• G21: Greenfield's 21st Century Abilities to Equip Students for Success

    In the summer of 2016 members of Greenfield School Community worked with Greg Curtis, an international educational specialist who focuses on global competencies students need for success, as well as helping school communities identify, define and assess these areas. As a result of this work, we have arranged the original 21 abilities (that members of our community prioritized as vital for students to be able to demonstrate mastery prior to graduation) into seven (broader) categories.

    Here are the seven:





    The ability to see things in new ways or produce something new, whether tangible or intangible


    The imparting or exchange of information, ideas and/or emotions in a variety of situations and for multiple purposes and audiences, and across multiple media


    Working with another or a group in order to achieve a common goal

    Critical Thinking

    Identify patterns/relationships, make generalizations, identify exceptions and evaluate claims; arrive at opinions, conclusions and/or take action

    Self-Directed Learning

    Use of independent initiative, responsibility and feedback to guide learning and growth

    Global Competence

    Considering a situation as it relates to the rest of the world within economic, social, cultural and/or political contexts


    A balanced sense of health, happiness and prosperity; both within self and with others

  • G21 Performance Areas

    Just as comprehensive academic standards can be deconstructed into teachable learning targets (and further into daily learning intentions), G21 Impacts can be broken down into specific, manageable components we call "Performance Areas". The expectations in these Performance Areas can added to existing performance tasks to increase the meaningfulness and enhance real-world connections as they provide authentic contexts for the expectations in the academic standards to reside. Further, descriptions of Performance Areas can be grafted (or spliced) onto sets of high-quality criteria used to assess academic tasks. This allows both learners and teachers to assess, provide feedback and monitor growth of student learning. 

  • Definitions of the Performance Areas for each G21 Impact are listed below:




    G21 Performance Area Definitions


    Curiosity and Imagination - The desire to learn or know about things and to form mental images and concepts.


    Developing and Exploring Ideas - Generate original ideas and explore existing ideas.


    Innovation - Conceive of, and develop original ideas of value and find new approaches to address needs.


    Initiative - The readiness and ability to take action and realize novel ideas.



    Interpretive - Explore various forms of communication in order to make meaning, gain perspective and engage aesthetically.


    Expressive - Make one’s ideas, thoughts and emotions known to others through multiple modes.



    Productive Group Interactions - Contribute to the effective functioning and positive well-being of a team


    Effective Communications - Use verbal and non-verbal approaches to develop and support a high-performance team.


    Critical Thinking

    Inquiry - Actively investigate information, perspectives and phenomenon with a desire to learn and gain understanding.


    Analysis and Interpretation - Apply critical faculties and strategies to understand and assess ideas, proposals and information.


    Decision Making/Conclusions - Apply critical faculties and strategies to make choices, propose solutions and make arguments.


    Self-Directed Learning

    Goal Setting - Decide what one wants or needs to accomplish to grow and devise/execute a plan to achieve that result.


    Self-Advocacy - Actively represent oneself and speaking for one’s needs, views or interests.


    Resilience/Grit - Demonstrate perseverance and character in the face of challenges and obstacles.


    Metacognition - Demonstrate awareness, understanding, analysis and control of one’s learning and cognitive processes.


    Growth Mindset - Demonstrate positivity, ownership and control of one’s learning, success and growth.


    Use of Feedback - Give, take and apply evaluative information and reactions to observable actions or products for the purpose of growth and improvement.


    Global Competence

    Global Awareness - Demonstrate knowledge and understanding of perspectives and issues in an international context.


    Citizenship - Demonstrate positive, proactive behaviors and interactions in support of the well-being of one’s various communities.


    Adaptability - Adjust one’s thinking, interactions and actions readily to suit a variety of contexts and conditions.


    Systems Thinking - Act upon the understanding of the interdependent nature of systems, both natural and constructed.



    Physical/Nutrition/Sleep - Practice positive habits in order to increase or maintain one’s health and physical performance.


    Social (Intra and Inter) - Demonstrate a positive and healthy sense of self as well as the ability to interact with others positively.


    Financial - Demonstrate critical faculties and positive decision-making in financial matters.


    Emotional - Demonstrate the habits, traits and dispositions of mentally healthy people.


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