Critical thinking is the ability to assess the value of information and make a ______.
conclusion
Creativity is the production of something ______ and useful in a social context.
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Metacognition involves thinking about one's cognitive processes and is associated with improved learning and academic ______.
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Problem solving skills are malleable and can be improved within educational ______.
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Conscientiousness is the only personality trait consistently associated with performance in school and higher ______.
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The lack of association between interpersonal skills and academic achievement does not diminish their ______.
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Study Notes
- The report provides an overview of different frameworks for key skills in education in the 21st century
- The frameworks emphasize cognitive skills, social and emotional learning, and student dispositions
- The report focuses on nine skills: critical thinking, creativity, metacognition, problem solving, collaboration, motivation, self-efficacy, conscientiousness, and grit or perseverance
- Critical thinking is the ability to assess the value of information and make a conclusion
- Creativity is the production of something novel and useful in a social context
- The transferability of both critical thinking and creativity is debated
- Both skills require more than technical skills and involve important dispositions and related skills
- Critical thinking and creativity are well-researched skills, but more research is needed to determine their impact on student achievement and long-term outcomes
- The report does not cover literacy and numeracy skills or ICT-related competencies
- More analysis is needed to determine the helpfulness of the theoretical constructs for teachers and systems to use.- Creativity is accessible to all students with proper teaching conditions.
- Creativity is a good predictor of future achievement.
- Metacognition involves thinking about one's cognitive processes and is associated with improved learning and academic performance.
- Metacognitive skills can be developed systematically within specific curriculum areas.
- Problem solving involves selecting, applying, and monitoring strategies to solve problems.
- Problem solving skills are malleable and can be improved within educational contexts.
- Learning activities structured around problems to solve are beneficial for acquiring transferable cognitive skills.
- Collaboration and cooperation are contentious skills with weak correlation to academic performance.
- Social skills such as collaboration and empathy tend to have weak correlation with student grades.
- The lack of association between interpersonal skills and academic achievement does not diminish their importance.- Academic achievement is not enough to consider skills as legitimate learning outcomes.
- Collaboration in the classroom can foster student learning.
- Motivation is a field of research with a longer history than most other skills.
- Self-efficacy and locus of control underpin motivation.
- Conscientiousness is a form of self-discipline expressed as a diligent behavior based on self-control and application to a given problem, task or activity.
- Conscientiousness is the only personality trait consistently associated with performance in school and higher education.
- Conscientiousness has a significant influence on achievement above and beyond IQ.
- Personality traits can change over time and depend on developmental influences and social factors.
- The evidence available for the ability to develop academic tenacity in the classroom is scant.
- The question of transferability is the most contentious area of research.This text discusses the concepts of perseverance and grit, how they relate to academic performance, and their malleability. It also highlights the challenges of defining and measuring key skills for the 21st century, as well as the need for more research on the causal relationships between these skills and student outcomes. The text emphasizes the importance of considering the context and transferability of these skills when designing interventions and shaping the learning environment.
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