INTRODUCTION TO 21ST CENTURY LITERACIES

 Literacy is defined by dictionaries as the state of According to Miller’s definition of literacy

being able to read and write. ➢ the act of reading implies a level of understanding.
 The word “literacy” stems from the word “literate”, ➢ Simply knowing how to say a word (or series of
which first appeared in the 15th century and is in turn words) is not the same as being able to understand
what it means.
derived from the Latin word literatus, meaning a
person marked with letters that is, “distinguished or Schlechty (2001)
identified by letters” and it carried with it the idea that
such a person was cultured and educated. ➢ defines the concept of functional literacy as the
state of being able to read
Traditional or Conventional Literacy ➢ but not well enough to manage daily living and
employment tasks that require reading skills
Prime importance, leading to the strong association of beyond a basic level.
being “literate” with the ability to read and write.
Expanded Views Literacy
Miller (1973) divides this conventional concept of
literacy into three sub-categories: • Robert (1995) notes that "in the past fifty years,
hundreds of definitions of "literacy" have been
1. Basic Literacy – It is the ability to recognize advanced by scholars, adult literacy workers, and
letters even without understanding what it means. programme planners", with even the united Nations
2. Comprehension Literacy – it is the ability to Educational scientific, and Cultural Organization
understand the meaning of what is being read. (UNESCO, 2006) acknowledging that literacy as a
concept has proven to be complex and dynamic,
3. Functional or Practical Literacy – is the continually defined and interpreted in multiple ways.
equivalent of reading the text and being able to • Literacy involves a continuum of learning in enabling
understand the meaning of the word individuals to achieve their goals, to develop their
knowledge and potential, and to participate fully in
Based on the conventional view of literacy, there are two
their community and wider society.
things consider for reading to exist:
• This shift in the definition of literacy from "reading
1. a text (consisting of symbols and grammar to be and writing" to "knowledge" is especially important
read as we explore the "new" literacies of the 21st century
2. a meaning or message being communicated by that seem far-removed from the contexts upon which
the text for the reader to extract conventional literacy is based.
Without a text, there would be nothing to read; without
meaning, the text is reduced to series of incomprehensible
doodles.

LITERACY IN THE 21ST CENTURY

➢ Perspective of literacy as knowledge - the new ➢ These so-called “new” literacies arose from the
literacies begin to make sense as they are the “skills increasing availability of communication
and bodies of knowledge” that are necessary for technologies that were once unavailable to the
survival and productivity in the information age. average individual. (Richardson, 2014).
➢ Consider to be new - the contexts in which old skills
and knowledge are being employed are new, both in Simply put, three things have been critical in the rise of
nature and in scope. the new literacies:
➢ Throughout history, humans have communicated on 1. Increased Reach – we are communicating with
levels apart from the spoken and written word. more people, from more diverse cultures, across
➢ In the Victorian era, there was such a thing as the vaster distances than ever before.
“Language of Flowers,” where the kind, color, and
arrangement of a bouquet of flowers were used to 2. Increased Means of Communication – we are
communicate messages that could not otherwise be communicating in more ways and at faster speeds
spoken aloud in Victorian society than ever before.
➢ Successfully interpreting these “visual languages”
3. Increased Breadth of Content – we are
required a kind of “visual literacy” to understand the
communicating about more things than ever
message being presented and to manage the
before.
information encoded
➢ Difference: Now we are not analyzing smoke signals NEW LITERACIES
or bouquets, but rather sounds, texts and images from
a hundred different sources at a nearly non-stop rate Globalization and Multicultural Literacy - Discusses
to the point where accuracy, validity and reliability of how our increasing ability to communicate in real time
the messages we interpret form the basis for some requires new skills and attitudes in interacting with people
very important personal and collective decision- with cultures, perspectives, worldviews, and priorities
making. different from our own
➢ Another difference involves the question of necessity: Social and Functional Literacies - Explores the need for
one did not need to be literate in the language of the ability to navigate our own social networks to not only
flowers to live a fruitful and fulfilled life in Victorian- communicate clearly, but also to leverage resources
era England, but to be not media or digitally literate
which we ourselves might not possess.
in the 21st century makes one vulnerable to
manipulation by those who are, and such Media and Cyber/Digital Literacies - Explore the
manipulation can easily cost an individual time, emerging need to locate, verify and ultimately manage
money, property and even life. online information, and the ability to communicate it with
others and use it to address real-world problems easily
spell the difference between both personal and career 1. Writing – write about a particular story from
success and failure. your life. The story must have a central theme.
Eco literacy and Artistic and Creative Literacy - 2. Developing a Script – develop a script that
Explore the demands for knowing how to effectively and identifies the important points of your story.
sustainably manage the natural resources that our
increased industrialization and demands for productivity 3. Creating a Storyboard – create a storyboard that
are so rapidly eating up. visually organizes the flow of the story. Assign a
particular image to portions of the script.
Critical Literacy - Addresses the increasing need to
discern the underlying messages behind the new “texts” 4. Locating Multimedia – use search engines to
of the 21st century locate photos and videos. Photos and videos from
one’s personal collection may also be used.
5. Creating the Digital Story – record the voice
One of the ways students can be trained in the new over for your movie. Create the movie using the
literacies is to encourage them in digital storytelling software that is available to you.
Digital Storytelling can be broken down into following 6. Sharing and uploading – share your story in
steps: class and upload your work online.

21ST CENTURY EDUCATION

➢ According to Dr. Douglas Kellner - this technological communities, in which students may collaborate with
revolution bears a greater impact on society than the people around the world in various projects.
transition from an oral to print culture ➢ The curriculum also integrates higher-order thinking
➢ Education prepares students for life in this world - skills, multiple intelligences, technology and multi-
Amidst emerging social issues and concerns, there is media, multiple literacies and authentic assessments,
a need for students to be able to communicate, including service-learning.
function and create change personally, socially, ➢ The classroom is filled with self-directed students,
economically and politically at the local, national and who work independently and interdependently.
global levels by participating in real-life and real- ➢ The curriculum and instruction are designed imbued
world service-learning projects. with the concept of differentiation.
➢ Emerging technologies and resulting globalization ➢ Instruction turns to be more thematic, project-based
also provide unlimited possibilities for exciting and integrated with skills and competencies - through
discoveries and development. research and concept application in projects and
outputs.
21st Century Education Contexts Learning is not confined through memorization of facts
➢ 21st Century Schools - Schools in the 21st century and figures alone but rather is connected to previous
focus on a project-based curriculum for life that knowledge, personal experience, interests, talents and
would engage students in addressing real-world habits.
problems and humanity concerns and issues. 21st Century Learning Environment
➢ This has become an innovation in education, from
➢ 21st Century classroom is a learning environment
textbook-driven, teacher-centered, paper-and-pencil
where students collaborate with their peers, exchange
schooling into a better understanding of the concept
insights, coach and mentor one another and share
of knowledge and a new definition of the educated
talents and skills with other students.
person.
➢ Cooperative learning is also apparent, in which
➢ It makes a new way of designing and delivering the
students work in teams because cooperation is given
curriculum.
more emphasis than competition, and collaborative
➢ Schools will go from “building to ‘nerve centers’ -
learning more than isolated learning.
connecting teachers, students and the community to
➢ They use technologies, including internet systems and
the breadth of knowledge in the world.
other platforms.
➢ Teachers will transform their role from being
➢ Process of creating a world-class 21st century learning
dispensers of information to becoming facilitators of
environment, building new schools and remodeling of
learning and help students translate information into
present school facilities can be addressed toward
knowledge and knowledge into wisdom.
creating environmentally friendly, energy-sufficient,
➢ The 21st century will require knowledge generation,
and “green” schools.
not just information delivery, and schools will need to
➢ Inside every classroom, students shall apply their
create a “culture of inquiry”.
knowledge of research in life, which is a clear
➢ Learners will become adaptive to changes - learners
indication of a relevant, rigorous, 21st century real-life
are viewed in a new context.
curriculum.
These changes have implications to teachers: Technology in the 21st Century Pedagogy
1. Teachers must discover student interest by helping ➢ Technologies are tools students use to create
them see what and how they are learning to prepare them knowledge for personal and social change.
for life in the real world; ➢ 21st Century learning recognizes full access to
2. They must instill curiosity which is fundamental to technology.
lifelong learning; ➢ All classrooms should have televisions to watch
3. They must be flexible in how they teach; and broadcasts created by the school and around.
4. They must excite learners to become more resourceful ➢ School can also be utilized by students in creating
so that they will continue to learn outside the formal opportunities for their knowledge explorations.
school. Understanding 21st Century Learners
21st Century Curriculum ➢ Students are referred to as “digital natives”, while
➢ 21st century curriculum as critical attributes that are educators as “digital immigrants” (Prensky, 2001).
interdisciplinary, project-based and research-driven - ➢ Their predominant senses are hearing and seeing.
It is connected to local, national and global ➢ They tend to intellectualize and believe that learning
is constant (Hawkins and Graham, 1994).
➢ Students’ entire lives have been immersed in the 21st ➢ Curriculum is designed in a way that it connects to
Century media culture - They take in the world via the life in real world, interconnected with other
filter of computing devices. disciplines and reshapes the students’ holistic
➢ Survey by the Henry J. Kaiser Family Foundation - perspectives.
found that young people ages (8-18) spend on
electronic media an average of six hours a day; many The Critical Attributes of 21st Century Education
are multitasking. Education continuously changes dramatically throughout
➢ Dr. Michael Wesch points out - although today’s time.
students understand how to access and utilize these The 21st Century teacher needs to develop essential
tools - they use them only for entertainment purposes. knowledge, skills and values in order to cope with these
➢ Students should be prepared and assisted to become changes and address students’ need (21st Century Schools,
media literate as they function in an online 2011)
collaborative research-based environment with the The following are eight attributes of 21st Century
advent of researching, analyzing, synthesizing, education and their implications:
critiquing, evaluating and creating new knowledge. 1. Integrated and Interdisciplinary - Education in the
21st Century is characterized by interfacing various
21st Century Skills Outcome and the Demands in the disciplines in an integrated manner rather than
Job Market compartmentalizing its subsequent parts.
The 21st Century skills are a set of abilities that students 2. Technologies and Multimedia - Education in the 21st
need to develop to succeed in the information age. Century makes optimum use of available information and
The partnership for 21st Century Skills lists three types Communication Technology (ICT), as well as multimedia
namely: to improve the teaching and learning process, including
1. Learning Skills which comprise critical thinking, online applications and technology platforms.
creative thinking, collaborating, and 3. Global Classrooms - Education in the 21st Century
communicating; aims to produce global citizens by exposing students to
2. Literacy Skills which are composed of the issues and concerns in the local, national and global
information literacy, media literacy, and societies.
technology literacy; and 4. Creating/Adapting to Constant Personal and Social
3. Life skills that include flexibility, initiative, Change and Lifelong Learning - Education in the 21st
social skills, productivity and leadership. Century subscribes to the belief that learning does not end
These skills have always been important in an within the four walls of the classroom. Instead, it can take
information-based economy. place anywhere, anytime regardless of age.
According to Partnership for 21st Century Skills (P21) - 5. Student-Centered - Education in the 21st Century is
various industries look for employees who can think focused on students as learners while addressing their
critically, solve problems creatively, innovate, collaborate needs.
and communicate. 6. 21st Century Skills - Education in the 21st Century
demonstrates the skills needed in becoming productive
The 21st Century Learning Implications members of society.
➢ 21st Century Skills are viewed relevant to all 7. Project-Based and Research-Driven - 21st Century
academic areas and the skills may be taught in a wide Education emphasizes data, information and evidence-
variety of both in-campus and community settings based decision-making through student activities that
➢ Teachers should practice teaching cross-disciplinary encourage active learning.
skills in related courses 8. Relevant, Rigorous and Real World - Education in
➢ Likewise, accrediting organizations and regulatory the 21st is meaningful as it connects to real-life
bodies may require 21st century skills in the experiences of learners.
curriculum.
➢ Schools and teachers should use a variety of applied The Characteristic of a 21st Century Teacher
skills, multiple technologies and new ways of The 21st Century teaching-learning environment becomes
analyzing and processing information, while also more complicated brough by technological changes.
taking initiative, thinking creatively, planning out the Teachers must be equipped with attributes, knowledge
process, and working collaboratively in teams with and skills critical to 21st century education so that they
other students. may be able to integrate them in their teaching.
➢ Schools may allow students to pursue alternatives, in 21st Century teachers are characterized as:
which students can earn academic merits and satisfy 1. Multi-literate. Teachers know how to use
graduation requirements by completing an internship, various technologies in teaching.
apprenticeship or volunteer experience. 2. Multi-specialist. Teachers are not
➢ Information and knowledge are continuously knowledgeable in the course subject they teach
increasing at a certain rate that no one can learn, but also in other areas so that they can help the
everything about every subject. learner build up what they gain in the classroom
➢ Schools need to adapt and develop new ways of and outside the school and make sense of what
teaching and learning that reflect a changing world. was learned.
➢ Teachers must realize and students must understand 3. Multi-skilled. Teachers cope with the demand
that no one can move toward a vision of the future for widening learning opportunities by being
unless he/she understands the socio-historical context skillful not just in teaching but also in facilitating
A Paradigm Shift for 21st Century Education and organizing groups and activities.
➢ Students become the center of teaching-learning 4. Self-directed. Teachers are responsible for
process in the 21st Century using wide array of various aspects of school life and know how to
technological tools to assist them in exploring initiate action to realize the learning goals of the
knowledge and information needed in surviving the students and the educational goals of the country,
test of time and preparing for future career endeavors. at large.
➢ Assessment has been made varied to address multiple 5. Lifelong Learner. Teachers embrace the ideal
literacy development in diverse contexts. that learning never ends. They should also share
➢ Teachers turn to become facilitators rather than what they are learning with their students and
lecturers and dispensers of information. colleagues with a high sense of professionalism.
 6. Flexible. Teachers are able to adapt to various 9. Has a passion for excellent teaching. Teachers
learning styles and needs of the learners and can possess passion in the teaching profession to
facilitate learner-centered teaching with ensure that students are motivated to learn under
flexibility using alternative models of delivery. their guidance and care.
7. Creative problem solver. Teachers create 10. High Emotional Quotient (EQ). Teachers do
innovative ideas and effective solutions to the not just have the head but also the heart to teach.
arising problems in the field, be it in the Teaching is emotionally taxing but an influential
classroom, in the school or the profession as a job as it involves interaction with human beings.
whole.
8. Critical Thinker. Teachers are critical thinkers Common 21st Century Technology Tools for Learning
as they encourage students to reflect on what they As a teacher for the 21st Century, it is that we should know
have learned, and rekindle in them the desire to different technology tools for learning to respond to the
ask questions, reason out, probe and establish needs of 21st Century learners’ and the demands of the
their own knowledge and belief. times

KEY CONCEPTS IN CURRICULUM

What is curriculum?
➢ According to Merriam-webster dictionary, ➢ Curriculum refers to the training assigned to a student
curriculum is defined as the following:
▪ The courses offered by an educational ➢ Caswell and Campbell viewed curriculum as “all
institution experiences children have under the guidance of
▪ A set of courses constituting an area of teachers”. This definition is shared by Smith, Stanley
specialization and Shores when they defined “curriculum as a
➢ Curriculum is all planned learning for which the sequence of potential experiences set up in the
school is responsible. (John Delnay) schools for the purpose of disciplining children and
➢ Curriculum is all the experiences learners have under youth in group ways of thinking and acting”.
the guidance of the school. (John Delnay) ➢ Curriculum is a design PLAN for learning that
➢ It is in a curriculum that is accumulated knowledge, requires the purposeful and proactive organization,
skills and attitudes about the past and present are sequencing, and management of the interactions
combined with predictive assumptions about the among the teacher, the students and the content
future to produce an ordered outline of things to be knowledge we wanted to acquire.
taught and learnt in schooling. (Connel, W. F.) ➢ Anything and everything that teaches a lesson,
➢ In the early years of 20th century, the traditional planned or otherwise. Humans are born learning, thus
concepts held of the “curriculum is that it is a body of the learned curriculum actually encompasses a
subjects or subject matter prepared by the teachers for combination of all. Many educators are unaware of
the students to learn”. It was synonymous to the the strong lessons imparted to youth by everyday
“course of study” and “syllabus”. contacts.
➢ “A Curriculum is a written document which may ➢ Curriculum is a is adynamic intellectual and social
contain many ingredients, but basically it is a plan for enterprise. The dynamic nature of societies justifies
the education of pupils during their enrollment in regular innovations
given school”. (George A. Beauchamp) ➢ Curriculum can be viewed as the organized
➢ Marsh and Willis on the other hand view curriculum knowledge presented to learners in school.
as all the “experiences in the classroom which are ➢ I define curriculum as the process of gaining
planned and enacted by the teacher, and also learned experience, systematically.
by the students.

Definition of Curriculum
❖ Curriculum is that which is taught at school. ❖ Curriculum is a set of performance objectives
❖ Curriculum is a set of subjects. ❖ Curriculum is a program of students.
❖ Curriculum is content. ❖ Curriculum is a set of materials.
❖ Curriculum is a sequence of courses. ❖ Curriculum is a course of study.
Curriculum Model
➢ One of the best known curriculum models is The ➢ She argued that there was a definite order in creating
Tyler Model introduced in 1949 by Ralph Tyler in his a curriculum. She believed that teachers, who teach
book “Basic Principles of Curriculum and Instruction the curriculum, should participate in developing ir
in which he asked 4 questions: which led to the model being called the grass-roots
1. What educational purposes should the school approach.
seek to attain? ➢ She noted 7 major steps tp her grass-roots model in
2. What educational experiences can be provided which teachers would have major input. She was of
that are likely to attain these purposes? the opinion that the Tyler model was more of an
3. How can these educational experiences be andministrative model.
effectively organized? ➢ Galen Saylor and William Alexander (1974) viewed
4. How can we determine whether this purpose curriculum development as consisting of four steps.
attained? According to them, curriculum is “a plan for
➢ Another approach to curriculum development was providing sets of learning opportunities to achieve
proposed by Hilda Taba in her book Curriculum broad educational goals and related specific
Development: Theory and Practice published in objectives for an identifiable population seved by a
1962. single school centre”.
Teacher-Centered Learner-Centered

Focus is on instruction Focus is on both students and instructor

Instructor talks; students listen Instructor models; students interact with instructor and one
another
 Students work alone Students work in pairs, in groups, or alone depending on the
purpose of the activity
Instructor monitors and corrects every student utterance Students talk without constant instructor monitoring
Instructor chooses topics Students have some choices of topics
Instructor answers student’s questions about language Students answer each other’s questions, using instructor as an
information resource

Classroom is quiet Classwork is often noisy and busy

Instructor evaluates student learning Students evaluate their own learning, instructor also evaluates

Concept of Curriculum
There are many definitions of curriculum, Because of Teaching. An academic process by which students are
this, the concept of curriculum is sometimes characterized motivated to learn in ways that make a sustained,
as fragmentary, elusive and confusing. The definitions substantial, and positive influence on how they think, act
are influenced by modes of thoughts (Models), and feel.
pedagogies, political, cultural, as well as other Instruction. Instructions are a basic aspect of the
experiences. learning process. They are all formulated to guide
The concept of curriculum is as dynamic as the changes students in their gradual learning process in their
that occur in society: respective fields.
➢ In its narrow sense, curriculum is viewed merely Curriculum. Curriculum is literally defined in education
as a listing of subject to be taught in school. as a set of courses regarding different classes or subjects
➢ In broader sense, it refers to the total learning offered in different educational institutions such as a
experiences of individuals not only in schools but school
in society as well. Curriculum Design
To accommodate difference of view, Hamid Hasan The design of a curriculum is likened to the design of a
(1988) telling that curriculum concept can be evaluated in house in that a house is designed according to the purpose
four dimension, that is it will serve. (Grace C. Offorma)
1. Curriculum as an idea; yielded pass or through ➢ Subject
research and theory’s, especially in the field of ➢ Broadfields - which Tanner and Tanner termed
education and curriculum “Correlate of Fusion Pattern”
2. Curriculum as plan written, as materialization of ➢ Activity
curriculum as an idea; what in it load about target, ➢ Core
material, activity, appliances and time. Curriculum Plan
3. Curriculum as an activity, representing execution Curriculum is a set of plan and arrangement concerning
of curriculum as a plan written; in the form of target, content, and Lesson materials and also the way of
study practice. which is used as guidance of management of activity of
4. Curriculum as a result of representing study to reach specific purpose.
consequence of curriculum target namely ✓ The preparation of learning outcomes and
reaching of change of certain ability or behavior learning experiences is the culmination of a
from all educative participant technically developed curriculum project.
Curriculum. Curriculum is a focus of study, consisting ✓ Learning outcomes and learning experiences
of various courses all designed to reach a particular display how the curriculum fits the community
proficiency or qualification. and how teachers and school staff are expected to
Syllabus. A syllabus is simply an outline and timeline of deliver curriculum content to students.
a particular course. It will typically give a brief overview ✓ It enables an educators to evaluate description of
of the course objectives, course expectations, list reading learning outcomes and learning experiences in
assignments, homework deadlines and exam dates. curriculum documents.
Course of Study. A course is a set of inventory items 7 Dimensions of Curriculum
grouped together for ease of assignment and tracking. 1. Philosophical
Curriculum. A curriculum can consist of more than one 2. Historical
course. Curriculum refers to the training assigned to a 3. Political
student. 4. Ethical/Moral
Curriculum. Curriculum is a focus of study, consiting of 5. Cultural
various courses all designed to reach a particular 6. Global
proficiency or qualification. 7. Technological

INTEGRATED INSTRUCTION

General Overview
Success in the teaching and learning process is
always attributed to the creativity of the teacher. Learners
vary greatly in terms of learning modes, learning style
preferences and cognitive style. Integrated teaching
involves combining academic subjects to teach around a
specific topic. The idea is that the students will learn
more when they see how the topic connects to different
areas in curriculum.
Integrative Teaching 1. Frame focusing questions
It is a well-organized anchored on real life 2. Present a field of facts
situation that include learners’ interest and needs creating 3. Help learners connect or relate facts
a variety of meaningful activities and learning 4. Help generate explanatory ideas
experiences. It paves the way to connecting what is
learned in school to real life world rather than isolated Teaching Strategies for Inquiry Process
facts and information. Low Level Process
• Recalling
• Observing
• Comparing/Contrasting
• Classifying
• Defining
• Interpreting
• Generalizing
High Level Process
• Inferring
Multidisciplinary integration
• Hypothesizing
The subject area outcomes remain distinct, but
due to some meaningful linkages, they are connected • Predicting
together during the process of transactions. • Analyzing
• Evaluating
Interdisciplinary Teaching
Thematic Teaching
is a process of integrating the interdependent or
common knowledge and skills from more than one Provides a broad framework for linking content
subject areas during transaction process and process from a variety of disciplines

Integration beyond areas or trans-disciplinary Integrated unit Design

integration Identifies a major concept with topics from
Is a process where the students’ day to day different subjects webbed around the theme.
experiences are connected to different subject areas to
acquire knowledge and skills. Steps for the Integrated Unit Design (Thematic
Teaching)
Three Modes of Integrative Teaching Strategies 1. Decide on a unit theme that will allow all group
1. Content-Based Instruction members to enter to the integration process or
2. Thematic Teaching will allow all subject areas to join
3. Focusing Inquiry 2. Identify a major concept to serve as a “common
threat” for all the subject areas
Content-Based Instruction 3. Brainstorm and list generalizations that will be
- also known as language curriculum, is the derived from the study of the theme
integration of content learning with the language
4. Brainstorms some of the “essential
teaching aims. understanding” that would expect learners to
- refers to the concurrent study of language and derived from the study.
subject matter with the format sequence of 5. Brainstorm “essential questions” to facilitate
language presentation dictated by content study toward the essential understanding.
material. 6. List processed (complex performance) and bullet
Focusing Inquiry key skills to be emphasized in a unit instruction
Interdisciplinary approach that uses questions to and activities.
organize learning. Student-centered and teacher-guided 7. For each subject area, write instructional
instructional approach that engages students in activities to engage learners with essential
investigating real world question. questions and processes.
8. Write the culminating performance to show the
Inquiry-Based Learning depth of learning.
Is a process where students are involved in their 9. Design the scoring guide (rubric – criteria and
learning, formulate questions, investigate widely and then standard) to assess the performance task.
build new understanding, meanings and knowledge. Additional types of assessment may be used to
STEPS measure progress throughout the unit

TEACHING ACROSS CURRICULUM AREAS ALIGNED TO PPST

➢ As a teacher, understanding the PPST is crucial in enabling learning competencies within the curriculum
order for you to grow and flourish in your profession. guide of a specific learning area and grade level.
➢ The PPST identifies what you are expected to know, Across curriculum teaching areas. Making meaningful
be able to do, and value your profession. connections and including appropriate interdisciplinary
➢ Understanding the following significant concepts topics and learning competencies cited in the curriculum
facilitates deeper appreciation of the indicator and guide of other learning areas in any grade level.
helps you deliver lessons that are responsive to In applying intra and interdisciplinary concepts in your
content knowledge and pedagogy. teaching practices, you may consider these steps.
Content knowledge. Competencies that teachers are 1. Analyze the target learning practices.
expected to master for them to teach efficiently and 2. Assess your learners.
effectively. 3. Assess the setting, time and resources.
Curriculum areas. Different learning/subject areas 4. Localize the lesson.
taught and learned in the basic education curriculum. 5. Plan activities for each part of the DLL.
Within curriculum teaching areas. Inclusion of 6. Let learners reflect.
appropriately chosen intra-disciplinary topics and 7. Assessment strategies.
8. Develop a rubric. guide of the subject he or she
teaches.
9. Reflect of your learners’ performances. The teacher has a repertoire of A teacher employs different
10. Reflect on the relevance and appropriateness. appropriate teaching strategies to instructional strategies inside the
CONTENT KNOWLEDGE APPLICATION deliver the content teaching areas. classroom to achieve objectives of a
lesson. Such strategies include
WITHIN CURRICULUM TEACHING AREAS direct, indirect, interactive,
experiential instructions,
ILLUSTRATIONS OF EXAMPLES independent study as described in
PRACTICE DO 42 s. 2016 (Policy Guidelines
The teacher demonstrates accurate A Physical Education (PE) teacher on Daily Lesson Preparation for the
and in-depth knowledge by does research to ensure accurate K to 12 Basic
delivering error-free foundational information is given to learners in Education Program)
knowledge and finer details of every teaching and learning The teacher has a repertoire of A teacher employs different
curriculum learning areas. He or opportunity. In presenting a new appropriate teaching strategies to instructional strategies inside the
she applies broad knowledge of all concept, the teacher gives a deliver the content teaching areas. classroom to achieve objectives of a
concepts within and across comprehensive discussion on lesson. Such strategies include
curriculum teaching areas in the Philippine folk dances. Additional direct, indirect, interactive,
presentation of the lesson. information like history and cultural experiential instructions,
significance of the dance is also independent study as described in
given to the class. To better DO 42 s. 2016 (Policy Guidelines
exemplify such folk dances, the on Daily Lesson Preparation for the
teacher also demonstrates both K to 12 Basic
basic and intricate dance steps. Education Program)
The teacher promotes learning and After discussing ways to solve two-
responds to learners’ questions in a step word problems, a learners who CONTENT KNOWLEDGE APPLICATION
manner that is responsive to still finds difficulty in ACROSS CURRICULUM TEACHING AREAS
learners’ developmental needs. He comprehending and solving given
or she answers learners’ questions word problems, asks the teacher to ILLUSTRATIONS OF EXAMPLES
by providing extensive discussion reteach the process and to give more PRACTICE
of content learning areas to create tips in performing mathematical The teacher shares content A teacher in Araling Panlipunan
opportunities for the learners to operations correctly. The teacher knowledge and expertise across (Social Studies) mentors in an
fully understand the content. extends the discussion of this teaching areas by training his or her oratorical contest featuring the
content and provides more board learners for scholastic town’s local hero and prepares the
exercises and paired problem- competitions. learners for the speech competition.
solving activities to help all the In another example, a school paper
learners to fully understand the adviser trains school journalists in
topic. various areas like news, feature,
The teacher motivates learners to During coloring session, when the Science, sports, editorial cartoon,
investigate the content area to Kindergarten Arts class are tasked layouting, photojournalism,
expand their knowledge and satisfy to color objects like sun, moon, stars collaborative publishing, and radio
their natural curiosity. and clouds, a pupil asks the teacher and TV broadcasting.
questions like “Where does the sun The teacher extends content Learners’ outputs in Contemporary
sleep?” The teacher promptly knowledge application in Philippine Arts in the Region
explains the Science concept on day conceptualizing and implementing (CPAR) are arranged for a school
and night including the earth’s school or community outreach exhibit. The teacher invited
rotation. programs. different school stakeholders to
The teacher cites intra-disciplinary In a Grade 6 Mathematics class, the attend the exhibit and incorporates
content relationships. He or she teacher uses her learners’ the learners’ entrepreneurial skills
establishes linear connection of his knowledge on LCD as part of the in selling their outputs for a cause.
or her current lesson to the enabling fifth grade curriculum to present the The proceeds are proposed to be
learning competencies within the new lesson on adding and used in a community project to feed
current or previous curriculum subtracting dissimilar fraction. children in a nearby barangay.

21ST CENTURY SKILLS CATEGORIES

21st Century Skills refer to a broad set of knowledge, 6. Leadership, teamwork, collaboration,
skills, work, habits and character traits that are deemed cooperation, facility in using virtual workspaces;
necessary in coping with today’s world and future careers 7. Information and communication technology
and workplaces. (ICT) literacy, media and internet literacy, data
interpretation and analysis, computer
programming;
8. Civic, ethical, and social justice literacy;
9. Economic and financial literacy,
entrepreneurship;

LEARNING AND INNOVATION SKILLS

A. Critical Thinking and Problem Solving
These may include effectively analyzing and evaluating
evidence, arguments, claims and beliefs and evaluating
evidence, arguments, claims and beliefs; and solving
different kinds of non-familiar problems in both
conventional and innovative ways.
B. Communication
These pertains to articulating thoughts and ideas
The 21st Century Skills may include the following: effectively using oral and written communication skills in
1. Critical thinking, problem solving, reasoning, a variety of forms and contexts.
analysis, interpretation, synthesizing information C. Collaboration
2. Research skills and practices, interrogative It entails demonstrating ability to work effectively and
questioning respectfully with diverse teams.
3. Creativity, artistry, curiosity, imagination, D. Creativity and Innovation
innovation, personal expression; It denotes use of wide range of idea creation techniques to
4. Perseverance, self-direction, planning, self- create new worthwhile ideas
discipline, adaptability, initiative;
5. Oral and written communication, public speaking
and presenting, listening;
INFORMATION, MEDIA AND TECHNOLOGY LIFE AND CAREER SKILLS
SKILLS Today’s life and work environments both require more
People in the 21st century live in a technology and media- than thinking skills and content knowledge. Cultivating
saturated environment marked by the following: the ability to navigate the complex life requires students
1. Access to an abundance of information; to develop the following life and career skills:
2. Rapid changes in technology tools; and A. Flexibility and Adaptability
3. The ability to collaborate and make individual B. Initiative and Self-Direction
contributions on an unprecedented scale. C. Social and Cultural Skills
A. Information Literacy D. Productivity and Accountability
It refers to accessing and evaluating information critically E. Leadership and Accountability
and competently and managing the flow of information
from a wide variety of resources. Integrating 21st Century Skills in Teaching-Learning
B. Media Literacy Process
It underscores understanding both how and why media The 21st Century Support Systems
messages are constructed; creating media products by 1. 21st Century Standards
understanding and utilizing the most appropriate media 2. Assessment of 21st Century Skills
creation tools characteristics and conventions 3. 21st Curriculum and Instruction
C. Technology Literacy 4. The 21st Century Professional Development
It pertains to the use of technology as a tool to research, 5. The 21st Century Learning Environment
organize, evaluate and communicate information.

NEW LITERACIES, FUNCTIONAL LITERACY AND MULTILITERACY

New Literacies Functional Literacy
1. Multicultural Literacy is about understanding ethnic Referring to functional literacy, UNESCO states the
groups that comprise the population and focuses on following:
complex issues of identity, diversity and citizenship. 1. Literacy programs should be integrated to and
2. Social Literacy is the development of social skills, correlated with economic and social development plans.
knowledge and positive values in human beings to act 2. The eradication of illiteracy should begin with
positively and responsibly in sophisticated complex social population sectors, which are highly motivated and need
settings. literacy for their own and their country’s benefit.
3. Media Literacy is the ability to access, analyze, 3. Literacy programs should be linked with economic
evaluate, and create media. priorities and carried out in areas undergoing rapid
4. Financial Literacy is the ability to make informed economic expansion.
judgments and make effective decisions regarding the use 4. Literacy programs must impart not only reading and
and management of money. writing but also professional and technical knowledge
5. Digital Literacy is the ability to effectively use digital leading to greater participation of adults in economic and
devices for purposes of communication, expression, civic life.
collaboration and advocacy in a knowledge-based 5. Literacy must be an integral part of an over-all
society. educational system and plan of each country.
6. Ecological Literacy is understanding the principles of 6. The financial need for functional literacy should be met
ecosystems toward sustainability. with various resources, as well as be provided for
7. Creative Literacy is the ability to make original ideas economic investments.
that have value, and the ability to see the world in new 7. The literacy programs should aid in achieving main
ways. economic objectives (i.e., increase in labor productivity,
food production, industrialization, social and professional
The Truth of 21st Century Literacies According to mobility, creation of new manpower and diversification
Research of the economy.
The National Council of Teachers of English (2013) came
up with research that reveals the following: Functional Literacy “Specific Literacy”
1. As new technologies shape literacies, they bring A new functional literacy aspect, called specific literacy,
opportunities for teachers to foster reading and writing in the student may learn very little but will be of immediate
more diverse and participatory contexts. value that would result in increased learner motivation.
2. Sites, like literature’s Voice of the Shuttle, online Therefore, the specific literacy strategy is a planning tool
fanfiction, and the Internet Public Library, expand both that allows the literacy worker to focus on skills that are
the range of available texts and the social dimension of of value to the learners.
literacy.
3. Research on electronic reading workshops shows that Significance of “Specific Literacy”
they contribute to the emergence of new literacies. 1. Starts in the workplace
4. Research also shows that digital technology enhances 2. Uses a diagnostic approach
writing and interaction in several ways. 3. Identifies turning points in economic life that
5. K-12 students who write with computers produce may act as an incentive to learning
compositions of greater length and higher quality are 4. Assesses the limits of a short-term intervention
more engaged with and motivated toward writing than 5. Looks for generic skills
those who do not write with computers. 6.
6. College students, who keep e-portfolios, have a higher Improving Functional Literacy in the Philippines
rate of academic achievement and overall retention rate Manuyo (2019) reported that:
than those who do not keep e-portfolios. They also ❑ The country registered 90.3% rate (9 out of 10
demonstrate a greater capacity for metacognition, Filipinos aged 10-64 were functionally literate)
reflection and audience awareness. ❑ Proportion of girls and boys aged 11-13, who
7. Both typical and atypical students who receive an were functionally literate, placed at a critical rate
online response to writing, revise their works better than of 44% (below 50% of the students were able to
those participating in traditional method.
 read with comprehension by the end of their basic ❑ 22.9% got married, 19.2% lacked a family
education. income to be sent to school and 19.1% lacked
❑ School drop-outs contributed to low functional interest in attending schools
literacy ❑ Functional literacy rate went up at 76.53%
❑ One in every 100 or about 4 million Filipino ❑ In the community level, the rate inclined to
children and youth were out-of-school in 2013) 62.64%, or around 50%-70% of the students were
able to read with comprehension by the end of
their basic education

Government Initiatives
Alternative Learning Delivery System provides an opportunity for learning among out-of-school youth for them to land in
better jobs.

The Multiliterate Learner Multiliteracy

Students would desire for: Multiliteracies in the Educational Reform
1) Teachers who use ICT skillfully for teaching and ❑ Teaching students the most relevant, useful, in-
learning demand, and universally applicable skills should
2) Peers who use ICTs responsibly and who share be prioritized in today’s schools.
their knowledge ❑ Teachers may advocate teaching cross-
3) A literacy curriculum that offers opportunities for disciplinary skills, while schools may require 21st
collaboration with peers around the world century skills in both instruction and assessment
4) Practice standards and assessments that include process.
new literacies ❑ Schools may allow students to pursue alternative
5. Leaders and policy makers who are committed learning pathways, in which students earn
advocates of ICTs for teaching and learning academic credit and satisfy graduation
6. Equal access to ICTs for all classrooms and requirements by completing an internship,
students apprenticeship or immersion experience.
Assessment of Multiliteracies
Four Common Elements of New Literacies ❑ Assessment moves from usual memorization of
1) The internet and other ICTs require new social facts and disconnected processes to
practices, skills, strategies, and dispositions for demonstration of understanding through
their effective use; application in a variety of contexts.
2) New literacies are central to full civic, economic, ❑ Real-world audiences are important part of the
and personal participation in a global community; assessment processes to, including self-
3) New literacies rapidly change as defining assessment.
technologies change; and ❑ Assessment moves from usual memorization of
4) New literacies are multiple, multimodal and facts and disconnected processes to
multifaceted; thus, they benefit from multiple demonstration of understanding through
lenses seeking to understand how to better application in a variety of contexts.
support the students in a digital age. ❑ Real-world audiences are important part of the
Impact of New Literacies on Instruction assessment processes to, including self-
❑ The internet has become the defining technology assessment.
for today’s youth and may be the most important ❑ Standardized test scores are higher because
ICT for students to learn to manipulate students have acquired the skills and content in a
successfully. meaningful connected way with profound
❑ New literacies of today will be replaced by even understanding. They actually master the content
newer ones tomorrow as new ICT continuously on a much higher level and develop their basic
emerge in more globalized community of skills by constant application throughout their
learners. schooling
❑ It bears important implications to instruction,
assessment, professional development and
research.

Preparing Teachers for Multiliteracies

1) Teachers need both intellectual and material 5) Provide regular literacy-specific professional
support for effective 21st century literacy development in technology for teachers and
instruction; 6) administrators at all levels, including higher
2) Schools need to provide continuing opportunities education;
for professional development as well as up-to- 7) Require teacher preparation programs to include
date technologies for use in literacy classrooms; training in integrating technology into
3) Address the digital divide by lowering the instruction;
number of students per computer and by 8) Protect online learners and ensure their privacy;
providing high quality access (broadband speed 9) Affirm the importance of literacy teachers in
and multiple locations) to technology; helping students develop technological
4) Ensure that students in literacy classes have proficiency; and
regular access to technology; 10) Adopt and regularly review standards for
instruction in technology.

The Multiliterate Teacher

1. Encourage students to reflect regularly on the role 2. Create a website and invite students to use it to
of technology in their learning; continue class discussions and bring in outside
voices;
 3. Give students strategies for evaluating the quality 7. Include a broad variety of media and genres in
of information they find on the internet; class texts;
4. Be open about one’s own strengths and 8. Ask students to create a podcast to share with an
limitations with technology and invite students to authentic audience
help
9. Give students explicit instruction about how to
5. Explore technology students are using outside the avoid plagiarism in a digital environment; and
classroom and find ways to incorporate them into
one’s teaching; 10. Refer to the Partnerships for 21st Century Skills
website.
6. Use wiki to develop a multimodal reader’s guide
to a class texts;

WRAP UP
Traditional literacy - ability to read and write. 6. Global
1. Basic Literacy - ability to recognize letters 7. Technological
and words Modes of Integrative Teaching
2. Comprehension Literacy - ability to 1. Content-based Instruction – language
understand the meaning of what is being 2. Focusing Inquiry - uses questions to
read; and organize learning
3. Functional/Practical Literacy - ability to 3. Thematic Teaching – linking content &
read written materials needed to perform process
everyday vocational tasks Within curriculum teaching areas
New literacies have risen due to: • Intradisciplinary topics
4. increased reach; • Within curriculum guide Across curriculum
5. increased means of communication; and teaching areas
6. increased breadth of content. • Interdisciplinary topics
These new literacies are: • Cited in curriculum guide of other learning areas
7. globalization and multicultural literacy; 21st Century Skills
8. social and financial literacy; 1. Learning and Innovation Skills
9. media and cyber/digital literacy; ▪ Critical Thinking & Problem Solving
10. ecoliteracy, artistic and creative literacy; ▪ Communication
and ▪ Collaboration
11. critical literacy ▪ Creativity & Innovation
12. 2. Information, Media, and Technology Skills
Critical Attributes of 21st Century Education ▪ Information literacy
13. Integrated & Interdisciplinary ▪ Media literacy
14. Technologies & Multimedia ▪ Technology literacy
15. Global Classrooms 3. Life and Career Skills
16. Creating/Adapting to Constant Personal and ▪ Flexibility & Adaptability
Social Change and Lifelong Learning ▪ Initiative & Self-direction
17. Student-Centered ▪ Social & Cultural skills
18. 21st Century Skills ▪ Productivity & Accountability
19. Project-based and Research Driven ▪ Leadership & Accountability
20. Relevant, Rigorous, and Real world 21st Century Support System
Characteristics of 21st Century Teacher 1. 21st Century Standards
21. Multi-literate 2. Assessment of 21st Century Skills
22. Multi-specialist 3. 21st Curriculum & Instruction
23. Multi-skilled 4. 21st Century Professional Development
24. Self-directed 5. 21st Century Learning Environments
25. Lifelong learner New Literacies
26. Flexible 1) Multicultural
27. Creative problem solver 2) Social
28. Critical thinker 3) Media
29. Has a passion for excellent teaching 4) Financial
30. High emotional quotient (EQ) 5) Digital
Curriculum 6) Ecological
• Taught at school 7) Creative
• Set of subjects
• Content REVIEW QUIZ
• Sequence of courses
• Set of performance objectives 1. Integrative teaching strategy is a well- organized
strategy anchored on real life situation that include
• Program of students
learners’ interest and needs creating a variety of
• Set of material
meaningful activities and learning. TRUE
• Course of study
7 Dimensions of Curriculum 2. Transdisciplinary integration is a process where the
1. Philosophical students’ day to day experiences are connected to
2. Historical different subject areas to acquire knowledge and skills.
3. Political TRUE
4. Ethical/Moral
5. Cultural
3. Content-Based instruction (CBI) is the integration of evidence-based decision- making. PROJECT-BASED
content learning with language teaching aims. TRUE AND RESEARCH DRIVEN
4. Integrated Unit Design identifies a major concept 13. Aims to produce global citizens by exposing students
with topics from different subjects webbed around the to the concerns of the region and other countries.
theme. TRUE GLOBAL CLASSROOM
5. Thematic Teaching provides a broad framework for 14. Hannah believes that learning does not have to take
linking content and process from a variety of disciplines. place in the classroom, but may take place anywhere and
TRUE at any time, including outside the classroom.
CREATING/ADAPTING TO CONSTANT
6. Focusing Inquiry is an interdisciplinary approach that PERSONAL AND SOCIAL CHANGE AND
uses questions to organize learning. TRUE LIFELONG LEARNING
7. Students will learn more when they see how the topic 15. Because of this crucial feature, topics are taught
connects to different areas of the curriculum. TRUE utilizing current and relevant knowledge, as well as
8. Inquiry-based learning is a process where students are being linked to real-life and events and contexts.
involved in their learning, formulate questions, RELEVANT, RIGOROUS, AND REAL-WORLD
investigate widely and then build new understanding, 16. Virtual and interactive course which uses blended-
meanings and knowledge. TRUE classrooms model to allow students from around the
9. CBI or content-based instruction is also known as world to interact and collaborate on special projects
language curriculum. TRUE beyond their geographic boundaries. GLOBAL
CLASSROOM
10. Multidisciplinary is a process of integrating the
interdependent or common knowledge and skills from 17. The 21st century teacher must know how to use
more than one subject areas during transaction process. various techniques in teaching. What characteristic is
FALSE (Interdisciplinary Integration) being referred? MULTI- LITERATE
18. The 21st century teacher must cope with the
widening learning opportunities by being skillful. What
1. It is the ability to read and write. LITERACY characteristic is being referred? MULTI-SKILLED
2. It refers to a type of knowledge that is expected to be 19. The focus of this strategy is the topic or subject
known by everyone in a particular field. BASIC matter wherein learners are focused on learning about
LITERACY something by the use of the content of another subject.
CONTETNT BASED INSTRUCTION
3. It is used for the training of adults to meet
independently by reading and writing demands placed 20. Teacher Heidi started the lesson by identifying
on them. FUNCTIONAL LITERACY preliminary questions and information. Which strategy
did she employ? FOCUSING INQUIRY
4. This type of 21st century literacy can help the teachers
extend their skill into livelihood activities, 21. Learners are enrolled to three to four limited courses
entrepreneurship, and wise handling of personal that will lead to the culminating performance. GENERIC
finances. FINANCIAL LITERACY COMPETENCY MODEL
5. This new literacy is now a fundamental component of 22. This refers to an integration that involves an
literacy learning from teaching reading comprehension arrangement of the knowledge and skills within one
to writing communication. DIGITAL LITERACY subject area. INTRADISCIPLINARY APPROACH
6. What are the roles of the teachers and students in a 23. Making meaningful connections and including
21st century classroom? TEACHERS ARE appropriate topics and learning competencies cited in the
FACILITATORS; LEARNING IS STUDENT- curriculum guide of other learning areas in any grade
CENTERED AND LED. level. INTERDISCIPLINARY APPROACH
7. How should you arrange desks to facilitate 21st 24. What are 21st century skills? KNOWLEDGE AND
century learning? IN GROUPS SKILLS NECESSARY FOR SUCCESS IN THE
TECHNOLOGICAL WORLD
8. How can you help students become independent when
working in the classroom? ESTABLISH 25. Which component is the most important in 21st
PROCEDURES FOR EVERYTHING THEY NEED TO century learning? LIFE AND CAREER SKILLS,
DO THROUGHOUT THE DAY LEARNING AND INNOVATION SKILLS,
INFORMATION, MEDIA AND TECHNOLOGY
9. Everything is a part of 8 types of critical attributes of
SKILLS
the 21st century education, except one. RECITATION
AND QUIZZES
10. This type of attribute suggests that the schools will
need to buy and employ computers and diverse
multimedia devices to maximize learning.
TECHNOLOGIES AND MULTIMEDIA
11. This critical attribute suggests that topics are taught
using current and relevant knowledge and that they are
related to real-life events and contexts. RELEVANT,
RIGOROUS, AND REAL-WORLD
12. Through student activities that promote active
learning, this feature stresses data, knowledge and