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 sometimes 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.
- Describe how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. In particular, consider these skills in the context of the work of the National Governors Association and the Council of Chief State School Officers in specifying Common Core State Standards for English language arts and mathematics, and the work of the NRC in specifying A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (hereafter referred to as the NRC science framework).
- Summarize the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education.
- Summarize what is known—and what research is needed—about how these skills can be learned, taught, and assessed. This summary should include both the cognitive foundations of these skills in learning theory and research about effective approaches to teaching and learning these skills, including approaches using digital media.
- Identify features of educational interventions that research suggests could be used as indicators that an intervention is likely to develop the key skills in a substantial and meaningful way. In particular, for learning in formal school-based environments, identify features related to learning these skills in educational interventions in (a) teacher professional development, (b) curriculum, and (c) assessment. For learning in informal environments, identify features related to learning these skills in educational interventions in (d) after-school and out-of-school programs and (e) exhibits, museums, and other informal learning centers. For learning in both formal and informal environments, identify features related to learning these skills in education interventions in (f) digital media.
In approaching this charge, the committee drew on a large research base in cognitive, developmental, educational, organizational, and social psychology and economics for purposes of clarifying and organizing concepts and terms. However, we do not claim to provide precise, scientifically credible definitions of all the various terms that have come to populate this arena of concern and debate. This is due partly to the time constraints of the project and partly to the lack of definitive research on the range of skills and behaviors that have come to fall under the headings of “deeper learning” and “21st century skills.” That said, the committee took initial