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Key principlesThe developmental frameworks provide a conceptual structure to support understanding of each essential skill - Collaboration/ Communication/ Creativity and Self-regulation
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Developmental Progressions as a Learning Journey Developmental progressions for each component describe behaviors that become more complex along the journey from beginner toward emerging expert. Skill development often begins by observing others, but progress and refinement of skills requires active engagement through exploration, trial and error, purposeful investigation, and learning from setbacks and failures along the way. Growth can be accelerated through intentional reflection on challenges and failures in order to inform better approaches in the future. Progress is enhanced by modeling and support from others who have a greater degree of expertise. The necessity for these opportunities raises a need to consider the environments and conditions that foster progress.
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Components of Skill Definitions Definitions of each skill are enhanced through five components. Each component plays an essential role; without any one component, the skill is not truly expressed. Likewise, learners may be more advanced with some components than others. Though components could be viewed as stand-alone skills, each provides a unique contribution tailored specifically to the essential skill.
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MethodThe literature that informed the development of these frameworks was drawn from research, theory, assessments, and models specific to each skill as well as research on the development of expertise. Several research-based perspectives guided the literature review and the overall approach to the frameworks.
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1. • Some talents and abilities viewed as inherent and fixed can be cultivated as fluid skills.2 • Skill development is a product of exposure and strategic experience, with noticeable behaviors indicating degrees of expertise.3 • Skill performance is context, discipline, and experience dependent.3 • Metacognition plays a critical role in skill development and distinguishing degrees of expertise.4 • Demonstrations of a skill include both intrapersonal and interpersonal elements.5 Researchers applied these perspectives to identify literature specific to each of the four skills and prioritized research, theories, and models that decomposed the skill, suggested embedded aspects, or described a process of skill use. Greater emphasis was placed on work that framed skill development over time. Each skill-specific knowledge base was then analyzed for common elements that informed the framework components.
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Researchersthe Center for Innovation in Education (CIE) and the Educational Policy Improvement Center (EPIC) worked with teacher-leaders from ILN states to create the developmental frameworks for collaboration, communication, creativity, and self-direction in learning.
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