We knew that this topic is a contentious one that would pique lots of interest. It did: with more than 100 people in attendance, there was not an empty spot in the room (many attendees found semi-comfortable spots on the floor).

Ravitch, Hirsch, and Willingham all challenged Kay’s belief that learning skills is more important than understanding the content that allows skills to be used.

Hirsch argued that “the error at the heart of P21 [the Partnership for 21^st Century Skills] is the idea that skills are all-purpose muscles that, once developed, can be applied to new and unforeseen domains of experience.” More quotes from panelists on Flypaper.

Which is the point that many critics of the 21^st century skills movement have made: knowledge is the foundation for learning.

Kay asserted that he believes P21 is driving the content and skills movement. If that were actually the case then that’s what he would’ve called it: the Partnership for 21^st Century Skills and Content. Ravitch challenged him to rebrand.

But it’s important to remember that P21 is focused more on business interests than on student learning interests. Yes, all kids need to learn how to be good critical thinkers, communicators, and collaborators. They need to be tech savvy, globally aware, and financially intelligent, too. But do these skills need to be assessed by schools? Should they become a part of state standards? Ken Kay’s make the case for their inclusion.

Robert Pondiscio over at the Core Knowledge Blog says:

A broad, solid knowledge-based curriculum is square one for developing “21st Century Skills.” Inspired, creative teaching–not wish fulfillment codified by squishy, ill-defined standards–gets us the rest of the way. That might not fit on a bumper sticker, but it might work.

Common Core agrees. More event commentary to come. Also keep an eye out for the event video; it will be posted soon.

1:30p.m. – 3:00p.m.

1016 16th St. NW, 7th Floor

Washington, D.C. 20036

The teaching of skills is taking an increasingly prominent role in our classrooms. Numerous states are integrating skills such as critical thinking, global awareness, and media and business literacy into their standards and tests. But is the idea of orienting education around skills either sound or new?

Come hear the opinions of a historian, an educator, a cognitive scientist, and an advocate for 21st century skills.

Panelists:

DIANE RAVITCH

Research Professor of

Education, New York University

E. D. HIRSCH, JR.

Founder and Chairman, Core

Knowledge Foundation

DANIEL WILLINGHAM

Professor of Psychology,

University of Virginia

KEN KAY

President, Partnership for

21st Century Skills

Moderator:

ANTONIA CORTESE

Secretary-Treasurer, American

Federation of Teachers

RSVP to: info@commoncore.org

New Jersey joined the Partnership for 21^st Century Skills in December 2008, and the timing couldn’t have aligned better with the state’s required five-year standards review.

On February 6^th, New Jersey Education Commissioner Lucille E. Davy announced revisions and the proposed infusion of the P21 framework into the state’s Core Curriculum Content Standards.  According to a New Jersey Department of Education news release, “the revised standards are designed to infuse real-world skills into the state’s existing curriculum models in the nine content areas – Language Arts Literacy, Mathematics, Science, Social Studies, World Languages, Technological Literacy, Visual and Performing Arts, Comprehensive Health and Physical Education, Career Education and Consumer, Family and Life Skills.”

Commissioner Davy says that “all New Jersey children deserve the opportunity to enter the workforce or college already equipped with the knowledge and skills they need to thrive.” Agreed.  But is adding new standards on “life and career skills and personal financial literacy” the best way to go about attaining college readiness for all students?

Standards should serve as a guide to what content needs to be taught, not how it is taught.  A rich comprehensive curriculum taught via engaging, thought-provoking lessons is the best way to develop the skills students need to be successful in post-secondary education and in life.  With the narrowing of the curriculum, meaningful learning in science, social studies, foreign languages, the arts, etc is well on its way to becoming a luxury or solely an after-school program.  Why?  Because of the misguided assumption that simply teaching more math and reading-and teaching these subjects purely as skills–will improve student achievement.  Many states aren’t getting the results they want on NCLB assessments, so they have latched onto the 21^st century skills fad, instead of focusing on content.

Not all of what New Jersey proposes is bad. The new math standards will include best practices from other states and countries where student performance is high.  Common Core agrees that much can be learned from looking at the high standards set by other countries. Check out New Jersey’s proposed standards yourself, and let us know what you think.

The companies are providing funding for at least three years to support a task force that will:

• -  More precisely define the 21st century skills
• - Cast them in a form that is measurable and can be assessed, and create the tools to do so
• - Create “learning environments” that use information and communication technology
• - Disseminate the knowledge globally

Should businesses dictate what students need to know? It is true that school partnerships with the local business community are often integral to fundraising for special projects, mentoring and tutoring volunteers, providing opportunities for job shadowing, and recognizing teachers, but that is where the collaboration should end. Educators must not let knowledge be overshadowed by a focus on skills. As Common Core Board Member Toni Cortese has said, it is impractical to expect students to “think critically about nothing.” This is no chicken or egg scenario. Building knowledge is the first step; skills follow.