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"Has there ever been such a frenzy of thinking and activity over a concept which does not even exist? I am referring, of course, to the ridiculous notion of so-called '21st century skills'. Bloggers, teachers, employer organisations and even governments have fallen over themselves to produce documents 'proving' that 21st century skills are essential in the 21st century. Papers have been written. Rubrics have been created. In England the National Curriculum itself has been perverted from its course to include 'Personal Learning and Training Skills' (aptly pronounced, generally, as 'pelts'). I am surprised that I've yet to see jobs advertised: "Wanted: Dynamic Director of 21st Century Skills"; "Needed as soon as possible: 21st century skills co-ordinator.""

"These 21st Century Skills Map are each the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation."

"As the workplace changes and becomes increasingly global, today's students must be educated with a 21st-century mindset. Science, technology, engineering, and math (STEM) skills are no longer just "good skills" to have; they are increasingly vital to a 21st-century education-and students should begin cultivating these skills as early as possible. Attracting students to the STEM disciplines is the first hurdle, and retaining student interest in these areas is the second. But once student interest in STEM-related fields is established, they will discover they are on a successful path not just for higher education, but for the workforce as well."

These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards are: * Aligned with college and work expectations; * Clear, understandable and consistent; * Include rigorous content and application of knowledge through high-order skills; * Build upon strengths and lessons of current state standards; * Informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and * Evidence-based.

"The 21st Century Fluencies are not about technical prowess, they are critical thinking skills, and they are essential to living in this multimedia world. We call them fluencies for a reason. To be literate means to have knowledge or competence. To be fluent is something a little more, it is to demonstrate mastery and to do so unconsciously and smoothly."

"Children who blog, text or use social networking websites are more confident about their writing skills, according to the National Literacy Trust."

"Narrator: Brooklyn Prospect Charter School in Brooklyn, New York, was founded by Luyen Chou and Dan Rubenstein. The school opened its doors just weeks before we visited them. Part of their vision: a commitment to developing 21st century skills in its diverse student population."

why" "knowing The cultural knowings framework consists of four interconnected learning interactions: Knowing About - the acquisition through research and study of cultural facts, data, and knowledge about products, practices, and perspectives. Knowing How - the acquisition of cultural practices (behaviors, actions, skills, saying, touching, looking, standing, or other forms of "doing"). Knowing Why - the development of an understanding of fundamental cultural perspectives (perceptions, beliefs, values, and attitudes that underlie or permeate all aspects of culture). Knowing Oneself - the strengthening of individual identity, knowing who we are as individuals and as members of a society and cultural grouping (self-awareness and self-actualization).

Upgrading Assessments ... A group of teachers decided to upgrade/replace a final exam to embrace 21st century skills and Web 2.0 tools.

"Last summer, as I was winding down my eight years as president of the Partnership for 21st Century Skills, I went around the country and met with 30 superintendents, asking them, "What can I do to support your efforts to implement 21st century education in your district?" Together we came up with the idea of creating a professional learning community (PLC) of education leaders committed to 21st century education. A team of us liked the idea so much that earlier this year we launched EdLeader21, a community of education leaders committed to building critical thinking, communication, collaboration, and creativity into their educational system. "

"When we question our students about "what it takes to get really good at something" and give them the space to respond, it is amazing how insightful they can be-and how much of it lines up with the neuroscience of learning. Here are nine answers that students gave in the book Fires in the Mind, along with related teacher actions to consider incorporating into your regular practice."

"International Studies Schools Network Asia Society has 23 public schools that are developing globally competent, college-ready high school students. Research shows our model has higher graduation rates and academic achievement than other schools with similar profiles. "

"The Foundation and Center for Critical Thinking aim to improve education in colleges, universities and primary through secondary schools. We present publications, conferences, workshops and professional development programs, emphasizing instructional strategies, Socratic questioning, critical reading and writing, higher order thinking, assessment, research, quality enhancement, and competency standards."

Watch how Nash Rocky Mountain Early College High School uses EduPlatform in their 1:1 [computer/internet access] initiative, which integrates today's latest technologies into the classroom for 21st century learning.

"As to the question, "How do we support students developing as efficacious self-directed, social learners and involve parents as partners in that journey?" I offer a little of my own background here. I mostly directly teach undergraduates (and adults), so I deal with folks who have already been through a system that has largely (with some exceptions) encouraged them to be passive, to be attentive to the rules of the game, to be really, really conventionally successful (as defined by the institution), and who are often self-directed and social learners-OUTSIDE of the classroom. So long attentive to the rules of the game of school, they sometimes resent being asked to deeply engage in their own learning. Here's a little recollection of my own journey through this as a teacher…"