URDANETA CITY COLLEGE of

UNIVERSITY
Owned and operated by the City Government of Urdaneta
TEACHER EDUCATION

OBE COURSE SYLLABUS

in
Building & Enhancing New Literacies across Curriculum
University College Of Teacher Education
GUIDING PHILOSOPHY PHILOSOPHY
Urdaneta City University adheres to the educational worldview set forth by its founding father, Dr. Pedro T. “Globalized Teacher Education”
Orata, that –
1. Education contributes much to the development of an individual and the society in which he lives; VISION
2. It is possible to make education available and accessible to all people in all walks of life, both in urban and A center of development in the field of education, which is committed to the development of globally competitive,
rural areas; transformed and morally upright educators, efficient professionals, principled leaders, and socially responsible citizens.
3. The education provided will determine the quality of life of the people and the progress of the nation; and
4. The institution shall provide such kind of education and development which are congruent to the national MISSION
development goals. To pursue excellence in teacher education through its outcome-based teaching, continuous faculty development,
innovative and relevant research’s, extension programs, and institutional linkages.
VISION
A leading university that transforms individuals into morally upright and globally competitive professionals GOALS
through quality and practical education for all To produce educators who are academically and proficiently competent, whose orientation is firmly anchored on
outcome-based and transformative education and enriched by faculty development, researches, extension programs
MISSION and linkages.
To provide exemplary outcome-based and advanced instructions; socially relevant and innovative researches; and
inclusive extension services, partnerships and/or linkages OBJECTIVES
1. To train students to become proficient and skilled educators through curricular offerings or programs which are
GOALS responsive to local and global market needs;
Instruction 2. To provide accessible, affordable, technology-based education in the teacher training programs;
1. Instill formation of knowledge, abilities, skills, and attitudes necessary to make an individual a responsible 3. To equip students to become academically competent and professionally skilled educators through trainings that
member of the society, enhance the development of instruction to produce high-level professionals, and promote scholastic excellence, cultural enrichment, personal discipline, moral character, critical thinking, and
harness the productive capacity of the country’s human resource-based toward international leadership capabilities;
competitiveness. 4. To improve instructional competence and expertise of staff through seminars, conferences, workshops and
Research provisions for scholarships and the like;
2. Mold individuals who will conduct scientific, innovative and advanced researches in the quest for new 5. To perform extension services and research works which the college may deem essential in improving the quality
knowledge, provide leadership in various fields toward dynamic and self-sustaining economy, and enrich of life of the community; and
historical and cultural heritage. 6. To establish linkages with professional practitioners and other outside institutions for academic support, socio-
Community Services economic participation, and cultural development.
3. Undertake participatory and inclusive extension services which are relevant and responsive, accessible and
equitable, through efficient and effective community development programs, and broaden symbiotic
partnerships and linkages to establish intergenerational responsibility for the common good.

OBJECTIVES
1. To provide professional, technical, and expert instruction in arts, sciences, humanities, and technology.
2. To conduct systematic investigations geared toward the establishment and discovery of novel facts, solve
present or existing problems, provide new ideas or develop new theories, satisfy curiosity, and mastery of
nature.
3. To establish sustainable livelihood projects that will uplift the quality of life of the members of the
community, and to expand transnational collaborations that will have socio-economic benefits to the present
and future generations.

(075) 600 - 1507

San Vicente West, Urdaneta City, Pangasinan
Your bright future starts here ucu.edu.ph | univpresidentofficial@gmail.com
 URDANETA CITY
UNIVERSITY College of Teacher Education
Owned and operated by the City Government of Urdaneta

Institutional Outcomes: The UCU Core Values

Integrity Competence
True UCUians imbued with the spirit of nobility live their lives guided by the Passion for excellence drives noble persons to shine in their chosen craft.
ideals of honesty and authenticity. Their words and actions consistently reveal their They do not settle for mediocrity, and capacitate themselves with the requisite
commitment to decency and honor. They pursue the path of truth even if this were know-how and skills to establish their expertise and credibility in their discipline.
the less popular choice. They continue the pioneering character of Dr. Pedro Orata by spearheading
innovations while building on traditions of excellence.

Teamwork Transcendence
The spirit of nobility moves UCUians to cooperate with other members of the Noble UCUians are selfless stewards of goodness and compassion to their
university in realizing a common goal. With humility, they accept that each fellow human beings, to the school, to the community, and to those in need—
member of the UCU community brings his or her own capabilities to actualize the prioritizing the cause of others before theirs, willing to accept, do, and get the
university’s vision. Noble UCUians seek and pursue to achieve unity in any area or job done without expecting recompense. Going beyond self-actualization, they
situation, understanding that the best outcomes almost always happen in the spirit aim to reach their full potential to best serve noble causes beyond the self.
of cooperation.

Program Outcomes (CMO 75 S. 2017)

The BSEd/BEEd graduates have the ability to:

1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts
2. Demonstrate mastery of subject matter/discipline.
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
5. Apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes.
7. Practice professional and ethical teaching standards sensitive to the changing local, national, and global realities
8. Pursue life-long learning for personal and professional growth through varied experiential and field- based opportunities

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 URDANETA CITY
UNIVERSITY College of Teacher Education
Owned and operated by the City Government of Urdaneta

Course Information

Course Title: Building & Enhancing New Literacies across Curriculum Course Credit: 3-unit
Course Code: PED 8 Prerequisite: none

COURSE DESCRIPTION
This course introduces the concepts of new literacies in the 21st century as evolving social phenomena and shared cultural practices across learning areas. The 21st century
literacies shall include (a) globalization and multi-cultural literacy, (b) social literacy, (c) media literacy, (d) financial literacy, (e) cyber literacy /digital literacy, (f) eco-literacy
and (g) arts and creativity literacy. Field based-interdisciplinary explorations (ex. observation in mathematics, Field Studies) and other teaching strategies shall be used to
develop PSTs’ teaching skills to promote learners’ literacy, and critical and creative thinking skills. Pre-service teachers shall develop skills in using appropriate teaching
strategies and resources, including the positive use of ICT, to address learning goals.

INSTRUCTORS’ NAME INSTRUCORS’ INFORMATION CONSULTATION SCHEDULE SUBJECT CODE

ARQUINES, WINNIE T.  09167212695 MONDAY 3:00-4:00 E218, E276, E198, E216
 winniearquines40@gmail.com
CAPITULO, ANALYN R.  E306, E207, E256

ERAMA, MARICEL  09328527489 Friday 1:00-3:00 E267
 maricelerama.ucu.cite@yahoo.com
JOCUTAN, JERSON D.  09166901740 MONDAY 11:00-12:00 E324, E285, E262
 jersonjocutan@ucu.edu.ph
RAMOS, JASMIN JANE R.  E296, E242
 jasminjaneramos@gmail.com
SERQUILLOS, MARICRIS A.  09168550318 MONDAY 1:00-2:00 E315, E340, E236
 mse24589@gmail.com

Course Learning Outcomes: At the end of the course, the students should be able to:
1. demonstrate content knowledge and its application within and/or across curriculum teaching areas;
2. demonstrate knowledge of teaching strategies that promote literacy skills;
3. apply teaching strategies that develop learners’ critical and creative thinking and /or other higher order thinking skills;
4. show skills in the selection, development and use of variety of teaching and learning resources, including ICT, to address learning goals; and
5. demonstrate skills in the positive use of ICT

Module Time Learning Outcomes Content Teaching Learning Activities Assessment

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 URDANETA CITY
UNIVERSITY College of Teacher Education
Owned and operated by the City Government of Urdaneta

No. Allotment
1 hr Class Orientation
Week 1-3 At the end of the unit, the pre- Unit 1. Introduction of Key Concepts Socialized Classroom Discussion.
service teacher can: A. Definitions of traditional literacies Use the PPG chart to facilitate class discussion. Summative Quizzes
1. Traditional literacy PSTs will write their Prior knowledge about the
a. compare the basic concepts of 2. Functional literacy topic, Present knowledge (concepts discussed),
traditional and 21st century 3. Early literacy/emergent literacy and Gained knowledge (insights gained).
literacies and skills 4. Basic literacy and skills
Share-Pair-Circle
b. explain the features and critical B. Definitions of the 21st Century Divide the class into groups of equal number. Let
attributes of the 21st century literacies: The 21st century literacies and each group form two circles. PSTs (in groups of 5 students)
literacies skills The outer circle facing the inner circle. will create a poster on the
1. globalization and multi-cultural literacy Let them share their ideas on the 21st century different literacies.
2. social literacy teaching and learning and the different 21st
3. media literacy century literacies.
4. financial literacy Teacher clarifies concepts when necessary.
5. cyber/ digital literacy At a certain time, students rotate and share with
6. eco-literacy another pair.
7. arts and creativity literacy
Small group presentation of
Eight Corners (Small Groups) The class will outputs Each group prepares a
C. Features of 21st century teaching and have 8 Learning corners. Each corner exhibits graphic organizer to present
learning features/characteristics and attributes of 21st attributes of 21st century
teaching and learning. The group will take turns teaching and learning. Process:
D. Critical Attributes of the 21st Century to visit each corner and write down important/key discussion of concepts and
Education concepts from each learning corner. Whole Group effective use of charts and/or
1. Integrated and interdisciplinary Discussion will be in the form of Q&A. diagrams Output: simplified
2. Technologies and multimedia ideas, information showing the
3. Global classrooms attributes of 21st literacies
4. Creating/ adapting to constant personal Lecture-demo on the basic strategies to visually presented through the
and social change, and lifelong learning promote learners’ literacy Field different graphic organizers
5. Student-centered Observation.
6. 21st century skills PSTs observe a classroom teacher in situ noting Class observation
7. Project-based and research driven 8. the teacher’s activities in developing learners’
Relevant, rigorous and real world literacy PSTs observe class instruction
considering strategies,
E. Basic strategies for developing literacy integration of 21st literacies,
1. making connections instructional materials used,
2. visualizing etc. Process: Field notes will be
3. inferring taken to document the
4. questioning observation. Output:
5. determining importance observation report

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 URDANETA CITY
UNIVERSITY College of Teacher Education
Owned and operated by the City Government of Urdaneta

6. synthesizing
Week 4-6 At the end of the unit, the pre- Unit 2. Teaching Strategies for the Lecture-demonstration on teaching Demonstration
service teacher can: Development of Literacy Skills and strategies that promote learners’ literacy Each group will demonstrate,
Teaching resources skills explain and critique strategies
a. demonstrate teaching strategies for the development of the
that promote literacy A. Strategies for the development of Anticipation Guide (pre-reading Activity) different literacy skills utilizing
emergent literacy skills and teaching PSTs will either agree or disagree on statements appropriate teaching-learning
b. show skills in the selection, resources about strategies for the development of literacy resources to develop higher-
development and use of age- 1. pictures and objects pictures and skills and teaching resources based on their order and creative thinking skills
appropriate instructional resources objects schema
that will develop literacy, and 2. letters and words
higher-order and creative thinking 3. sounds After the demonstration, the
skills 4. read aloud experiences PSTs will conduct their activities
Presentation in a real classroom setting in
c. design activities appropriate for B. Beginning reading skills and teaching The class will be divided into 5 groups. Each the laboratory school.
the development of literacy skills resources group will discuss among themselves strategies of
1. Phonemic awareness particular literacy skills using the ENVOY strategy
2. Phonics instruction
3. Fluency instruction
4. Vocabulary instruction
5. Comprehension instruction

C. Developing functional literacy

1. Participatory approach
D. 21st Century literacy skills and teaching 
resources
1. Student-led learning (Cooperative
learning)
2. Inquiry-based classroom environment
3. Collaborative activities
4. HOTS activities
5. Creative learning
Prelim examination
Week 7 At the end of the unit, the pre- Unit 3. 21st Century Skill Categories Lecture-demonstration on teaching Summative Quizzes
service teacher can: strategies that promote learners’ 21st
a. explain the different categories of A. Learning Skills Century literacy skills Metacognitive Report
21st century skills 1. Critical thinking
2. Creativity Oral recitation
b. demonstrate teaching strategies 3. Collaboration Each member of the group is
that promote the development of 4. Communication Small Group Discussion required to share ideas on the
21st century literacy skills in a Each group will study and later discuss to the topic discussed.
particular subject area B. Literacy Skills other group the different century skill categories.

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 URDANETA CITY
UNIVERSITY College of Teacher Education
Owned and operated by the City Government of Urdaneta

1. Information literacy Process: A display on the use of

2. Media literacy Number Heads Together Activity Group the the different skills during the
3. Technology literacy class into 5 groups of equal number. Each numbered heads together
member is assigned a number. Raise a question activity must be evident.
C. Life Skills on the categories of the 21st century skills and let Output: Graphic organizer
1. Flexibility them answer individually. Allow the group to
2. Leadership discuss their answers using the graphic organizers Design and demonstrate an
3. Initiative they prepared. Call a number. All those with that activity using the 21st century
4. Productivity number stand up to give the answer of their skills in a particular learning
5. Social skills group. Let them summarize their answers. In this area
activity, the use of the different skills must be
emphasized
Week 8-9 At the end of the unit, the pre- Unit 4. 21st Century Literacies Lecture-demonstration on Summative Quizzes
service teacher (PST) can: teaching strategies that
A. Globalization and Multicultural literacy promote learners’ globalization Metacognitive Report
a. discuss concepts of globalization The OECD GLOBAL Competence and multicultural literacy skills
and multicultural literacy framework 1. Globalization
2. Multiculturalism Film-Viewing Analysis of a video clip PSTs
b. explain the dimensions of 3. Intercultural communication PSTs watch a video clip on multicultural literacy watch a video clip that
multiculturalism and respond to guide questions provided before highlights the dimensions of
the start of the activity. The guide questions will multiculturalism. Process: Guide
c. display skill in the use of Mother help them focus on features that may aid them to questions will be answered as
Tongue, Filipino and English to B. Social Literacy Social literacy reflect more on those parts of the video clip that they watch the video. Output: A
convey ideas have a touch on multiculturalism. comic strip in their Mother
1. Social cognition and social skills Tongue highlighting the key
d. demonstrate social and people 2. Emotional intelligence Simulation feature of the film
skills 3. People skills Students will simulate a scenario on
multiculturalism. During this activity, Mother
Tongue, Filipino and English must be used.

Lecture-demonstration on teaching
strategies that promote learners’ social
literacy skills

Interview/ Survey Group Presentation PSTs will

PSTs will conduct a survey on awareness of and give a report on the result of
opinion on cyberbullying. This an application of the interview conducted.
the social skills discussed. This is a preparation for Process: Interview guides must
a discussion of be prepared ahead of time
Building and Enhancing New Literacies Across the Output: Interview result
Curriculum Unit 4E on cyber literacy (Week 13- watched
14).

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 URDANETA CITY
UNIVERSITY College of Teacher Education
Owned and operated by the City Government of Urdaneta

Week 10 At the end of the unit, the pre- 4C. Media Literacy Carousel Brainstorming Activity Small Group Presentation of
service teacher (PST) can: 1. Definition and aspects of Media Small group of students rotate around the Output
Information Literacy (MIL) classroom, stopping at various “stations” for a Groups discuss the advantages
a. explain the advantages and 2. Dimensions of MIL designated period of time (usually 1- 2minutes). and disadvantages of media
disadvantages of media and 3. Advantages and disadvantages of At each station, students activate their prior and information taking into
information Media and information knowledge of a topic and share their ideas with consideration their personal
their small group. Each group posts their ideas at experiences on the use of
each station for all groups to read. media.
Process: Groups respond to
questions in each station
Output: Group written
responses to questions
Week 11- At the end of the unit, the pre- Unit 4. 21st Century literacies (cont.) Invite a Resource Person Making of a financial plan
12 service teacher (PST) can: 4.D Financial literacy Invite a resource person to talk about financial Financial planning will allow
a. design a workable financial plan 1. Financial planning/goal setting and planning. PSTs will be oriented on how to make a PSTs to reflect on their budget
b. apply the principles of savings, valuing financial plan that works for them. and work out a plan for their
investment, and valuing in spending 2. Budgeting, spending and investing finances. Process: PSTs will fill-
one’s money 3. Savings and banking out the matrix provided to input
4. Avoiding financial cams data on their finances including
5. Insurance and taxes their savings. Output: Financial
6. Tips on being financially stable plan
Midterm examination
Week 13- At the end of the unit, the pre- 4E. Cyber/Digital Literacy Cyber/Digital Lecture-demonstration on the positive use Demonstration
14 service teacher (PST) can: Literacy of ICT to facilitate the teaching and learning
a. examine the ethical 1. Cybercitizenship in the digital age process PSTs present teaching
considerations of using digital media 2. Internet safety strategies showcasing the
b. demonstrate skills in the positive 3. Cyberbullying and cybercrimes Project Based Learning PSTs will work by group positive use of ICT to promote
use of ICT 4. Managing computer threats on a project showcasing their skills in the positive learners’ digital literacy.
c. evaluate cyber threats, cases and 5. Researching and evaluating the web use of ICT to promote learners’ digital literacy.
media 6. Social media use Output: Group project
7. Mobile devices
8. Digital traits
Week 15- At the end of the unit, the pre- 4F. Eco-Literacy Eco-Literacy Film Viewing Reflection Paper
16 service teacher (PST) can: 1. Eco-literacy and sustainable Students watch video clips on issues about the Environmental issues could be
a. explain the roles of eco-literacy, development environment. This could be used as a springboard tackled in class to stimulate
teachers, learners and citizens for 2. The Seven Environmental Principles to design an extension activity to be conducted by PSTs’ concern for the
sustainable development 3. Making schools Dark Green Schools the class to show their concern on the environment Process: writing of
demonstrate ways of preserving the environment. reflection based on the film
environment Environmental education viewed.
Extension Activity An extension activity could
be planned for the students to do their share in Output: Reflection Paper
preserving the environment.

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 URDANETA CITY
UNIVERSITY College of Teacher Education
Owned and operated by the City Government of Urdaneta

Week 17- At the end of the unit, the pre- Lecture-demonstration on teaching Demonstration
18 service teacher (PST) can: 4G. Arts and Creativity Literacy Arts and strategies that promote learners’ creative PSTs present and explain
a. display knowledge, skills and Creativity Literacy thinking teaching strategies that
values in arts and creativity through 1. Visual literacy Project Based Learning PSTs will work individually promote learners’ creative
various forms and activities b. apply 2. Eye/hand/brain coordination on a project showcasing their creativity. This can thinking present
teaching strategies that promote 3. Verbal creativity be an avenue for PSTs to design materials using
learners’ creative thinking 4. Visual creativity recyclables
Aesthetics
Final Examination

Grading system Final Grade is computed as follows:

FG = (PG + MG + TFG)/3
where:
 FG refers to the Final Grade
 PG refers to the Prelim Grade
 MG refers to the Midterm Grade
 TFG refers to the Tentative Final Grade
The Prelim Grade is computed as (1st CS) + (Prelim Exam)
The Midterm Grade is computed as (2nd CS) + (Midterm Exam)
The Tentative Grade is computed as (3rd CS) + (Final Exam)
 CS refers to Class Standing which is 60% composed of Quizzes (20%)+ Recitation (20%) + Term Paper (20%)
 Recitation includes participation in discussion prompts for online classes and discussion activities for offline classes.
 Major Exams = 40%
Course policies and ACADEMIC HONESTY
standards
All students are expected to be academically honest. Cheating, lying, and other forms of unethical behavior will not be tolerated. Any student found guilty of
cheating in examinations or plagiarism in submitted course requirements will receive an F or failure in the course requirement or in the course. Cheating refers to
securing help in a test; copying test, assignments, reports or term papers; collaborating with other students during an examination or in preparing academic work that
has not been designated as collaborative activity; signing another student’s name on an attendance sheet; or otherwise practicing scholastic dishonesty.

POLICY ON ATTENDANCE
1. In view of the challenges brought about by the COVID-19 pandemic on the educational landscape, the university is modifying its policy on attendance for this
semester.
2. Every student is required to attend his classes for every week of the course.
3. For online-based mode of learning, the student attendance shall be monitored based on learner’s participation in an interactive online study group or discussion
prompt, student’s submission of outputs (assignments, activities, exams and quizzes), or a documentation showing that the student initiated contact with a
faculty member to ask a question about an academic subject related to the course.
4. For correspondence-based mode of learning, the student attendance shall be monitored based on learner’s accomplishment of outputs (assignments, activities,
exams and quizzes), or a documentation showing that the student initiated contact with a faculty member to ask a question about an academic subject related
to the course.
References Llagas, A.T. Corpuz, B. & Bilbao, P. (2016). Becoming a 21st Century Educational Leader
Nacino, S. (2014). Money and Me. Write Conversations: Manila

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 URDANETA CITY
UNIVERSITY College of Teacher Education
Owned and operated by the City Government of Urdaneta

Lucido, Paz I. (2013). Ethical Issues in Cyberspace. Vol 4. Q.C. Lorimar Publishing, Inc.
Printed Materials UNESCO (2013). Media Information Literacy: Policy, and Strategy Guidelines. United Nations Educational, Scientific and Cultural Organization
Borado, Milagros L. (2012). What Skills Do You Need for the 21st Century. Vol. 1. Q.C. Lorimar Publishing, Inc.
Carreon, Myrna L. (2012). Safeguarding the Environment, Our Earth, Our Home (Lets Go Green) Vol. 1. Q. C. Lorimar Publishing, Inc.
Lucido, Paz I. (2012). Teaching New Literacy in a Digital Environment. Vol 1. Q.C. Lorimar Publishing, Inc.
Morales, Kathleen M. (2012). Multicultural Education Vol. 2. Q. C. Lorimar Publishing, Inc.
Villareal, Noemi M. (2012). Information Literacy: The Defining Paradigm of Modern Education. Vol. 3. Q. C. Lorimar Publishing, Inc.
Wilson, C. et. al (2011). Media and Information Literacy: Curriculum for Teachers.
UNESCO: France Far Eastern University (2008). The Art of Teaching Best Practices. Manila: FEU Publications
Bachrach, B. (2006). Values-Based Financial Planning. Aim High Publishing: California
Pacia, C. G. (2003). Personalized Education. Manila: Center for Educators Formation Publication : Electronic Materials The K to 12 Curriculum.

http://www.donboscopress.ph/wp-content/uploads/2012/06/DepEd-K12-Basic-Education.pdf
http:/iflex.innotech.org/GURO21/module1/11_25.html
75352 Paris 07 SP France Communication and Information Sector
http://www.unesco.org/new/en/communication-and-information/
http://iflex.innotech.org/GURO21/module1/l1_25.html
https://lindsayannlearning.com/student-led-discussion-strategies/ 21st century literacies
Retrieved at https://www.aeseducation.com/careercenter21/what-are-21st-century-skills 21st century skills categories http://iflex.innotech.org/GURO21/module1/l1_5.html - critical
attributes of 21st century education

Prepared: Checked and Reviewed: Noted: Recommending Approval:

WINNIE T. ARQUINES, MASE ROLANDO D. DE GUZMAN, MA Math PRESCILA I. MARCELO, Ed.D NOEL L. GUEVARA, PhD
ANALYN R. CAPITULO, Program Head, Secondary Education Dean, College of Teacher Education Vice President for Academic Affairs
MARICEL D. ERAMA, EdD
JERSON D. JOCUTAN
JASMIN JANE R. RAMOS, MAEd
MARICRIS A. SERQUILLOS, MASE
Instructor

Date Revised: September 13, 2021

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