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1 Introduction
Pages 15-20

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From page 15...
... They will need to learn in ways that support not only retention but also the use and application of skills and knowledge -- a process called "transfer" in cognitive psychology. Today's educational policies and practices will need updating to help all children develop transferable knowledge and skills.
From page 16...
... in their standards, assessments, curriculum, and teacher professional development. Some state and local high school reform efforts have begun to focus on a four-dimensional framework of college and career readiness that includes not only academic content but also cognitive strategies, academic behaviors, and contextual skills and awareness (Conley, 2011)
From page 17...
... as follows: An ad hoc committee will review and synthesize current research on the nature of deeper learning and 21st century skills and will address the following: •  efine the set of key skills that are referenced by the labels "deeper D learning," "21st century skills," "college and career readiness," "stu dent centered learning," "next generation learning," "new basic skills," and "higher order thinking." These labels are typically used to in clude both cognitive and noncognitive skills -- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn that can be demonstrated within core academic content areas and that are important to success in education, work, and other areas of adult responsibility. The labels are also some times used to include other important capacities -- such as creativity, innovation, and ethics -- that are important to later success and may also be developed in formal or informal learning environments.
From page 18...
... HOW THE COMMITTEE APPROACHED THE CHARGE To address these five areas of concern, the committee reviewed research literature across several disciplines, including cognitive science, educational and social psychology, economics, child and adolescent development, literacy, mathematics and science education, psychometrics, educational technology, and human resource development. The committee drew on recent NRC workshops focusing on demand for 21st century skills, the intersection of science education and 21st century skills, and the assessment of 21st century skills, as well as on papers commissioned for an NRC planning process on behalf of the Hewlett Foundation.
From page 19...
... Chapter 5 discusses deeper learning and 21st century competencies in the disciplines of English language arts, science, and mathematics. Chapter 6 discusses teaching and assessing transferable knowledge and skills, in both formal and informal learning environments, and identifies research-based methods and instructional design principles for effectively developing the desired knowledge and skills.

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