English Language Development

Figure 10.3. Competencies Identified by the Committee on Defining Deeper Learning

and 21st Century Skills^1

Cognitive Competencies

Intrapersonal

Competencies

Interpersonal

Competencies

Cognitive Processes

and Strategies

Critical thinking, problem

solving, analysis,

reasoning, argumentation,

interpretation, decision

making, adaptive learning,

executive function

Knowledge

Information literacy

(research using evidence

and recognizing bias in

sources), information

and communications

technology literacy,

oral and written

communication, active

listening^1

Creativity

Creativity, innovation

Intellectual Openness

Flexibility, adaptability,

artistic and cultural

appreciation, personal

and social responsibility

(including cultural

awareness and

competence), appreciation

for diversity, continuous

learning, intellectual

interest and curiosity

Work Ethic/

Conscientiousness

Initiative, self-

direction, responsibility,

perseverance, productivity,

grit, Type 1 self-regulation

(metacognitive skills,

including forethought,

performance, and

self-reflection),

professionalism/ethics,

integrity, citizenship, career

orientation

Positive Core Self-

Evaluation

Type 2 self-regulation (self-

monitoring, self-evaluation,

self-reinforcement)

physical and psychological

health

Teamwork and

Collaboration

Communication,

collaboration, teamwork,

cooperation, coordination,

interpersonal skills,

empathy/perspective

taking, trust, service

orientation, conflict

resolution, negotiation

Leadership

Leadership, responsibility,

assertive communication,

self-presentation, social

influence with others

Source

National Research Council. 2012. Education for Life and Work: Developing Transferable Knowledge and Skills

in the 21st Century, edited by James W. Pellegrino and Margaret L. Hilton. Committee on Defining Deeper

Learning and 21st Century Skills. Washington, DC: The National Academies Press.

1 As noted throughout this framework, speaking and listening should be broadly interpreted. Speaking and listening should
include students who are deaf and hard of hearing using American Sign Language (ASL) as their primary language. Students
who are deaf and hard of hearing who do not use ASL as their primary language but use amplification, residual hearing, lis-
tening and spoken language, cued speech and sign supported speech, access the general education curriculum with varying
modes of communication.

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