Building and Enhancing Book

Building and
Enhancing
New Literacies
Across the
Curriculum
Elmer B. De Leon, DEM

TABLE OF CONTENTS
Module 1: 21st Century

Education.........................................................................................................1
Module 2: 21st Century Skill Categories…………………………………………………………………..

….19
Module 3: New Literacies, Functional Literacy and

Multiliteracy……………………………………….39
Module 4: Integrating New Literacies in the

Curriculum......................................................................56
Module 5: Multicultural and Global

Literacy……………………………………………………………......71
Module 6: Social
Literacy.........................................................................................................................88
Module 7: Media
Literacy……………………………………………………………………………………..105
Module 8: Financial
Literacy…………………………………………………………………………………..119
Module 9: Digital / Cyber Literacy……………………………………………………………………...……

139
Module 10:
Ecoliteracy...........................................................................................................................161
Module 11: Arts and Creative

Literacy…………………………………………………………………....179
Culminating Activities
General Assessment of Learning

Outcomes......................................................................................194
Module 1:
21st Century Education
LEARNING OUTCOMES
1. Define 21st Century education
2. Describe the 21st Century teacher and the needed innovative tools for
learning
3. Examine the critical attributes of 21st Century education
4 Explain how 21st Century education concepts can be integrated in the
classroom
5. Draw relevant life lessons and significant values from the experience in
practicing 21st Century education
6. Analyze research abstract on 21st Century education and its implications
on teaching- learning process
7. Prepare an evaluation instrument intended for 21st Century teaching-
learning
 INTERACTIVE
PRESENTATION
The Carousel Round: In this strategy, students will generate information through
personal ideas, thoughts and insights on 21st Century education. This is also to
determine their prior knowledge on the given topic.
Procedure:
1. Students will form two big circles in class: the inner core and outer core.
2. The inner core will rotate clockwise while the outer core counterclockwise upon
the signal of the teacher. When the teacher keeps on uttering
"carousel...carousel...carousel", students will also keep on rotating. When he/she
says "Off", students will stop and face partners.
3. The teacher will then ask questions and students share their answers with their
partners in a given time.
Sample Questions:
A. What is your understanding of 21st Century learning?
B. What digital tool do you know? And how is it operated?
C. What can you say about 21st Century learners?
D. How do you describe technology?
E. Are you in favor of this technological world?
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4. This will continue until the teacher has asked all the questions at hand
5. The class will provide enough time for reflection on the activity.
Guide questions for reflection:
A. What questions were the most difficult and easy for you to answer? Why?
B. What answer from a partner impressed and amazed you? Why?
C. What information have you gained from a partner in sharing his/her mind?
D. What have you shared with a partner regarding your views about 21st
Century learning?
E. What can you say about the activity? What can you suggest for further
improvement of the next activity?
CONCEPT
EXPLORATION
This modern society is ushered in by a dramatic technological revolution. It is
an increasingly diverse, globalized and complex media- saturated society.
According to Dr. Douglas Kellner, this technological revolution bears a
greater impact on society than the transition from an oral to print culture.
Education prepares students for life in this world. Amidst emerging social
issues and concerns, there is a need for students to be able to communicate,
function and create change personally, socially, economically and politically
at the local, national and global levels by participating in real-life and real-
world service learning projects.
Emerging technologies and resulting globalization also provide unlimited
possibilities for exciting discoveries and developments.
21st Century Education Contexts

21st Century Schools. Schools in the 21s century focus on a project-based
curriculum for life that would engage students in addressing real-world
problems and humanity concerns and issues.
This has become an innovation in education, from textbook- driven, teacher-
centered, paper-and-pencil schooling into a better understanding of the
concept of knowledge and a new definition of the educated person.
Therefore, it makes a new way of designing and delivering the curriculum.
Schools will go from buildings' to 'nerve centers', with open walls and
are roofless while connecting teachers, students and the community to the
breadth of knowledge in the world. 2
Teachers will transform their role from being dispensers of information

to becoming facilitators of learning and help students translate information
into knowledge and knowledge into wisdom.
Therefore, the 21st century will require knowledge generation, not just
information delivery, and schools will need to create a "culture of inquiry".
Learners will become adaptive to changes. In the past, learners spent a
required amount of time in respective courses, received passing grades and
graduated. Today, learners are viewed in a new context.
These changes have implications for teachers: (1) Teachers must
discover student interest by helping them see what and how they are
learning to prepare them for life in the real world; (2) They must instill
curiosity, which is fundamental to lifelong learning; (3) They must be flexible
in how they teach; and (4) They must excite learners to become more
resourceful so that they will continue to learn outside formal school.
21st Century learning demands a school that excites students for
school. There is a little or no discipline problem because of strong student
engagement. Likewise, parents are informed about positive changes in their
children. As a result, students manifest significant improvement in basic
skills of reading, writing, speaking, listening, researching, scientific
explorations, math, multimedia skills and others.
The 21st Century Curriculum. The twenty-first century curriculum has
critical attributes that are interdisciplinary, project-based and research-
driven. It is connected to local, national and global communities, in which
students may collaborate with people around the world in various projects.
The curriculum also integrates higher- order thinking skills, multiple
intelligences, technology and multimedia, multiple literacies and authentic
assessments, including service- learning (http://edglossary.org/21st-century-
skills).
The classroom is filled with self-directed students, who work
independently and interdependently. The curriculum and instruction are
designed imbued with the concept of differentiation. Thus, instead of
focusing on textbook-driven or fragmented instruction, instruction turns to
be more thematic, project-based and integrated with skills and competencies
purely not confined within themselves, but are explored through research
and concept application in projects and outputs (http://edglossary.org/218-
century-skills).
Learning is not confined through memorization of facts and figures
alone but rather is connected to previous knowledge, personal experience,
interests, talents and habits.
The 21st Century Learning Environment. Typically, Century classroom
is not confined to a literal classroom building but a learning environment
where students collaborate with their peers, exchange insights, coach and
mentor one another and share talents and skills with other students.
Cooperative learning is also apparent, in which students work in teams
because cooperation is given more emphasis than competition, and
collaborative learning more than isolated learning. They use technologies,
including Internet systems and other platforms.
Hence, in the process of creating a world-class 21st century learning
environment, building new schools and remodeling of present school
facilities can be addressed toward creating environmentally friendly, energy-
efficient, and "green" schools. Inside every classroom, students shall apply
their knowledge of research in life, which is a clear indication of a relevant,
rigorous, 21stcentury real-life curriculum.
An ideal learning environment also considers the kind of spaces
needed by students and teachers in conducting investigations and projects
by diverse groups for independent work. An ideal learning environment has
plenty of wall space and other areas for displaying student work that
includes a place where the parents and the community can gather to watch
student performances, as well as a place where they can meet for
discussions.
Technology in the 21st Century Pedagogy. Technologies are not
ends in themselves but these are tools students use to create knowledge for
personal and social change.
21st Century learning recognizes full access to technology. Therefore,
a better bandwidth of Wifi access should be available along areas of the
school for the students to access their files and supplement their learning
inside the classroom. Various laboratories and learning centers are set up in
such a way that they allow a space needed for students' simulation and
manipulative works. All classrooms should have televisions to watch
broadcasts created by the school and other schools around. Other resources
in the school can also be utilized by students in creating opportunities for
their knowledge explorations
(http://www.21stcenturyschools.com/Critical_Pedagogy. htm).
Understanding 21st Century Learners. Today's students are
referred to as "digital natives”, while educators as "digital immigrants"
(Prensky, 2001). Most likely, digital natives usually react, are random,
holistic and non-linear. Their predominant senses are motion and touch. They
learn through experience and learn differently, Digital immigrants often reflect, are
sequential, and linear. Their predominant senses are hearing and seeing. They tend
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to intellectualize and believe that learning is constant (Hawkins and Graham, 1994).
Students' entire lives have been immersed in the 21" Century media culture.
They take in the world via the filter of computing devices, such as cellular phones,
hand held gaming devices, PDAs, and laptops plus the computers, TVs, and game
console at home.
A survey by the Henry J. Kaiser Family Foundation found that young people
(ages 8-18) spend on electronic media an average of six hours a day. In addition,
many are multitasking, such as listening to music while surfing the Web or instant-
messaging friends while playing a video game.
The preschoolers easily navigate electronic multimedia resources on games,
in which they learn colors, numbers, letters, spelling, and more complex tasks, such
as mixing basic colors to create new colors, problem-solving activities, and reading.
However, as Dr. Michael Wesch points out, although today's students
understand how to access and utilize these tools, they use them only for
entertainment purposes. Thus, students should be prepared and assisted to become
media literate as they function in an online collaborative research-based
environment with the advent of researching, analyzing, synthesizing, critiquing,
evaluating and creating new knowledge.
21st Century Skills Outcome and the Demands in the Job Market. The
21st Century skills are a set of abilities that students need to develop to succeed in
the information age. The Partnership for 21st Century Skills lists three types,
namely: (1) Learning Skills which comprise critical thinking, creative thinking,
collaborating, and communicating; (2) Literacy Skills which is composed of
information literacy, media literacy, and technology literacy; and (3) Life Skills that
include flexibility, initiative, social skills, productivity and leadership, These skills
have always been important in an information-based economy.
Likewise, skills demanded in the job market include knowing a trade,
following directions, getting along with others, working hard and being professional,
efficient, prompt, honest, and fair. More so, to adapt to these jobs in this
information age, students need to think deeply about issues, solve problems
creatively, work in teams, communicate clearly in many media, learn ever-changing
technologies and deal with the influx of information. Amidst rapid changes in the
world, industry requires students to be flexible, take the initiative, lead when
necessary, and create something new and useful.
According to Partnership for 21st Century Skills (P21), various industries look
for employees who can think critically, solve problems creatively, innovate,
collaborate and communicate. Therefore, for a perfect match between academe
and industry demands, schools need to embed time-tested industry-demanded work
skills in the curriculum (http://thoughtfullearning.com/resources/what-are-21sl-
century-skills).
The 21st Century Learning Implications. 21st Century skills are viewed
relevant to all academic areas and the skills may be taught in a wide variety of both
in-campus and community settings.
Teachers should practice teaching cross-disciplinary skills in related courses,
such as integrating research methods in various disciplines; articulating technical
scientific concepts in verbal, written, and graphic forms; presenting laboratory
reports to a pool of specialists, or use emerging technologies, software programs
and multimedia applications as an extension of an assigned project.
Likewise, accrediting organizations and regulatory bodies may require 21s
century skills in the curriculum. In doing so, the assessment tools should also
contain these skills. They may design or adopt learning standards that explicitly
describe multi-disciplinary skills that students should acquire and master.
Schools and teachers should use a variety of applied skills, multiple
technologies, and new ways of analyzing, and processing information, while also
taking initiative, thinking creatively, planning out the process, and working
collaboratively in teams with other students.
More so, schools may allow students to pursue alternatives, in which students
can earn academic merits and satisfy graduation requirements by completing an
internship, apprenticeship or volunteer experience. It is in this manner that students
can practice a variety of practical, career-based, work-related skills and values while
equally completing the academic coursework and meeting the same learning
standards required of students.
In today's world, information and knowledge are continuously increasing at a
certain rate that no one can learn everything about every subject. What may appear
true today could be proven to be false tomorrow and the jobs that students will get
after they graduate may not yet exist. For this reason, students need to be taught
how to process, analyze and use the information and they need adaptable skills that
they can apply in all facets of life. Thus, merely teaching them ideas and facts
without teaching them how to use them in real- life settings is no longer enough.
Schools need to adapt and develop new ways of teaching and learning
that reflect a changing world. The purpose of school should be to prepare
students for success after graduation and therefore, schools need to
prioritize the knowledge and skills that will be in the greatest demand, such
as those deemed to be most important by college professors and employers.
Hence, teaching students to perform well in school or pass the test alone is
no longer sufficient.
Henceforth, teachers must realize and students must understand that
no one can move toward a vision of the future unless he/she understands the
socio-historical context of where they are now, what events led them to be
where they are, how this can inform development of a vision for the future
and how they want to get there. Thus, a clear articulation of the purpose of
education for the 21st Century is the place to begin.
(http://thoughtfullearning.com/resources/ what-are-21st-century-skills)
A Paradigm Shift for 21st Century Education
Before 21st Century Education 21st Century Education
Time-based Outcome-based
Focus: memorization of discrete Focus: what students Know, Can Do
facts and Are Like after all the details are
forgotten.
Lower order thinking skills in Higher order thinking skills
Bloom's Taxonomy, such as (metacognition), such as
knowledge and comprehension application, analysis, synthesis, and
evaluation
Textbook-driven Research-driven
Passive learning Active Learning
Learners work in isolation and Learners work collaboratively with
confined in the classroom (walled classmates and others around the
classroom). world (global classroom)
Teacher-centered: teacher is Student-centered: teacher is
dispenser of knowledge, information facilitator/ coach of students
and attention. learning.
Little to no student freedom. Great deal of student freedom.
"Discipline problems" - No trust No "discipline problems" - Students and
between educators No "discipline teachers have mutual respect and
problems" - Students and students. relationship as co-learners. High 7
Little student motivation. student motivation.
Fragmented curriculum Integrated and Interdisciplinary
curriculum
Grades taken from formal assessment Grades are based on students'
measures entered in the class record performance as evidence of learning
for reporting purposes outcome
Assessment is for marking purposes Assessment is important aspect of part
and placed as part of lesson plan of lesson plan structure instruction to
structure gauge learning outcome
Low expectations. What students High expectations that students
receive is what they get succeed in learning to high extent.
Teacher is judge. No one else sees Self, peer and others serve as
student work. Outputs are assessed evaluators of student learning using
using structured metrics. wide range of metrics and authentic
assessments.
Curriculum is irrelevant and Curriculum is connected to students'
meaningless to the students. interests, experiences, talents and the
real world.
Print is the primary vehicle of learning Performances, projects and multiple
and assessment. forms of media are used for learning
and assessment.
Student diversity is ignored. Curriculum and instruction address
student diversity
Students just follow orders and Students are empowered to lead and
instructions while listening to teacher's initiate while creating solutions and
lecture. solving problems.
Literacy is the 3 R's (reading, writing Multiple literacies of the 21st Century
and 'rithmetic). aligned to living and working in a
globalized new society.
Factory model, based upon the needs of Global model based upon the needs of
employers for the Industrial Age of the a globalized high-tech society
19th century
(Source: http://www.21st CenturySchools.com/)
The paradigm shift from the 20th to the 21st Century, shows that the
structure and modalities of education have evolved. Students become the center of
teaching-learning process in the 21st Century using wide array of technological
tools to assist them in exploring knowledge and information needed in surviving the
test of time and preparing for future career endeavors. Assessment has been made
varied to address multiple literacy development in diverse contexts. Teachers turn
to become facilitators rather than lecturers and dispensers of information. As such,
curriculum is designed in a way that it connects to life in the real world,
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interconnected with other disciplines and reshapes the students' holistic
perspectives.
The Critical Attributes of 21st

Century Education
Education continuously changes

dramatically throughout time.
There is a paradigm shift in the
way teaching and learning is
delivered. Therefore, the 21st
Century teacher needs to develop
essential knowledge, skills and
values in order to cope with these
changes and address students'
need (21st Century Schools,
2011).
The following are eight attributes of 21st Century education and their implications:
1. Integrated and Interdisciplinary. Education in the 21st Century is
characterized by interfacing various disciplines in an integrated manner rather than
compartmentalizing its subsequent parts. This critical attribute implies the need to
review the curriculum and create strategies infusing different subjects toward
enhancing the learning experiences of students.
2. Technologies and Multimedia. Education in the 21st Century makes optimum
use of available Information and Communication Technology (ICT), as well as
multimedia to improve the teaching and learning process, including online
applications and technology platforms. It implies a need to acquire and use
computers and multimedia equipment and the design of a technology plan to
enhance learning at its best.
3. Global Classrooms. Education in the 21st Century aims to produce global
citizens by exposing students to the issues and concerns in the local, national and
global societies. This critical attribute implies the need to include current global
issues/ concerns, such as peace and respect for cultural diversity, climate change
and global warming in classroom discussions.
4. Creating/Adapting to Constant Personal and Social Change and Lifelong
Learning. Education in the 21st Century subscribes to the belief that learning does
not end within the four walls of the classroom. Instead, it can take place anywhere,
anytime regardless of age. This means that teachers should facilitate students'
learning even beyond academics. Therefore, it should not end with requirement
compliance and passing the exams, but also for transferring and applying
knowledge to a new context or real-life situations. As such, the curriculum should be
planned in such a way that students will
continue to learn even outside the school for life.
5. Student-Centered. Education in the 21s' Century is focused students as 9
learners while addressing their needs. Differentiated instruction is relevant in the
21st Century are taken classrooms, where diversity factors and issues into account
and addressed when planning and delivering instruction, including their learning
styles, interests, needs and abilities.
6. 21st Century Skills. Education in the 21st Century demonstrates the skills
needed in becoming productive members of society. Beyond learning the basic
skills of reading, writing and numeracy, students should also develop life and work
skills in 21st Century communities, such as critical and creative thinking, problem-
solving and decision-making and ICT literacy and skills. Therefore, it implies that
teachers should possess these skills first before their students.
7. Project-Based and Research-Driven. 21st Century education emphasizes
data, information and evidence-based decision- making through student activities
that encourage active learning. This implies the need for knowledge and skills in
research, such as self-directed activities, learning projects, investigatory projects,
capstones and other research-based output.
8. Relevant, Rigorous and Real World. Education in the 21st Century is
meaningful as it connects to real-life experiences of learners. It implies the use of
current and relevant information linked to real-life situations and contexts.
(http://iflex.innotech.org/GURO21/module 1/11_5.html)
The Characteristics of a 21st Century Teacher

The 21st Century teaching-learning environment becomes more complicated
brought by technological changes. Therefore, teachers should be able to cope with
and adapt to these changes.
Thus, teachers must be equipped with attributes, knowledge and skills critical
to 21st century education so that they may be able to integrate them in their
teaching. 21st Century teachers are characterized as:
1. Multi-literate. Teachers know how to use various technologies in teaching
2. Multi-specialist. Teachers are not only knowledgeable in the course subject
they teach but also in other areas so that they
can help the learner build up what they gain in the classroom and outside the
school and make sense of what was learned.
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3. Multi-skilled. Teachers cope with the demand for widening learning opportunities
by being skillful not just in teaching but also in facilitating and organizing groups
and activities.
4. Self-directed. Teachers are responsible for various aspects of school life and know
how to initiate action to realize the learning goals of the students and the
educational goals of the country, at large.
5. Lifelong learner. Teachers embrace the ideal that learning never ends. Therefore,
teachers must be constantly updated on the latest information related to their
subject and pedagogic trends. They should also share what they are learning with
their students and colleagues with a high sense of professionalism.
6. Flexible. Teachers are able to adapt to various learning styles and needs of the
learners, they can facilitate learner-centered teaching with flexibility using
alternative modes of delivery.
7. Creative problem solver. Teachers create innovative ideas and effective solutions
to the arising problems in the field, be it in the classroom, in the school or the
profession as a whole.
8. Critical thinker. Teachers are critical thinkers as they encourage students to
reflect on what they have learned, and rekindle in them the desire to ask questions,
reason out, probe, and establish their own knowledge and belief.
9. Has a passion for excellent teaching. Teachers possess passion in the teaching
profession to ensure that students are motivated to learn under their guidance and
care.
10. High Emotional Quotient (EQ). Teachers do not just have the head but also the
heart to teach. Teaching is emotionally taxing but an influential job as it involves
interaction with human beings. (http://udyong.gov.ph)
Common 21st Century Technology Tools for Learning

As teacher for the 21st Century, no one can escape from the reality that we
are now in a borderless society. It is, therefore, important that we should know
different technology tools for learning to respond to the needs of 21st Century
learners' and the demands of the times. The following are common 21st Century
technology tools.
1. Affinity Groups. These are groups or communities that unite individuals with
common interests. Electronic spaces extend the range of possibilities for such
groups.
2. Blogs. Web logs or "blogs" are interactive websites, often open to the public that
can include Web links, photographs and audio and video elements.
3. E-portfolio. It refers to student's works that are generated, selected, organized, 11
stored and revised digitally. Often, electronic portfolios are accessible to multiple
audiences and can be moved from one site to another easily. It can document the
process of learning, promote integrative thinking, display final work, and/or provide
a space for reflective learning.
4. Hypertext. These are electronic texts that provide multiple links and allow users
to trace ideas in immediate and idiosyncratic directions. Hypermedia adds sound,
video, animation, and/or virtual reality environments to the user's choices.
5. Podcasts. These are digitalized audio files that are stored on the Internet and
downloaded to listeners' computers or most likely to MP3 players. The term
"podcast" comes from iPod, the popular MP3 player.
6. Web 2.0. This refers to a second generation of Web-based communities that
demonstrate the participatory literacies that students need for the 21st-century.
7. Myspace (http://www.Myspace.com). It is a social networking website that offers
an interactive user-submitted network of friends, personal profiles, blogs, groups,
photos, music and videos internationally. Students can rate professors, discuss
books, and connect with high school and college classmates here.
8. Second Life (http://www.secondlife.com). It is an Internet-based 3-D virtual world
that uses avatars (digital representations) to explore, socialize, participate in
individual or group activities, create and trade items (virtual property) and services.
9. Semantic Web. It is an extension of the current Web that puts data into a
common format so that instead of humans working with individual search engines
(e.g., Google, Ask Jeeves) to locate information, the search engines themselves feed
into a single mechanism that provides this searching on its own. Sometimes called
Web 3.0, this technology enables integration of virtually all kinds of information for
more efficient and comprehensive retrieval.
10. Webkinz (http://www.webkinz.com). It is an Internet simulation wherein children
learn pet care and other skills.
11. Wiki. It refers to software that fosters collaboration and communication online.
Wikis enable students to create, comment upon, and orevise collaborative projects.
One of the most prominent is Wikipedia (http://www.wikipedia.org), an online
multilingual free-content encyclopedia, which has 7.9 million articles in 253
languages.
12
12. YouTube (http://www.youtube.com). It is a popular website for video
sharing where users can upload, view and share video footage, including
movie clips, TV clips, and music videos, even student-produced videos
13. Google Docs. It allows students to collaborate with other people and the
document materials that need to be compiled, processed, transacted and
analyzed. Allows individuals to use pre-made, creative
14. Prezi It presentation templates.
15. Easy bib. It allows individuals to generate citations in any given format
16. Social media platforms (Facebook, Twitter, Edmodo, Schoology,
Instagram, etc.). These are means to communicate and share ideas among
users.
17. Smartboards and audience response systems. These are replacement for
traditional chalkboards or whiteboards in classrooms.
18. Read Write Think.org. (www.readwritethink.org). It is a repository of
standards-based literacy lessons that offer teachers instructional ideas for
Internet integration.
19. WebQuest Page (www.webquest.org). It provides Web quests "on an
array of topics across content areas with a template for creating one's own.
20. Literacy Web (http://www.literacy.uconn.edu). It is an online portal that
includes a large number of new literacy's resources for new literacies for
teachers. (http://cnets.iste.org/teachers/t_glossary. html#t)
A QUESTIONS FOR
DISCUSSION
1. What are the critical attributes of 21st Century education? Explain them.
2. Describe a 21st Century teacher and discuss some innovative tools for
learning?
3. Explain how you can integrate 21st Century education in the curriculum.
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Life and Values Integration
Share a personal experience or observation on 21 Century teaching and
learning being practiced in the classroom or in the school. What life lessons
and values have you realized and learned?
RESEARCH ANALYSIS AND

IMPLICATION
Direction: Analyze the following research abstract and cite its implication to
teaching-learning. You may download the full paper of this research on the website
given below.
Exploring 21st Century skills and learning environments for middle school youth Ball, Joyce
and Anderson-Butcher (2016)
Abstract
Resiliency research and strengths-based perspectives highlight the importance of

understanding the protective factors that aid youth in overcoming adversity. Likewise,
current research identifies the characteristics and skills youth need to be successful in
post-secondary education and the workforce. These growing bodies of research emphasize
cognitive and non-cognitive skills that support youth development and academic success.
This exploratory study sought to develop two distinct measurement instruments: (1) the
21st Century Life & Career Skills scale (21C-LCS); and (2) the 21st Century Skills Classroom
Environment scale (21C-CE). We also examined students' perceptions of their own skills in
these areas. The measures were developed and tested using survey data from 262 middle
school students. Exploratory Factor Analysis was used to examine the factorial structure of
the measures and descriptive statistics were used to summarize students' perceptions.
Results indicated that the 21C-LCS and the 21C-CE are brief psychometrically sound
measures. The 21C-LCS assesses students' leadership and responsibility, working with
others effectively, and adaptability. The 21C- CE is a reliable measure of students'
perceptions of the ways in which their classroom environments support their development
of 21st Century life and career skills. Students reported moderately high perceptions of
their skills in all areas. This study is an important step in assessing 21st Century life and
career skills and 21s Century learning environments. Researchers, youth development
professionals, educators, and other service providers can utilize these measures in an
ongoing investigation, assessment, and progress monitoring to foster and advocate 21st
Century life and career skills development among youth.
(Source: Ball , A., Joyce, H. and Anderson-Butcher, D. (2016). Exploring 21st Century skills
and learning environments for middle school youth. International Journal of School Social
Work: Vol. 1: Issue 1. Retrieved from https://doi.org/10.4148/2161-4148.1012)
14
Analysis: How do youth assess students' 21" Century lllo and career skills and their
learning environments?
_____________________________________________________________________________________
_____________________________________________________________________________________
Implication: How may the results of this study be utilized in enhancing the 21
Century life and career skills of students and their learning environments?
_____________________________________________________________________________________
____________________________________________________________________________________
SYNTHESIS AND LEARNING REFLECTION
THE 21ST CENTURY EDUCATION

SYNTHES
IS  Education prepares students for life in this world that can make
them communicate, function and create change personally,
socially, economically and politically on local, national and
global levels.
 There is a drastic change brought about by the advent of the
21st Century education in the context of a curriculum,
classroom environment, technology, learners and demands of
the job market.
 21stCentury education implies challenges among teachers in
the way they need to embrace technological advancement and
instructional innovations
 With the paradigm shift from 20h Century to 21" Century
education, transformations and transitions are taking place.
 To cope with the demands of 21" Century education,
educational institutions should address its eight critical
attributes.
 Teachers must be multiliterate, multispecialist, multiskilled, self
directed, lifelong learners, flexible, creative problem solver,
critical thinker, emotionally intelligent and passionate for
excellent teaching,
Direction: Write the 21st Century Education concepts on each ray of

15
the sun.
Learning
Reflectio
n
CURRICULUM APPLIUCATION
Direction: Prepare an evaluation tool to measure technology integration in the
classroom or the school. Use the provided template sample below.
TECHNOLOGY INTEGRATION EVALUATION TOOL
Direction:
_____________________________________________________________________________________
_____________________________________________________________________________________
Scale: (with interpretations)
4 -_____________________________ 3 -______________________________________
2 -_____________________________ 1 -______________________________________
CLASSROOM /SCHOOL TECHNOLOGY SCALE

INTEGRATION EVALUATION
STANDARDS/INDICATORS 4 3 2 1
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
(After the teacher has checked the tool, students may utilize the said tool in actual
evaluation of technology integration in the classroom or in the school.)
16
LET SAMPLERS: TAKING THE
EXAMINATION
Direction: Read and analyze each item carefully. Choose and encircle the letter of
the best answer.
1. The following concepts refer to the implications of 21st Century education for
teachers EXCEPT one. Which is the exception?
A. Teachers must maintain students' interest by helping them see the connection of
what they learn for life with the real world.
B. Teachers must instill curiosity in students because it is fundamental to lifelong
learning.
C. Teachers must be consistent in how they teach.
D. Teachers must excite learners to become even more resourceful so that they will
continue to learn outside the formal school.
2. The new breed of teachers takes advantage of technology that enables them to
understand, integrate, create, communicate and compute printed and written
materials. Which best describes the 21st Century teacher?
A. Multiliterate C. Multiskilled
B. Multispecialist D. Multitasked
3. The following are contexts and perspectives of 21st Century education as a
paradigm shift from that of the 20th Century, EXCEPT one. Which one is the
exception? A. Integrated and interdisciplinary
B. Technology and multimedia-driven
C. Global classroom-oriented
D. Relevant and real-world
4. The lesson presented in class must be selected and designed to respond to the
learners' life survival today and his career preparation in the future. This implies
which critical attribute of 21st Century education?
A. Integrated and Interdisciplinary
B. Technologies and Multimedia
C. Global Classrooms
D. Relevant and Real World
5. In the context of 21st Century education, the teachers and the learners are
branded as digital immigrants and digital natives, respectively. How will you
differentiate them in terms of aspects? 17
A. Thinking style: The teachers think randomly, while the learners, sequentially
B. Learning perspective: The teachers prefer experiencing, while the learners opt for
intellectualizing.
C. Use of senses: The teachers utilize emotion and touch, while the learners,
hearing and seeing.
D. Manner of response: The teachers tend to reflect, while the learners usually
react.
Module 2:
21" Century Skill Categories
18
LEARNING OUTCOMES
1. Identify the categories of 21" Century skills

2. Apply the 21st Century skills in preparing, planning and delivering a lesson
3. Cite ways on how to enhance the 21st Century skills of learners
INTERACTIVE
PRESENTATION
Group Mapping Activity: This is a strategy where members of the class present
their prior knowledge on the topic 21st Century skill categories through group
drawing/illustration.
Procedure:
1. Group the students into 4 or 5 depending on the class size.
2. Provide each group a topic on 21st Century skill category to brainstorm about.
3. The group will synthesize their consolidated ideas and present in a form of
illustration or drawing in a cartolina or Manila paper using any medium of their
choice.
4. Each group will be given a chance to present the synthesis in class.
5. The class will find time for a brief reflection of the activity.
Topics to be assigned to the groups:
1. Life and Career Skills
2. Information, Media and Technology Skills
3. Learning and Innovation Skills
4. Social and Cross-cultural Skills
5. Leadership and Productivity Skills
CONCEPT EXPLORATION
21" Century skills refer to a broad set of knowledge, skills, work habits, and
character traits that are deemed necessary in coping with today's world and future
careers and workplaces. Thus, it can be applied in all academic subject areas and
educational settings throughout a student's life. 19
The 21st Century Skills
The 21" Century skills may include the following: (1) critical thinking problem-
solving reasoning analysis, interpretation, synthesizing information (2) research
skills and practices, interrogative questioning: (3) creativity, artistry, curiosity,
imagination, innovation, personal expression, (4) perseverance, self-direction,
planning, self-discipline, adaptability, initiative; (5) oral and written communication,
public speaking and presenting, listening: (6) leadership, teamwork, collaboration,
cooperation, facility in using virtual workspaces: (7) information and communication
technology (ICT) literacy, media and Internet literacy, data interpretation and
analysis, computer programming; (8) civic, ethical, and social justice literacy: (9)
economic and financial literacy, entrepreneurialism: (10) global awareness,
multicultural literacy, humanitarianism; (11) scientific literacy and reasoning the
scientific method; (12) environmental and conservation literacy, ecosystem
understanding; and (13) health and wellness literacy, including nutrition, diet,
exercise, and public health safety (http://thoughtfullearning.com/resources/what-
are-21st- century-skills).
Framework for 21st Century

According to the Partnership for
21st Century Skills, this concept
encompasses a wide array of a body of
knowledge and skills that have to be
categorized. Moreover, this concept has
been interconnected with applied skills,
cross-curricular skills, cross- disciplinary
skills, interdisciplinary skills,
transferable skills, transversal skills,
noncognitive skills and soft skills.
The 21st Century skills concept is grounded on the belief that students must
be educated in a more relevant, useful, in-demand and universally applicable
manner. The idea simply lies in the fact that students need to be taught different
skills and reflect on the specific demands that will be placed upon them in a
complex, competitive,
Knowledge-based Information-age and tochnology-driven socloty. Therefore, 21" Century education

addresses the whole child or the whole person (AACTE, 2010). 20
Hence, the curriculum should be designed to be interdisciplinary, integrated and project-based,
Tony Wagner (2010), in his book "The Global Achievement Gap", advocated the seven survival skills,
namely: (1) critical thinking and problem-solving: (2) collaboration across networks and leading by
influence; (3) agility and adaptability: (4Initiative and entrepreneurialism; (6) effective oral and written
communication; (6) accessing and analyzing information; and (7) curiosity and imagination.
The term "21" Century skills" refers to certain core competencies, such as collaboration,
digital literacy, critical thinking, and problem- solving that schools need to teach the students for them
to thrive in today's world
The Partnership for 24" Century Skills presents the following sets of skills that are categorized
accordingly with different strands of expected outcomes.
Learning and Innovation Skills
These are the primary skills orchestrated in the 21" Century. They are attributes that
differentiate students who are prepared for a complex life and work environment from those who are
not. Therefore, there is a need to stress on creativity, critical thinking, communication and
collaboration in preparing learners for the future.
A. Critical Thinking and Problem Solving. These may include effectively analyzing and
evaluating evidence, arguments, claims and beliefs; and solving different kinds of non-familiar
problems in both conventional and innovative ways.
Skill Sub-skills
1. Work together effectively in team Establish clear definitions and
agreements on the roles of effectively
in partners in the collaborative process
Keep communication open within teams

to carry out tasks
Carefully identify obstacles and address
problems cooperatively
https://www.thebalancecaroors.com
Skill Sub-skills 2. Reason Use various types of reasoning (inductive, deductive, etc.)
effectively as appropriate to the situation Use systems thinking Analyze how parts
of a whole interact with each other to produce overall outcomes in complex systems
Skill Sub-skills
2. Reason effectively  Use various types of reason
(inductive, deductive, etc.)
 Use systems thinking
 Analyze how parts of a whole
interact with each other to
produce overall outcomes in
complex systems.
Skill Sub-skills
Effectively analyze and evaluate evidence,
3. Make judgements and decisions arguments, claims judgments and beliefs 21
Analyze and evaluate major alternative points of
view
Synthesize and make connections between
information and arguments
Interpret information and draw conclusions

based on the best analysis
Reflect critically on learning experiences and

processes
(Partnership for 21st Century Skills, 2008)
Skill Sub-skills
4. Solve problems Solve different kinds of non-familiar problems in
both conventional and innovative ways
Identify and ask significant questions that clarify
various points of view and lead to better
solutions
b. Communication. This pertains to articulating thoughts and ideas effectively using oral and written
communication skills in a variety of forms and contexts .
Skill Sub-skills
1. Communicate clearly Articulate thoughts and ideas effectively using
oral, written cate clearly and nonverbal
communication skills in a variety of forms and
contexts
Listen effectively to decipher meaning, including

knowledge, values, attitudes and intentions
Use communication for a range of purposes (e.g.

to inform, instruct, motivate and persuade)
Utilize multiple media and technologies, and
judge their effectiveness a priori, as well as
assess their impact
Communicate effectively in diverse
environments (including multi-lingual)
Use technology as a tool to research, organize,
evaluate and communicate information
Use digital technologies (computers, PDAs,
media players, GPS, etc.),
communication/networking tools and social
networks appropriately to access
Exercise flexibility and willingness in making
necessary compromises to accomplish a
common goal
Assume shared responsibility for collaborative
work, and value the individual contributions
made by each team member
(Partnership for 21 Century Skills, 2008)
c.Collaboration. It entails demonstrating ability to work effectively and respectfully diverse teams.
Skill Sub-skills 22
Establish clear definitions and agreements on
1. Work together effectively in team the roles of effectively in partners in the
collaborative process
Keep communication open within teams to carry
out tasks
Carefully identify obstacles and address
problems cooperatively
D. Creativity and Innovation. It denotes use of wide range of idea creation techniques to create
new and worthwhile ideas.
Skill Sub-skills
1. Think creatively Use a wide range of idea creation techniques,
such as creatively brainstorming
Create new and worthwhile ideas (both
incremental and radical concepts)
Elaborate, refine, analyze and evaluate their own
ideas in order to improve and maximize creative
efforts
Skill Sub-skills
2. Work creatively with others Develop, implement and communicate new
ideas to others creatively effectively
Be open and responsive to new and diverse
perspectives; incorporate group input and
feedback into the work
Demonstrate originality and inventiveness in
work and understand the real world limits to
adopting new ideas
View failure as an opportunity to learn;
understand that creativity and innovation is a
long-term, cyclical process of small successes
and frequent mistakes
Skill Sub-skills
3. Implement innovations Acton creative ideas to make a tangible and
useful contribution innovations to the field in
which the innovation will occur
INFORMATION, MEDIA AND TECHNOLOGY SKILLS

People in the 21st century live in a technology and media- saturated environment marked by
the following: (1) access to an abundance of information; (2) rapid changes in technology tools; and (3)
the ability to collaborate and make individual contributions on an unprecedented scale.
Therefore, to be effective in the 21st Century, everyone must be able to exhibit a range of
functional and critical thinking skills related to information, media and technology (AACTE, 2010).
A. Information Literacy. It refers to accessing and evaluating information critically and

competently and managing the flow of information from a wide variety of sources.
23
Skill Sub-skills
1. Access and evaluate information Access information efficiently (time) and
effectively (sources)
Evaluate information critically and
competently
Partnership for 21st Century Skills, 2008)
Skill Sub-skills
2. Use and manage information Use information accurately and creatively for the
issue or problem manage at hand
Manage the flow of information from a wide
variety of sources
Apply a fundamental understanding of the
ethical/legal issues surrounding the access and
use of information
B. Media Literacy. It underscores understanding both how and why media messages
are constructed; creating media products by understanding and utilizing the most
appropriate media creation tools, characteristics and conventions.
Skill Sub-skills
1. Analyze media Understand both how and why media
messages are constructed, media and for
what purposes
Examine how individuals interpret messages
differently, how values and points of view
are included or excluded, and how media
can influence beliefs and behaviors
ethical/legal issues surrounding the access
and use of media
Skill Sub-skills
2. Create media products Understand and utilize the most appropriate
media creation tools, media characteristics and
conventions
Understand and effectively utilize the most

appropriate expressions and interpretations in
diverse, multi-cultural environments
C. Technology Literacy. It pertains to the use of technology as a tool to

research, organize, evaluate and communicate information
24
Skill Sub-skills
1. Apply technology effectively Use technology as a tool to research,
organize, evaluate and communicate
information
Use digital technologies (computers, PDAs,
media players, GPS, etc.),
communication/networking tools and social
networks appropriately to access, manage,
integrate, evaluate and create information to
successfully function in a knowledge
economy

ethical/legal issues surrounding the access
and use of information technologies
D. Life and Career Skills. Today's life and work environments both require more
than thinking skills and content knowledge. Cultivating the ability to navigate
the complex life requires students to develop the following life and career
skills: (1) flexibility and adaptability; (2) initiative and self-direction; (3) social
and cross-cultural skills; (4) productivity and accountability; and (5)
leadership and responsibility (AACTA, 2010).
Flexibility and Adaptability
Skill Sub-skills
1. Adapt to change Adapt to varied roles, job
responsibilities, schedules and
contexts
Work effectively in a climate of
ambiguity and changing priorities
Skill Sub-skills
2. Be flexible Incorporate feedback effectively
Deal positively with praise, setbacks
and criticism
Understand, negotiate and balance
diverse views and beliefs to reach
workable solutions, particularly in
multi-cultural environments
INITIATIVE AND SELF-DIRECTION
Skills Sub-skills
1. Manage Set goals and time Set goals with tangible and intangible success 25
criteria
Balance tactical (short-term) and strategic (long-
term) goals
Utilize time and manage workload efficiently
Skill Sub-skills
2. Work independently Monitor, define, prioritize and complete tasks
without direct oversight
Skill Sub-skills
3. Be self- directed learner Go beyond basic mastery of skills and/or
curriculum to explore and expand one's own
learning and opportunities to gain expertise
Demonstrate initiative to advance skill levels

towards a professional level
Demonstrate commitment to learning as a
lifelong process
Demonstrate integrity and ethical behavior in
using influence and power
Skill Sub-skills
4. Be responsible to others Act responsibly with the interests of the larger
community in mind responsible Consider others'
ideas and viewpoints to others
Look for others' welfare and safety in all
circumstances
Assist others in times of their downfalls and
setbacks
(Partnership for 21" Century Skills, 2008)
SOCIAL AND CROSS-CULTURAL SKILLS
Skill Sub-skills
1. Interact effectively with others Know when it is appropriate to listen
and when to speak
Conduct one's self in a respectable,
professional manner
Skill Sub-skills
2. Work effectively in diverse teams Respect cultural differences and work effectively
with people from a range of social and cultural
backgrounds 26
Respond open-mindedly to different ideas and
values
Leverage social and cultural differences to
create new ideas and increase both innovation
and quality of work
(Partnership for 21Century Skills, 2008)
PRODUCTIVITY AND ACCOUNTABILITY
Skill Sub-skills
1. Manage projects Set and meet goals, even in the face of
obstacles and competing projects pressures
Prioritize, plan and manage work to achieve the
intended result
Skill Sub-skills
2. Produce results Demonstrate additional attributes associated
with producing results high quality products,
including the abilities to: Work positively and
ethically Manage time and projects effectively
Multi-task Participate actively, as well as be
reliable and punctual Present oneself
professionally and with proper etiquette
Collaborate and cooperate effectively with teams
Respect and appreciate team diversity Be
accountable for results
LEADERSHIP AND RESPONSIBILITY
Skill Sub-skills
1. Guide and lead others Use interpersonal and problem-solving
skills to influence and lead others guide
others toward a goal
Leverage strengths of others to
accomplish a common
Inspire others to reach their very best
via example and selflessness
Demonstrate integrity and ethical
behavior in using influence and power
Skill Sub-skills
2.Be responsible to others Act responsibly with interest of the
27
larger community in mind
Integrating 21st Century Skills in Teaching-Learning Process
The 21st Century support systems. The following elements are the critical
systems necessary to ensure student mastery of 21st Century skills: (1) 21 Century
standards; (2) assessments; (3) curriculum and instruction; (4) professional
development; and (5) learning environments. These must be aligned to produce a
support system that produces 21st Century outcomes for today's students
(Partnership for 21st Century Skills, 2008).
1. 21st Century Standards
1.1 Focus on 21st Century skills, content knowledge and expertise
1.2 Build understanding across and among core subjects, as well as 21st Century
interdisciplinary themes
1.3 Emphasize deep understanding rather than shallow knowledge
1.4 Engage students with the real-world data, tools and experts they will encounter
in college, on the job, and in life; students learn best when actively engaged in
solving meaningful problems
1.5 Allow for multiple measures of mastery
2. Assessment of 21st Century Skills
2.1 Supports a balance of assessments, including high-quality standardized ng
along with effective formative and summative classroom assessments
2.2 Emphasizes useful feedback on student performance that is embedded into
everyday learning
2.3 Requires a balance of technology-enhanced, formative and summative
assessments that measure student mastery of 21st Century skills
2.4 Enables development of portfolios of student work that demonstrate mastery of
21st Century skills to educators and prospective employers
2.5 Enables a balanced portfolio of measures to assess the educational system's
effectiveness in reaching high levels of student competency in 21st Century skills
(AACTE, 2010)
3. 21st Century Curriculum and Instruction

28
3.1 Teaches 21st Century skills discretely in the context of core subjects and 21st
Century interdisciplinary themes
3.2 Focuses on providing opportunities for applying 21st Century skills across
content areas and for a competency- based approach to learning
3.3 Enables innovative learning methods that integrate the use of supportive
technologies, inquiry- and problem-based approaches and higher-order thinking
skills 3.4 Encourages the integration of community resources beyond school walls
(AACTE, 2010)
4. The 21st Century Professional Development
4.1 Highlights ways teachers can seize opportunities for integrating 21st Century
skills, tools and teaching strategies into their classroom practice and help them
identify what activities they can replace/de-emphasize
4.2 Balances direct instruction with project-oriented teaching methods
4.3 Illustrates how a deeper understanding of subject matter can enhance problem-
solving, critical thinking, and other 21st Century skills
4.4 Enables 21st Century professional learning communities for teachers that model
the kinds of classroom learning that best promotes 21st Century skills for students
4.5 Cultivates teachers' ability to identify students' particular learning styles,
intelligences, strengths and weaknesses
4.6 Helps teachers develop their abilities to use various strategies (such as
formative assessments) to reach diverse students and create environments that
support differentiated teaching and learning
4.7 Supports the continuous evaluation of students' 21st Century skills development
4.8 Encourages knowledge sharing among communities of practitioners using face-
to-face, virtual and blended communications
4.9 Uses a scalable and sustainable model of professional development (AACTE,
2010)
5. The 21st Century Learning Environments
5.1 Create learning practices, human support and physical environments that will
support the teaching and learning of 21st Century skill outcomes
5.2 Support professional learning communities that enable educators to collaborate,
share best practices and integrate 21st Century skills into classroom practice
5.3 Enable students to learn in relevant, real-world 21st Century contexts (e.g.,
through project-based or other applied work)
29
5.4 Allow equitable access to quality learning tools, technologies and resources
5.5 Provide 21st Century architectural and interior designs for group, team and
individual learning
5.6 Support expanded community and international involvement in learning, both
face-to-face and online (AACTE, 2010)
Implications to Educators
The advent of 21st Century skill enhancement among learners bring the following
implications to educators in:
1. Successfully complementing technologies to content and 1. pedagogy and
developing the ability to creatively use technologies to meet specific learning
needs
2. aligning instruction with standards, particularly those that embody 21st
Century knowledge and skills
3. balancing direct instruction strategically with project- oriented teaching
methods
4. Applying child and adolescent development knowledge to educator
preparation and education policy
5. using a range of assessment strategies to evaluate student performance and
differentiate instruction (including but not limited to formative, portfolio-
based, curriculum- embedded and summative)
6. participating actively in learning communities, tapping the expertise within a
school or school district through coaching, mentoring, knowledge-sharing,
and team teaching a
7. acting as mentors and peer coaches with fellow educators
8. using range of strategies (such as formative assessments) to reach diverse
students and to create environments that support differentiated teaching and
learning
9. Pursuing continuous learning opportunities and embracing career-long
learning as professional ethics (AACTE, 2010)
10.establishing a conducive learning environment where learners can freely
express themselves and explore their potentials and capacities
Implications to Pre-service Teacher Preparation
There is a need to understand the key elements of optimum curricula that
will help pre-service teachers develop the dispositions, habits of mind and
confidence to enable students to develop 21st Century skills in a range of core
academic subject areas.
Since schools get rid of a one-size-fits-all system, therefore, pre- service

teachers are expected to play an active role in developing and organizing content
and instruction for their students. 30
AACTE (2010) asserts that a 21* Century approach to curriculum is about more
than just adding an extra course or extra class time in the curriculum. Thus, pre-
service teachers benefit from the ability to fully explore and understand how to
develop and use curriculum for deep understanding and mastery of academic
subject knowledge and 21st Century skills.
As a starting point, a teacher education program can be aligned with student
and teacher standards in ways that blend thinking and innovation skills, ICT literacy;
and life and career skills in the context of all academic subjects and across
interdisciplinary themes.
An effective 21st Century skills approach to curriculum, in other words, is
designed for understanding (McTighe and Wiggins, 2005 in AACTE, 2010). The
program's curriculum will be most beneficial to pre-service teachers if it is designed
to produce deep understanding and authentic application of 21st Century skills in all
subject areas.
Instructional models. Instructional models are an important component of
any teacher preparation program. AACTE (2010) pointed out that the integration of
innovative and research-proven teaching strategies, modern learning technologies
and real-world resources and contexts are all imperative in:
1. Integrating "teach for understanding” principles. When pre-service
teachers can prepare and present lessons that can develop students' essential
concepts and skills with the integration of technologies, the latter can reciprocally
demonstrate critical thinking and problem-solving in class.
2. Creating rich practice teaching experiences. Strong practice teaching
experiences allow pre-service teachers to connect theory and practice.
3. Creating dynamic learning communities and peer mentoring
networks. Pre-service teachers benefit greatly from service-learning as part of
their experiential learning courses. It provides time to reflect on relevant pedagogic
strategies that enhance 21st Century skills in classroom practice:
4. Examining the role of content, pedagogy and technologies in
developing higher-order thinking skills. The ability to teach for content
mastery is a challenging task for most pre- service teachers. Teaching for content
mastery (1) supports a range of high-quality standardized testing along formative
and summative assessments; (2) emphasizes useful feedback on student
performance; (3) requires balanced technology- enhanced, formative and
summative assessments; (4) enables development of student portfolios that
demonstrate mastery of 21st Century knowledge and skills; and (5) enables a
balanced score card to assess the educational system's effectiveness.
5. What activities can help learners enhance their 21st Century skills?

31
Share a personal experience in which you were able to develop any of the 21st Century skills.
What life lessons and values have you realized and learned?
RESEARCH ANALYSIS AND IMPLICATION

given below.
Twenty-first century skills: A needs assessment of school-based
agricultural education teachers Weeks (2019)
Preparing students to be career-and-work ready is a concern of educators and
schools nationwide. Twenty-first century skills prepare students to enter the
workforce or higher education with the ability to think critically and creatively,
collaborate with others, take the initiative when approached with a task, and use
technology to its fullest potential. If students are not learning the skills needed for
success, it is because educators and schools are not teaching them. When students
possess these skills, they are prepared to work in teams, think critically and
creatively about a problem, display leadership and social skills, and communicate
effectively with others. This research sought to identify school-based agriculture
education teachers' perceived knowledge, importance, and ability to teach these
21st century skills in the classroom. Results showed that agriculture teachers
nationwide find 21st century skills to be important, but they are less knowledgeable
and able to teach them. The research concluded that professional development is
needed to increase teachers' knowledge of and ability to teach 21st century skills.
Professional development will allow school-based agricultural education teachers to
gain specific and applicable strategies for implementation. With the application of
21st century skills in the school-based agricultural education classroom, students
will become better prepared to enter the workforce or higher education upon
graduating high school.
(Weeks, K. (2019). Twenty-first century skills: A needs assessment of school-based

agricultural education teachers. Utah State University,
https://digitalcommons.usu.edu/ cgi/viewcontent.cgi?article=8652&context=etd)
Analysis: How can 21 Century skills prepare students to enter workforce and higher
education?
33
_____________________________________________________________________________________
_____________________________________________________________________________________
Implication: Why do you think professional development on teaching 21st Century
skills is needed by teachers in the field?
_____________________________________________________________________________________
_____________________________________________________________________________________

THE 21ST CENTURY SKILL CATEGORIES
SYNTHES  The term 21st century skills refers to a broad set of knowledge,
IS skills, work habits, and character traits that are critically
important in today's world, particularly in collegiate programs
and contemporary careers and workplaces.
 The Partnership for 21st Century Skills encompass a wide-range
body of knowledge and skills that are interconnected with
applied skills, cross- curricular skills, cross-disciplinary skills,
interdisciplinary skills, transferable skills, transversal skills,
noncognitive skills, and soft skills. SYNTHESIS
 To succeed in life and in their future career, students must hone
and empower themselves with learning and innovation skills,
information, media and technology skills, life and career skills,
and social and cross-cultural skills.
 The integration of 21st Century skills must be continuously
practiced along standards and assessments, curriculum and
instruction, professional development, and learning
environments.
 Considering that teachers are the greatest mobilizers of 21st
Century education, therefore, pre-service teachers must be
rigidly trained on these skills to prepare them for their future
professional career roles.
Direction: Write your own concept of 21" Century Skills in each of the rainbow lines
depicted by the categories. Then, on the box below, write your brief explanation to
indicate your clear understanding of this topic.
34
Learning Reflection
Life and Career Skills
Information, Media and Technology Skills

Learning Skills
21st Century Skills Categories
My Understanding
CURICCULUM APPLICATION 35
Direction: Craft a sample of outcome- based curriculum plan

imbued with 21st century learning outcomes. Use the template
sample provided below.
SAMPLE OBE CURRICULUM PLAN
Subject
Are:
Learning Topic Time Teaching Assessme Materials/
Outcome Allotmen - nt Reference
t Learning Task s
Activities
A. Learning and Innovation Skills
B. Information, Media and Technology Skills
C. Life and Career Skills

EXAMINATION 36
the best answer.
1. The design of tracks and strands in the senior high school curriculum that
stresses exit competencies to be attained by every K to 12 completer strongly
adheres to which 21st Century skill category?
A. Learning and Innovation
B. Information, Media and Technology
C. Life and Career
D. Leadership and Responsibility
2. If I intend my students to attain this competency: "effectively analyze and
evaluate evidence, arguments, claims and beliefs" (Critical Thinking and Problem
Solving), which teaching strategy should I need to employ?
1. Socio-drama: The students will present a scene that portrays a current social
issue.
II. Dilemma: The students will examine and resolve a given dilemma and report to
class their propositions.
III. Jury trial: The teacher will lay down an issue and two students will act as defense
lawyers who will weigh the two sides of it.
IV. Parliamentary procedure: The students will be given an issue in which they will
express their thoughts using parliamentary procedures.
A. I and II only C. II, III and IV
B. I, II and III D. I, II, III and IV
3. Which is the most recommended mode of instructional delivery today that

addresses gaps on distance to increase learning opportunities?
A. Modular Approach C. Internet-based
B. Blended Learning D. Face-to-face meeting
4. Which is the most appropriate assessment technique for this given learning
outcome: "Solve problems in both conventional and innovative ways as a 21st
Century skill”.
A. Students will make research capstone on developing a system that would reduce
traffic along Sucat Road.
B. Students will answer an essay on the topic: "A Solution to Graft and Corruption".
C. Students will critique a documentary film on solutions to conflict in Mindanao.
D. Students will answer the survey questionnaire on problem- solving skill
assessment.
5. To attain the 21st Century skills among learners, the following are relevant
approaches and prospects that schools should impose. If you arrange the following 37
approaches based on effectiveness, in terms of developing 21st Century skills,
which one comes last?
A. Bring learners to the real world where action is.
B. Expose them to a great deal of researches and other inquiry-based modalities
using technology.
C. Provide them information on direct instruction principles and perspectives
D. Guide them in searching for truth and exploring their own learning experiences.
Module 3:
New Literacies, Functional Literacy and Multiliteracy 38
LEARNING OUTCOMES
1. Discuss new literacies and their impact on the teaching-learning process

2. Describe a multiliterate teacher
3. Define functional literacy
4. Cite how functional literacy and new literacies can be integrated in the curriculum
and practiced in the classroom
5. Draw relevant life lessons and significant values from personal application of
functional literacy
6. Analyze a research abstract on new literacies and their implications on teaching
and learning
7. Make a project plan or action plan that presents functional literacy in action
INTERACTIVE PRESENTATION
Tableau Technique: This is an activity that depicts the students' understanding of

the concept of new literacies including their expressions through tableau formation.
(Tableau is a depiction of a scene through monumental statue formation.) It
enhances creativity, resourcefulness, and critica21 thinking.
Procedure:
1. Group the students into 4 or 5 depending on the class size.
2. Give ample time for each group to think of ideas that are related to the assigned
new literacy (i.e. 'social literacy, media literacy, multicultural literacy, digital
literacy, creativity literacy, and ecoliteracy)
3. Ask each group to form a tableau that portrays a scenario or scene of the
assigned topic.
4. Explain the tableau. Let the group presenter do this.
5. Give the class time for a brief reflection of the activity. C
CONCEPT EXPLORATION
Students are taught to read and write print with fluency, speed and
comprehension of the message of the writer and the interpretation of the content of
the material. The United Nations Educational, Scientific and Cultural Organization
(UNESCO) asserts that a person, who is literate, can comprehend and write simple
and short sentences related to his/her daily life.
New Literacies
Between 1950 and 1970, the development of literacy, both operational and
functional, was established. During this period, literacy was defined as reading and 39
writing skills necessitated for activities in modern society (Güneş, 2000). Beyond
the 1990s, literacy had started to diversity in the light of technological
developments, change of living conditions in cities, and the new necessities.
Hereafter, literacy then became multi-faceted.
At first, literacy was used in various types, such as computer literacy,
technology literacy, Internet literacy, and media literacy, respectively (Altun, 2005).
Later on, it became a lifestyle along with a person's entire life in encompasses
information literacy, cultural literacy and universal literacy.
Truly, literacy has changed and developed through a multitude of phases
within a specific period based on societal needs.
However, along this line, literacy is not confined only to knowing how to read
and write rather, it is a matter of applying knowledge for specific purposes in
particular contexts. It includes a socially-driven and evolved a pattern of activities,
such as writing correspondence, records keeping and inventories, posting
announcements, reporting, etc. As such, Lankshear & Knobel (2006) averred that
literacies intend to generate and communicate meanings through the medium of
encoded texts within contexts in various discourse.
Kress (2003) posited that literacy can only happen when having a kind of
potential content through interaction with the text. Likewise, a particular text may
be understood for being connected or related. Although in a way, such meaning can
be more relational than literal or expressing solidarity or affinity with particular
people, like understanding the Internet, online practices and online content. Hence,
anything available online can become a resource for making diverse meaning.
Literacies can bear a coding system that can capture the meaning such as
"letteracy" (i.e., within language and recognition of . alphabetic symbols).
Moreover, the Primary English Teaching Association Australia (2015) asserts
that 21" Century literacy has expanded to include social change, increasing field
expertise and digital technologies. To be literate requires codes and conventions to
interpret and express ideas, feelings and uires comprehension, selection and use of
multimodal information. Subject-specific literacies are recognized to require the
application of specialized knowledge and skills, information skills, and the creative
and imaginative language. Literacy in the 21st century, therefore demands the
ability to perform and act confidently, efficiently and ethically with a wide range of
written and visual, print, live, digital or electronic text types according to purpose
(www.petaa.edu.au). The increasing complexity of modern communication gives
rise to a number of distinct capabilities and possibilities. Hence, 21" Century literacy
combines cross-curricular capabilities also called
'multiliteracies' and now commonly referred to as 'new literacies'.
These broad skills include visual literacy, information literacy, cultural literacy
and digital literacy dynamics. These new literacies are fused with traditional print 40
literacy to create opportunities and enable students to understand and use new text
types, while exploring knowledge and information with a wide array of technological
tools, such as blogging, fanfic writing, manga producing, meme-ing, photoshopping,
animé music video (AMV), podcasting, vodcasting, and gaming, running a paper-
based zine, reading literary novels and wordless picture books, reading graphic
novels and comics, and reading bus timetables. (Primary English Teaching
Association Australia, 2015).
Leander (2003) noted that new literacies are often flexible, continuous and
open, where online and offline lives and "literacyscapes” merge. Thus, when a
literacy practice becomes a mindset with the concept of Web 2.0, it can be
regarded as a new literacy. New technologies enable and enhance these practices
in a way that is highly complex and exciting for students.
Exploring the New Literacies
There are seven new literacies that are stressed in the 21st century
curriculum.
1. Multicultural Literacy is about understanding ethnic groups that comprise the
population and focuses on complex issues of identity, diversity and citizenship.
2. Social literacy is the development of social skills, knowledge and positive values
in human beings to act positively and responsibly in sophisticated complex social
settings. 3. Media literacy is the ability to access, analyze, evaluate, and create
media.
4. Financial literacy is the ability to make informed judgments and make effective
decisions regarding the use and management of money
5. Digital literacy is the ability to effectively use digital devices for purposes of
communication, expression, collaboration and advocacy in a knowledge-based
society.
6. Ecological literacy is understanding the principles of ecosystems toward
sustainability. 7. Creative literacy is the ability to make original ideas that have
value, and the ability to see the world in new ways.
The Truth on 21st Century Literacies According to Research
Since success with technology depends largely on critical thinking and
reflection, teachers with relatively little technological skills can provide less useful
instruction. Therefore, schools must support the teachers by providing them
professional training and up-to-date technology for utilization in classrooms.
Global economies, new technologies, and exponential growth in information

are transforming our society. Since today's people engage with a technology-driven,
diverse, and quickly changing world, teachers need to prepare students for this
world with problem- solving, collaboration, and analysis, as well as skills with word 41
processing, hypertext, LCDs, Webcams, podcasts, smartboards, and social
networking software that are central to individual and community success.
The National Council of Teachers of English (2013) came up with a research
that reveals the following:
1. As new technologies shape literacies, they bring opportunities for teachers to
foster reading and writing in more diverse and bettiin participatory contexts.
2. Sites, like literature's Voice of the Shuttle, online fanfiction, and the Internet
Public Library, expand both the range of available texts and the social dimension of
literacy.
3. Research on electronic reading workshops shows that they contribute to the
emergence of new literacies.
4. Research also shows that digital technology enhances writing and interaction in
several ways.
5. K-12 students, who write with computers, produce compositions of greater length
and higher quality are more engaged with and motivated toward writing than those
who do not write with computers
6. College students, who keep e-portfolios, have a higher rate of academic
achievement and overall retention rate than those who do not keep e-portfolios.
They also demonstrate a greater capacity for metacognition, reflection and
audience awareness.
7. Both typical and atypical students, who receive an online response to writing,
revise their works better than those participating in traditional method.
Functional Literacy
The term functional literacy was initially defined by UNESCO through William
S. Gray in his Teaching of Reading and Writing (1956) as adult training to meet
independently the reading and writing demands placed on them. It stresses the
acquisition of appropriate verbal, cognitive and computational skills to accomplish
practical results in specific cultural settings dubbed as survival literacy and
reductionist literacy.
Over the decades, as societies have evolved into technical innovations, the
definition of functional literacy has been modified to meet the changing demands
(Concise Oxford Companion to the English Language, 1998).
Referring to functional literacy, UNESCO states the following:
1. Literacy programs should be integrated to and correlated with economic
and social development plans.
2. The eradication of illiteracy should begin with population sectors, which are
highly motivated and need literacy for their own and their country's benefit.
42
3. Literacy programs should be linked with economic priorities and carried out in
areas undergoing rapid economic expansion
4. Literacy programs must impart not only reading and writing but also professional
and technical knowledge leading to greater participation of adults in economic and
civic life.
5. Literacy must be an integral part of the over-all educational system and plan of
each country.
6. The financial need for functional literacy should be met with various resources, as
well as be provided for economic investments.
7. The literacy programs should aid in achieving main economic objectives (i.e.
increase in labor productivity, food production, industrialization, social and
professional mobility, creation of new manpower and diversification of the
economy).
Thus, literacy materials present reading, writing and numeracy concepts using
words and ideas needed in using information for learners to enhance sufficient
literacy skills and continue learning on their own.
A number of functional literacy programs have been carried out that focus on
different job skills and development aspects. To name a few, in the Philippine
context, are agricultural, health, industry, family planning, home making, arts and
culture and technical-vocational programs.
A new functional literacy aspect, called specific literacy, is becoming a trend, in
which the job of the student is analyzed to see exactly the literacy skills needed and
those that are only taught. This is to prevent job-skill mismatch. In specific literacy,
the student may learn very little but will be of immediate value that would result in
increased learner motivation.
Therefore, the specific literacy strategy is a planning tool that allows the literacy
worker to focus on skills that are of value to the learners.
Significance of this approach includes literacy that: (1) starts in the workplace; (2)
uses a diagnostic approach; (3) identifies turning points in economic life that may
act as an incentive to learning; (4) assesses the limits of a short-term intervention;
and (5) looks for generic skills.
(https://www.encyclopedia.com/humanities/encyclopedias-almanacs-transcripts-
and- maps/functional-literacy)
Gunes (2000) posited that functional literacy constitutes the second level of literacy
next to basic literacy, in which literary and mathematical information and skills can
be utilized in one's personal, social, economic and cultural endeavors. Therefore,
the essence in
Functional literacy is to learn basic related information and skills and use them in
daily life. Functional literacy level comprises both technical and functional skills
while encompassing social, citizenship, and economic roles.
43
In context. Çapar (1998) cites that a functionally literate person is someone
who is one step ahead of literacy and maintains literacy activity throughout his/her
life in order to keep living and effectively accommodate him/herself to his/her
surroundings. It is, therefore, an ongoing process.
UNESCO defines functional literacy as the ability of an individual to take part
in significant activities in professional, social, political and cultural aspects in a
society, where he/she lives using his/her literacy skills (De Castel, 1971; Goksen,
Gulgoz and Kagitcibasi, 2000; as cited in Savas, 2006).
Hatch (2010) defines it based on the American Heritage College Dictionary
(AHCD). Accordingly, the word "functional" means "building capacity" and "literacy"
as "reading and writing skills." Therefore, it is the capability to proficiently read and
write that can be used in daily life routines.
Likewise, Knoblauch and Brannon (1993), as cited in Jabusch (2002)
distinguished basic literacy and functional literacy as having the expression
"functional" to indicate performance with texts, including mathematics.
The Education for All Global Monitoring Report (UNESCO, 2006) states that
functional literacy means the ability to make significant use of activities
involving reading and writing skills that include using information,
communicating with others, and following a path of lifelong learning
necessary for the ability to express him/ herself in daily life. UNESCO's
definition also adds that functional literacy includes those skills essential
for both official and unofficial participation, as well as those which are
necessary for national change and development that can be used to aid an
individual in contributing to his/her own development and that of his/her
family and the society. The National Statistics Authority defines functional
literacy as the level of literacy that includes reading, writing and
numeracy skills that help people cope with the daily demands of life
Based on these definitions, functional literacy can be concluded as an activity
that contributes to the development of an individual and the society, including the
ability to use information and skills related to listening, speaking, reading, writing,
and arithmetic necessary for daily life in social, cultural and economic aspects
effectively (https://pdfs. semanticscholar.org).
Improving Functional Literacy in the Philippines
Over the years, the Philippines has continuously aspired to attain an
increased functional literacy rate.
Manuyo (2019) reported that based on the 2013 Functional Literacy,

Education and Mass Media Survey (FLEMMS), the country registered a 90.3% rate,
which means that nine out of every 10 Filipinos aged 10-64 were functionally 44
literate. In 2003, there were still gaps at the community level. In the study
conducted by World Vision, results showed that the proportion of girls and boys
aged 11-13, who were functionally literate, placed at a critical rate of 44%, or below
50% of the students were able to read with comprehension by the end of their basic
education.
It was also evident that school dropouts contributed to low functional literacy.
Obviously, one in every 100 or about 4 million Filipino children and youth were out-
of-school in 2013. Of the total number, 22.9% got married, 19.2% lacked a family
income to be sent to school and 19.1% lacked interest in attending schools. In order
to address illiteracy issues, creating formal and non-formal learning environments,
active participation of local stakeholders, capacity building of teachers,
development of contextualized or indigenized learning materials, and tracking of
improvement of reading, basic math and essential life skills outcomes were desired.
Interventions also included improvement of classrooms and several reading
facilities, establishing a culture of reading program, parental training and learning,
and skill integration in the curriculum.
(https://www.worldvision.org.ph/stories/improving-functional-literacy-in- the-
Philippines)
In a follow-up study by World Vision in 2016, the functional literacy rate went
up at 76.53%. In the community level, the rate inclined to 62.64%, or around 50%-
70% of the students were able to read with comprehension by the end of their basic
education. The increase was significant within the 3-year interval but it also
indicated more improvement is expected considering that rate remained 17.36%
short of the 80% threshold (https://pdfs.semanticscholar.org).
An analysis shows that low functional literacy could mean low resilience to
respond to abnormal conditions and increase a child's vulnerability to exploitation.
This could also result in unpreparedness for gainful employment and eventually
increased dependency on welfare programs.
One of the government initiatives to address this is the Alternative Learning
System (ALS) that provides an opportunity for learning among out-of-school youth
for them to land in better jobs.
(https://pdfs.semanticscholar.org/3941/28e7d8e26f67db4951eb52713964a98546ec
.pdf)
Integration of New Literacies in the Curriculum
To address the call for literacy in today's world, students must become
proficient in the new literacies of 21st century technologies. The International
Reading Association (IRA) believes that literacy educators have the responsibility to
integrate information and communication technologies into the curriculum to
prepare students for the future they deserve.
The multiliterate learner. Today, the Internet and other forms of

information and communication technologies (ICT) are redefining the nature of
reading, writing, and communication New literacy skills and practices are required 45
by each new ICT as it emerges and evolves. Thus, these new literacies need to be
integrated into the curriculum to prepare students for successful civic participation
in a global environment.
Students would desire for: (1) teachers who use ICTs skillfully for teaching
and learning; (2) peers who use ICTs responsibly and who share their knowledge;
(3) a literacy curriculum that offers opportunities for collaboration with peers around
the world; (4) instruction that embeds critical and culturally sensitive thinking into
practice, standards and assessments that include new literacies; (5) leaders and
policymakers who are committed advocates of ICTs for teaching and learning; and
(8) equal access to ICTs for all classrooms and students.
Coiro, et al (2008) noted four common elements as broader dimensions of
new literacies, to wit: (1) the Internet and other ICTS require new social practices,
skills, strategies, and dispositions for their effective use: (2) new literacies are
central to full civic, economic, and personal participation in a global community; (3)
new literacies rapidly change as defining technologies change; and (4) new
literacies are multiple, multimodal and multifaceted, thus, they benefit from
multiple lenses seeking to understand how to better support the students in a
digital age.
Impact of new literacies on instruction. Additional changes are taking
place in literacy instruction (Grisham and Wolsey, 2009). Henry (2008) restated that
engagement in literacy activities is being transformed today like at no other time in
history. As students turn to the Internet and other information communication
technologies (ICTS) at increasing rates to read, write and interact with texts, they
must develop new skills and strategies, or new literacies, to be successful in these
multimodal, intertextual and interactive environments. The Internet has become the
defining technology for today's youth and may be the most important ICT for
students to learn how to manipulate successfully.
Although, there are multiple ways to view the changes in literacy and
communication emerging from new technologies (Labbo and Reinking, 1999), it
cannot be ignored that literacy changes experiences at school and in everyday
lives. As such, rapid profound changes in technology impact students' literacy
journey. Hence, Leu, et. al (2004) posited that changes in literacy are confronted by
innovation, that the new literacies of today will be replaced by even newer ones
tomorrow as new ICTs continuously emerge in a more globalized community of
learners. And such changes bear important implications to instruction, assessment,
professional development and research.
Multiliteracies in the Educational Reform

In a broader essence, the concept of 21st century skills is motivated by the
46
belief that teaching students the most relevant, useful, in-demand, and universally
applicable skills should be prioritized in today's schools.
As such, students need to be taught different skills that should reflect the
specific demands of a complex, competitive, knowledge- based, information-age,
technology-driven economy and society.
21st Century skills may be taught in a wide variety of school settings.
Teachers may advocate teaching cross-disciplinary skills, while schools may require
21st century skills in both instruction and assessment processes. Schools and
teachers may use educational approaches that inherently expedite or facilitate the
acquisition of cross-disciplinary skills.
Educational strategies that include authentic, outcome-based learning,
project-based learning and performance-based learning tend to be cross-disciplinary
in nature. Students complete a research project, create multiple technologies,
analyze and process information, think creatively, plan out the process, and work
collaboratively in teams with other students.
Likewise, schools may allow to students pursue alternative learning
pathways, in which students academic credit and satisfy graduation requirements
by completing an internship, apprenticeship or immersion experience. In this case,
students can acquire a variety of practical, job-related skills and work habits, while
also completing academic coursework and meeting the same learning standards
required of students.
Assessment of multiliteracies. Assessment moves from usual
memorization of facts and disconnected processes to demonstration of
understanding through application in a variety of contexts. Real-world audiences
are important part of the assessment process, including self-assessment.
Media literacy skills are honed as students address real- world issues from
the environment. Students use the technological and multimedia tools now
available to them to design and produce websites, television shows, radio shows,
public service announcements, mini-documentaries, electronic portfolios, DVDs, oral
histories and even films.
In a way, students can freely express their points of view as they create
projects using multimedia and deliver these products to real- world audiences,
realizing that they can make a difference and change the world. They learn what it
is to be a contributing citizen, and carry these citizenship skills throughout their
lives.
As a result, standardized test scores are higher because students have
acquired the skills and content in a meaningful connected way with profound
understanding. They actually master the content on a
much higher level and develop their basic skills by constant application throughout
their schooling. 47
Preparing New for multiliteracles. New London Group (1996) underscored
multi-literacies as multimodal ways of communication that include communications
between and among other languages using diverse channels within cultures and an
ability to understand technology and multimedia. As such, applying multiliteracies
to teaching offers a new classroom pedagogy that extends and helps manage
classrooms.
Biswas (2014) asserted that one challenge for educators is to help students
create a sustainable literacy development throughout schooling, so that students
can develop strong literacy skills (Borsheim, et. al, 2008). Certainly, multiple and
new literacies require students to integrate technology-enhanced educational tools
into their work. Ajayi (2011) recommended that teacher education must prepare
teachers to teach multiliteracies in their schools where there a critical gap between
multiliteracies and classroom pedagogy (Pennington, 2013). Given globalization and
technological changes, teaching multiliteracies is indispensable to literacy teaching
and learning in the 21st century.
Therefore, Newman (2002) in Biswas (2014) suggests that teachers integrate
four components of multiliteracies in teaching:
1. Situated practice leads students towards meaningful learning by
integrating primary knowledge.
2. Overt instruction guides students to the systematic practice of learning
process with tools and techniques.
3. Critical framing teaches students how to question diverse perceptions for
better learning experiences.
4. Transformed action teaches students to apply the lessons they learn to
solve real-life problems.
Thus, teaching multiliteracies can inform, engage, and encourage students to
embrace the multiplicity of learning practices (New London Group, 1996). Moreover,
teaching multiliteracies can help teachers blend and apply the following four
instructional processes of multiliteracies in classroom to ensure successful teaching
and advancing students' learning processes.
Research shows that effective instruction in 21st Century literacies takes an
integrated approach, helping students understand how to access, evaluate,
synthesize, and contribute to information (New London Group, 1996).
Teachers insist to: (1) encourage students to reflect regularly on the role of
technology in their learning; (2) create a website and invite students to use it to
continue class discussions and bring in outside voices; (3) give students strategies
for evaluating the quality of information they find on the Internet; (4) be open about
one's own
strengths and limitations with technology and invite students to help (5) explore
technologies students are using outside the classroom and find ways to incorporate 48
them into one's teaching; (6) use wiki to develop a multimodal reader's guide to a
class text: (7) include a broad variety of media and genres in class texts; ask
students to create a podcast to share with an authentic audience; (9) give students
explicit instruction about how to avoid plagiarism in a digital environment , and (10)
refer to the Partnership for 21st Century Skills website.
For schools and policymakers: (1) Teachers need both intellectual and
material support for effective 218 century literacy instruction; (2) Schools need to
provide continuing opportunities for professional development, as well as up-to-date
technologies for use in literacy classrooms; (3) Address the digital divide by
lowering the number of students per computer and by providing high quality access
(broadband speed and multiple locations) to technology and multiple software
packages; (4) Ensure that students in literacy classes have regular access to
technology; (5) Provide regular literacy- specific professional development in
technology for teachers and administrators at all levels, including higher education;
(6) Require teacher preparation programs to include training in integrating
technology into instruction; (7) Protect online learners and ensure their privacy;
(8)Affirm the importance of literacy teachers in helping students develop
technological proficiency; and (9) Adopt and regularly review standards for
instruction in technology.
The integration of new literacies and the teaching of multiliteracies open new
pedagogical practices that create opportunities for future literacy teaching and
learning. Multiliteracies can also help teachers provide equal access to learning for
all students. In effect, students learn to collaborate by sharing their thoughts with
others in online spaces where they can engage in different forms or modes of
learning process. Consequently, students can be expected to become more
confident and knowledgeable in their learning through participatory and
collaborative practices as a result of this new literacy integration in the curriculum
for teacher education (New London Group, 1996).
QUESTIONS FOR DISCUSSION
1. What is meant by new literacies? What is their impact on the teaching-learning

process?
2. 2 Describe a multiliterate teacher.
4. Distinguish between basic and functional literacy.
5. How can we integrate new literacies and functional literacy in the curriculum
and in classroom practice?

Share a personal experience where you have exhibited functional literacy. 49
Direction: Analyze the following research abstract and cite its implication on
teaching-learning.
New literacies integration by student teacher/cooperating teacher dyads
in elementary schools: A collective case study Friedrich (2014)
Abstract
Situated in Technological Pedagogical content Knowledge (TPACK) and

collaborative inquiry, this collective case study examines new literacies
integration by student teacher/cooperating teacher (ST/CT) dyads supported
by a coach in elementary schools. The study took place at a large
Midwestern public school district where many STs from a large Midwestern
public university complete their student teaching experience. Through
detailed vignettes of five ST/CT dyads, this study provides an explicit view of
varieties of dyad collaboration when a new literacy emphasis is included in
the student teaching semester. Research questions prompt the examination
of dyad new literacies integration through (a) enacting professional
development in the classroom, (b) planning lessons to involve children with
new literacies, and (c) impacting dyad collaboration. ST and CT detailed
descriptions provide a valuable insight into processes and effects of this
integration focus. Lessons learned include collaborative approaches to
integration that work, teacher growth comes with empowerment and dyad
partners become learners together when adding a new literacy focus. An
innovative student teaching design arises to prepare teachers for 21st
century classrooms. (Source: Friedrich, L. (2014). New literacies integration
by student teacher cooperating teacher dyads in elementary schools: A
collective case study. Public Access Theses and Dissertations, College of
Education and Human Sciences. 214.
http://digitalcommons.unl.edu/cehsdiss/214)
Analysis: How are now literacies integrated by student teachers and cooperating
teachers in their schools?
50
_____________________________________________________________________________________
_____________________________________________________________________________________
Implication: How did the results of the study on now literacies in a Midwestern
public university impact the student teaching design?
_____________________________________________________________________________________
_____________________________________________________________________________________
NEW LITERACIES, FUNCTIONAL LITERACY AND

MULTILITERACY
SYNTHESIS  New literacy demands the ability to move confidently,
efficiently and ethically between and among a wide range of
written and visual, print, live, digital or electronic text types
according to purpose.
 Functional literacy is the level of literacy that includes not
only
reading and writing but also numeracy skills that would help
people cope with the daily demands of life,
 There are various plans and programs of the government in
improving functional literacy in the Philippines.
 New literacies can be integrated into the curriculum through
effective teaching-learning implementation.
 Multiple literacies are multimodal ways of communication,
which include communications among different languages,
using language within different cultures, and the ability to
understand technology and multimedia.
Direction: Write your learning insights on Functional Literacy on the fan and make
an acronym from the word "Literacy".
51
CURRICULUM APPLICATION
Direction: Make a project plan or activity that presents functional literacy in
action (i.e service learning, community integration , immersion activity, industry
visit, benchmarking, etc). Use the provided template sample below.
PROJECT PLAN
Name of Project
Brief Description
Leader
Members
Beneficiaries
Target Success Date Persons Resources Accomplishmen
Objectives Indicator and Involve (Human, t
s Value d Material,
Financial)
1.
2.
3.
4.
5.
TIME TABLE
INDICATOR DAY 1/ DAY 2/ DAY 3/ DAY 4/ DAY 5/
S WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5
52
Date:______ Date:______ Date:______ Date:______ Date:______
Task/
Activity
Lead
Coordinator
Counterpart
Expected
accom-
plishment
PROCESS AND PROCEDURES

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
PROGRAM OF ACTIVITIES
TIME ACTIVITY IN-CHARGE

EXAMINATION 53
Direction: Read and analyze each item carefully. Choose the letter of the best
answer.
1. What are the possible causes of lack of reading comprehension skill among Grade
4 pupils?
1. The use of Mother-Tongue from grades 1-3
II. Inability to master the prerequisite skills in reading in the previous level
III. Reduced time allotment - for developing reading skills
IV. Non-contextualized strategies and reading materials to address indigenization
perspective
A. I and II only B. II and Ill only
C. III and IV only D. I, II, III and IV
2. Which instructional material is the best self-directed means of attaining
functional literacy?
A. Community resources and real-life fields
B. Simulation laboratory apparatuses
C. Audio-visual tools and films
D. Research survey facts and data
3. Which of the following activities in the curriculum help develop functional literacy
to its optimum?
I. Industry Immersion. TechVoc students are sent to the food production company
and trained in processing meat, a culminating activity in their food technology
subject.
II. Service Learning. The Education students render free teaching services to street
kids on weekends as part of their Edukalye, an extension program.
III. Research/Capstone. The Criminology students share the findings of their study
with the city government for consideration regarding traffic reduction management.
IV. Experiential/Participatory Learning. AB Political Science students join a public
forum where they lay down their insights and perspectives on the given issue being
discussed. A. I, II and III B. I, III and IV
C. II, III and IV D. I, II, III and IV
4. The K to 12 curriculum aims at raising the quality of Filipino learners and

graduates while empowering them for lifelong learning that requires functional 54
literacy. Towards this end, the following are the perspectives of this new curriculum
EXCEPT:
A. Providing more focus on the total learning areas towards the development of
metacognitive skills
B. Implementing a unidisciplinary approach in treating every facet and component
of the curriculum
C. Providing experiential learning areas wherein learners can apply knowledge and
life skills
D. Making values development integral across disciplines.
5. The teacher instills to the students the Filipino value of respect for the elderly
that is shown through the provision of spaces in the building, granting of discount
privileges and prioritizing them in the grocery stores and LRT stations. What literacy
is being implied?
A. Multicultural Literacy B. Social Literacy
C. Financial Literacy D. Media Literacy
Module 4: INTEGRATING NEW LITERACIES IN THE CURRICULUM
55
LEARNING
OUTCOMES
1. Discuss the concept of integrated curriculum

2. 2 Distinguish the different curriculum integration approaches, methods
and types
3. Identify lessons or course disciplines that may be appropriate for
curriculum integration
4. Draw relevant Me lessons and significant values from curriculum
Integration experiences in class
5. Analyze research abstract on curriculum integration and its
implications on teaching- learning process
6. Make a lesson plan with thematic integration across related disciplines
The Zoo: This activity entails fusing students accordingly using animal sounds to
determine their grouping. The respective groups will answer the questions of the
teacher later.
Procedure:
1. Students will think of an animal, the sound of which they will imitate while
responding to the teacher's question: "If you were an animal, what would you be?"
2. The students will create the sounds of their chosen animals.
3. The teacher will ask students with a similar sound of animals to group together.
4. On the final grouping arrangement, the teacher will ask the first question.
5. The teacher will ask the class to change their grouping by providing clues, such
as based on their habitat, size, friends and foes, etc.
6. For every change of grouping, a question will be raised to be answered by the
groups upon sharing and collaborating their ideas
7. The class will find time for a brief reflection on the activity.
Sample Questions for Reflection:

1. Describe your experience in integrating yourself with others.
2. What have you gained from involving yourself with different integrated groups?
3. What became your challenge in the process of self-integration?
3. How can integration be practiced in class?

4. What course subjects can be integrated? And in what way can this integration be
conducted? 56
CONCEPT EXPLORATION
Innovative educators concerned with improving student achievement seek ways

to create rigorous, relevant, and engaging curriculum as a way to realize curriculum
integration. Today, the subjects in the curriculum should not be taught singly and
compartmentally but rather become integral towards total development of the child.
The Concept of Integrated Curriculum
In retrospect, the introduction of an integrated curriculum gained greatest
support in the 1960s. Based on the essential organization of content, the design
emphasizes the role of diverse entities called academic disciplines clearly defined in
terms of knowledge, skills and values.
Thus, an integrated curriculum...
 focuses on basic skills, content and higher-level thinking;
 encourages lifelong learning;
 structures learning around themes, big ideas and meaningful concepts;
 provides connections among various curricular disciplines;
 provides learners opportunities to apply skills they have learned;
 encourages active participation in relevant real-life experiences;
 captivates, motivates and challenges learners;
 provides a deeper understanding of content;
 Offers opportunities for more small group and industrialized instruction; and
 Accommodates a variety of learning styles/theories (i.e., social learning
theory, cooperative learning, intrinsic motivation, and self-efficacy) and
multiple intelligences. (http://onlineschool7.blogspot/2016/04/components-of-
integrated-curriculum.html)
Approaches to Integration
The Association for Supervision and Curriculum Development (2004) presents three
approaches to integration and these are multidisciplinary, interdisciplinary and
transdisciplinary.
Multidisciplinary Approach. A multidisciplinary approach focuses primarily
on different disciplines. Teachers, who employ this approach, may create standards
from the disciplines within a theme. There are many different ways to create a
multidisciplinary curriculum, and they tend to differ in the level of intensity of the
integration effort. It can be recalled that the previous Restructured Basic Education
CURRICULUM (RBEC) is a best depiction of a multidisciplinary approach. The four disciplines (Araling
Panlipunan, Values Education, MAPEH and TLE) were integrated along with a theme termed
Makabayan as an integrated subject served as a laboratory of life. Makabayan was a learning area that
stressed the development of social awareness, empathy and commitment for common good. Grades in 57
these four disciplines were usually computed to comprise the general grade in Makabayan as a
discipline. At the end of the week, the four disciplines collaborated to design a culminating activity
along with the given theme that connected these four discipline areas. The following is the structure of
Makabayan that used the multidisciplinary approach centered on a given theme.
Araling
Panlipuna
n
MAPEH MAKABAYAN
TLE
Values
Education
When a teacher integrates sub disciplines within a subject area, he/she is practicing
interdisciplinary approach. For example, one integrates reading, writing and oral communication in the
English subject. Likewise, teachers often integrate Philippine history, world history, geography,
Earth Science
economics and government in an interdisciplinary social studies program. Likewise, science integrates
sub disciplines, such as earth science, biology, chemistry and physics that responds to spiral
curriculum approach. This connection is presented in the structure below.
Biology
Chemistry
Physics
SCIENCE
Through this integration, teachers expect students to understand the connections between the
different sub disciplines and their relationship to the real world. In fact, this approach brings a positive
impact on the achievement of student.
In using the multidisciplinary integration approach, there is a need to

organize a list of standards from various disciplines around one common theme.
58
Likewise, come up with a list of standards from related disciplines, such as earth
science, biology, chemistry and physics to focus on a common intradisciplinary
science program. Another way of doing it is by fusing skills, knowledge and
attitudes into the school curriculum or utilizing technology across the curriculum. In
this way, students learn other subjects while enhancing their computer skills.
Additionally, schools can utilize service-learning projects in the classroom
(www.theclassroom.com).
Interdisciplinary Approach. In this approach to integration, teachers
organize and capsulize the curriculum around common learning across disciplines to
emphasize interdisciplinary skills and concepts. The disciplines are identifiable, but
they assume less importance than in the multidisciplinary approach. For example, in
teaching Filipino as a discipline, the teacher hones students' language skills while
resorting to content and topics in Araling Panlipunan. Below is an illustration of
interdisciplinary structure. Therefore, there are times that a teacher in Filipino
teams up with a teacher in Araling Panlipunan to teach a lesson in Araling
Panlipunan while she teaches the needed skills in the Filipino 1 subject.
Content
Skills
ARALING
FILIPINO
PANLIPUNAN
FILIPINO
In addition, in using the interdisciplinary integration approach, there is a need

to structure the curriculum around common learning areas across disciplines. For
example, incorporate interdisciplinary skills, such as thinking skills, problem solving
and analytic skills in teaching Science, Math and English. The purpose is to learn the
skills and concepts that are beyond the immediate lesson (www.theclassroom.
com).
Transdisciplinary Integration. In the transdisciplinary approach to
integration, teachers design a curriculum within student needs and concerns.
Students develop life skills as they apply disciplinary and interdisciplinary skills in a
real-life context. Two routes lead to transdisciplinary integration, namely: project-
based learning and negotiating the curriculum.
59
SUBJECT AREAS
Theme and concepts

Life Skills
Real-world context
Career Prospects
Community Integration
Social Problems and Dillemas
Life Experiences
Student Questions
In using the transdisciplinary integration approach, there is a need to plan out

the curriculum around student needs and concerns, Transdisciplinary integration is
utilized through project-based learning, which involves allowing the students to
present a problem. Project- based learning allows students to make connections
among different subjects by solving social problems and answering open-ended
questions. It can also be done by utilizing student questions as a basis for
curriculum design. Learning how to solve problems and to ask questions enables
students to apply the skills in real-life situations.
Interconnecting the Three Approaches
These approaches offer an excellent fit for standards through a backward
design process as teachers integrate standards-based planning with effective
teaching and learning practices. Thus, the multidisciplinary, interdisciplinary, and
transdisciplinary perspectives offer different maps to begin the design process.
Teachers can use any of the approaches at any level of education in a single
classroom or in a team approach.
Despite some differences in the degree and the intent of integration, the
three approaches share many similarities. As such, the centrality of standards and
the need for accountability bring the three approaches closer together in practice
(ASCD, 2004).
Comparing and Contrasting the Three Approaches to Integration

(Association for Supervision and Curriculum Development, 2004)
60
Aspect Multidisciplinary Interdisciplinary Transdisciplinary
Organizing  Standards of  Interdisciplinary  Real-life context
Center the disciplines Skills and  Student questions
organized concepts
around a embedded in
theme Disciplinary
standards
Conceptualizatio  Knowledge  Disciplines  All knowledge

n of Knowledge best learned connected by interconnected
through the common concepts and
structure of and skills interdependent
the disciplines  Knowledge  Many right
 A right considered to be answers
answer socially  Knowledge
 One truth constructed considered to be
 Many rights indeterminate and
answers ambiguous
Role of  Facilitator  Facilitator  Co-planner
disciplines  Specialist  Specialist/  Co-learner
generalist  Generalist/
specialist
Role of Teacher  Facilitator  Facilitator  Co-planner
 Specialist  Specialist/  Co-learner
generalist  Generalist/
specialist
Starting Place  Disciplinary  Interdisciplinary  Student questions
standards and bridge and concerns
procedures  Know/Do/Be
Degree of Moderate Medium/intense Paradigm shift
Integration
Assessment Discipline-based Interdisciplinary Interdisciplinary
skills/concepts stressed skills/concepts stressed
Learning to KnowConcepts and essential understanding across disciplines
Learning to Do  Disciplinary  Interdisciplinary  Interdisciplinary
skills as the skills as the focal skills and
focal point point disciplinary skills
 Interdisciplina  Disciplinary skills applied in a real-
ry skills also also included life context
included
Learning to Be  Democratic values
 Character education
 Habits of mind
 Life skills (e.g., teamwork, self-responsibility)
Planning Process  Backward design
 Standards-based
 Alignment of instruction, standards and
assessment
Instruction  Constructivist approach

 Inquiry
 Experiential learning
 Personal relevance 61
 Student choice
 Differentiated instruction
Assessme  Balance of traditional and authentic assessments

nt  Culminating activity that integrates disciplines taught
(Source: Association for supervision and curriculum development, 2004)
Methods of Curriculum Integration

Anchored on approaches to curriculum integration, there are methods that
are processed and devised for this purpose.
1. Project-Based Learning. It engages students in creating knowledge
while enhancing their skills in critical thinking, creativity, collaboration,
communication, reasoning, synthesis and resilience (Barron and Darling-Hammond,
2008 in Corpuz, 2014). As such, it entails an output which involves accomplishing a
complex task, performing a presentation and producing a project, a craft or an
artifact. Here, students start by defining the purpose of creating the end-product;
identify the audience; do research on the topic; design the product; implement the
design; solve the problems that arise; and come up with the product guided by a
plan or a model. It usually culminates with product presentation, and product
evaluation while reflecting on the entire production process (Schneiderman, et. al,
1998 in Corpuz, 2014).
Implementation Outcome. As a result, Curtis (2002) revealed that project-
based programs show that students go far beyond the minimum effort, make
connections among different subject areas to answer open-ended questions, retain
what they have learned, apply learning to real-life problems, have fewer discipline
problems, and have lower absenteeism. Student assessment considered teamwork,
critical thinking skills, problem-solving, and time management.
2. Service Learning. It refers to learning that actively involves students in a
wide range of experiences, which often benefit others and the community, while
also advancing the goals of a given curriculum. Community-based service activities
are paired with structured preparation and student reflection. What is unique about
service learning is that it offers direct application of theoretical models. As such, the
real-world application of classroom knowledge in a community setting allows
students to synthesize course material in more meaningful ways. It impounds
integrative, reflective, contextualized, strength-based, reciprocal, and lifelong
learning (Clavenger-Bright, et. al, 2012).
Implementation Outcome. As a result, Glenn (2001) found that more than 80

percent of the schools that integrate service learning into the classroom report an
improvement in grade point average of participating students. On the other hand,62
such programs foster lifelong commitment to civic participation, sharpen "people
skills," and prepare students for the work force. Students also gain a deeper
understanding of the course/curricular content, a broader appreciation of the
discipline and an enhanced sense of civic responsibility (ASCD, 2004).
3. Learning Centers/Parallel Disciplines. A popular way to integrate the
curriculum is to address a topic or theme through the lenses of several
subject areas. In an elementary classroom, students often experience this
approach at learning centers. As students move through the learning centers
to complete the activities, they learn about the concept being studied
through the lenses of various disciplines.
In the higher grades, students usually study a topic or theme in
different classrooms. This may take the form of parallel disciplines and
teachers sequence their content to match the content in other classrooms
(ASCD, 2004). Implementation Outcome. As a result, according to a study by
Carnegie Mellon University (CMU), learning centers in the classroom can
affect the ability to focus and study among young children. In fact, learning
centers allow children to role- play in order to understand and make sense of
the real world and their personal experiences in it. Thus, these help children
understand the social world, develop communication skills, and build
relationships.
4. Theme-Based. Some teachers go beyond sequencing content and plan
collaboratively and they do it in a more intensive way of working with a
theme dubbed as "theme-based." Often, three or more subject areas are
involved in the study, and the unit ends with an integrated culminating
activity. Units of several weeks' duration may emerge from this process, and
the whole school may be involved. A theme- based unit involving the whole
school may be independent of the regular school schedule.
5. Other thematic programs may involve teachers across the same grade,
wherein teachers carefully connect the activities to the standards in each
discipline. Over time, they have developed a long list of possible culminating
activities. They also update their Website continually and use it as a teaching
tool with students. The site offers many interesting options for those
interested in this method of integration (ASCD, 2004).
Implementation Outcome. Using theme-based learning, students can
exhibit excellent on-task behavior and work collaboratively. Also, students
are engrossed both as presenters and as an
audience for the half-day performance task presentations as they use a wide range
of presentation, such as video, panel, forum or colloquium, debate, sculpture,
music, etc. They can demonstrate an in-depth understanding of the topics as a
63
result of their sustained interest around various questions. In fact, fewer recess
problems occur during this two-week period that made teachers enjoy the process
and the results.
6. Fusion. In this method, teachers fuse skills, knowledge, or even attitudes
into the regular school curriculum. In some schools, students learn respect for
the environment in every subject area or some incorporate values across
disciplines. Fusion can involve basic skills. Many schools emphasize positive
work habits in each subject area. Educators can also fuse technology across
the curriculum with computer skills integrated with in every subject area
(ASC, 2004),
Implementation Outcome. As a result, fusion brings positive gains in
student achievement resulting from integrated instruction in the classroom
(Bolack, et al., 2005; Romance & Vitale, 1992: Campbell and Henning, 2010).
In addition, students make connections among disciplines, values, concepts,
content, and life experiences. Students' increased critical thinking skills, self-
confidence, positive attitude, and love for learning manifest their
effectiveness. Shriner, et al. (2010) also found that motivated teachers and
students allow a classroom to be a positive, fun, and engaging environment
in which to learn.
Other Types of Integrated Curriculum
There are different types of an integrated curriculum as mentioned by
ASCD (2004):
1. Connected. This happens when topics surrounding disciplines are
connected, which allows students to review and re-conceptualize ideas within
a discipline. However, it has its shortcomings because the content focus still
remains in one discipline.
2. Sequenced. This is observed when similar ideas are taught together,
although in different subjects, which facilitates learning across content areas,
but requires a lot of communication among teachers of different disciplines.
3. Shared. This is when teachers use their planning to create an integrated
unit between two disciplines. Although in some ways, this method of
integration requires a lot of communication and collaboration between two
teachers. A teacher presents the structure, format and standards in making
research while collaborating with the science teacher, who focuses on the
content area of research that is related to science.
4. Webbed. This reflects when a teacher plans to base the subject areas
around a central theme that will tend students to see the connection within
different subjects.
Doing Curriculum Integration in the Classroom
Chhabra (2017) posited that integrating curriculum in the classroom includes combining 64
different subject areas and then, teaching them in relation to a singular theme or an idea. Innovative
teachers and schools prefer integrating the curriculum in their classrooms as it improves student
achievement and leads to an increase in student standardized scores. Placing student achievement on
top priority, an integrated curriculum utilizes the mentioned three different approaches of integration.
Benefits of Integrated Curriculum Model
1. It focuses on basic skills, content, and higher-level thinking.

2. It provides a deeper understanding of content.
3. It encourages active participation in relevant real-life experiences.
4. It provides connections among various curricular disciplines.
5. It accommodates a variety of learning styles, theories and multiple intelligences.
New Literacy Integration in the to 12 Curriculum
The new literacy can be integrated into the K to 12 curriculum across subject areas as
presented in the table below. However, the integration of new literacy is not limited to the identified
disciplines, the given learning outcomes, suggested strategies and assessment. In fact, each learning
area can integrate as many new literacies as possible depending on the lesson, the nature of the
subject and the objectives or intended outcomes. New literacy integration can take place in as many
disciplines as possible.
Integration of New Literacy in the K to 12 Curriculum
Literacy Subject Outcome Strategy Assessment

Area Output
1. Multicult Araling Demonstrate Role playing Rubric
ural and Panlipunan respect for Brain assessment
Global Cultural storming result
Literacy Diversity Brainstormin
g report
2. Social Edukasyon sa Apply ethical Case Case report
Literacy Pagpapakatao and moral analysis Narratives
standards on Dilemma
given issues analysis
and cases
3. Media English Use media in Media- e-portfolio
Literacy Filipino communication assisted google clip
and instruction
transaction
4. Financia Math Solve problems Problem Scores in
l in the context solving problem
Literacy of business solving drills
and and exercises
investment
aspects
TLE Apply effective Business Business plan
techniques in simulation and
budgeting and and inventory
income immersion
generating
enterprise
5. Digital/Cyber Computer Examine the Hands0on Computer

Literacy Subject computer activity Capastone
virus that Experiental 65
commonly learning
damage Project based
computer
networks and
systems
Research Cite ways in Exploratory Research

resolving method Output
plagiarism
issues and
determine
research
protocols
6. Ecoliteracy Science Suggest way Project based Project

to protect Task Based portfolio
nature and Participation
address log
climate Learning
change Reflection
journal
7. Arts and MAPEH Create Manipulative Project design
Creative artworks and works Arts Carfts
Literacy artistic studio
designs using Workshop
indigenous method
materials

1. What is an integrated curriculum?
2. What are the different approaches, models and types of curriculum integration?
3. How can you apply integration along with multidisciplinary, interdisciplinary and
transdisciplinary approaches?
4. Which curriculum integration approach would best suit to the different types of
learners in diverse classroom contexts?
5. in what lessons or course disciplines is integrated curriculum most appropriate?

Share an observation of curriculum integration application in class or in the
school. What life lessons and values have you realized and learned?
RESEARCH ANALYSIS AND

IMPLICATION 66
given below.
The impact of integrated curriculum on students' comprehension of
expository texts Rockwood (2015)
Abstract
Due to the increasing curricular demand on K-12 students to comprehend
expository texts, teachers have been looking for ways to improve comprehension.
An integrated curriculum offers the promise of providing students with a curriculum
connected across disciplines while enabling them to increase their comprehension
of expository texts. To explore that promise, the research question asked was, what
is the impact of an integrated curriculum on K-12 students' comprehension of
expository texts in the content areas? The exhaustive literature review and
subsequent research synthesis for this study produced four findings. The first is that
a key to the comprehension of expository texts at the early elementary grade levels
appears to be students' ability to make personal connections with the material
being read across an integrated curriculum. Second, students' comprehension in the
upper elementary to high school grade levels can be significantly impacted by
activating prior knowledge for an integrated curriculum. Third, when the integrated
curriculum includes the interactive practices for students in grades 1 through 6, the
impact on student learning behavior and academic performance, including some
literacy performance, is positive. Fourth, integrating literacy with nearly any other
subject area may produce a positive impact on student academic performance from
grades 3 to 8. These findings served as bases for professional development for
teachers in the form of an information-bearing Google Site.
(Source: Rockwood, A. (2015). The impact of integrated curriculum on students'
comprehension of expository texts. SUNY Digital Repository. URI: http://hdl.handle.
net/1951/65733)
Analysis: How does integrated curriculum impact students' comprehension of
expository texts?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Implication: How can professional development for teachers respond to enhancing

an integrated curriculum toward a better comprehension students?
67
_____________________________________________________________________________________
_____________________________________________________________________________________
INTEGRATING NEW LITERACIES IN THE CURRICULUM
SYNTHESI  Curriculum integration is the unification of all subjects and

S experiences.
 Multidisciplinary approaches focus primarily on the disciplines
organized around a theme.
 In an intradisciplinary approach, teachers integrate subdisciplines
within a subject area for the students to understand the
connections between the different subdisciplines and their
relationship to the real world.
 In an interdisciplinary integration, teachers organize the curriculum
around common learning across identifiable disciplines.
 In the practice of a transdisciplinary approach, teachers organize
curriculum around student questions and concerns while
developing skills in a real-life context.
 Curriculum integration models include project-based, topic-based,
theme- based and task-based learning while other types of
curriculum integration are called connected, sequenced, shared
and webbed.
 Considering its benefit, there is a need to implement an integrated
curriculum model in the classroom to respond to the demands and
challenges posed by 21st century education considering its
benefits.
Direction: Write your learning concepts on four types of curriculum integration on the four corners
below.
68
Learning Themed – based Topic - based
Reflection
Concept: _____________ Concept: _____________
Application: Application:
_______________________ _______________________
_______________________ _______________________
Curriculum
Task - based
Integration
Concept: _____________
Application: Concept: _____________
_______________________ Application:
_______________________ _______________________
_______________________
Direction: Make a lesson plan using thematic integration with related disciplines.
Use the format template sample provided below.
Components Subject A. Subject B. Subject C.

I. Learning
Outcomes:
II. Topic/subject
matter
Values Integration
III. Materials and
Reference
IV. Strategy
Activities
Thematic Culminating Activity:

Brief Description:
Objective:
V.Assessment
EXAMINATION
the best answer.
1. In celebration of Scimatech Month dubbed as "Exploring Wonders of Scimatech in
69
the Modern World", the science, math and computer technology areas converged
and culminated with an integrative activity. This is a clear example of which type of
curriculum integration?
A. Project-based C. Task-based
B. Theme-based D. Topic-based
2. Prof. Miranda incorporates current issues on economic crises, government
expenditures and currency deflation in teaching business analysis in his ABM class.
Which integration model does he exemplify?
A. Interdisciplinary C. Multidisciplinary
B. Interdisciplinary D. Transdisciplinary
3. Research shows a very high correlation between students' mathematical problem
comprehension and their computational skill. Therefore, a K to 12 teacher should
employ ___________________________________________.
A. more reinforcement exercises B. collaborative learning strategies
C. interdisciplinary approach D. seminars on problem-solving and computational
skill enhancement
4. In discussing a lesson on procedural knowledge in his English class, Mr. Vidal
invited Ms. Quiroz, who is a Technology and Livelihood Education (TLE) teacher. The
former tackled on the skills that students need to develop the topic while the latter
helped in laying down the process of baking a cake as a springboard in the given
topic. Manifested in this given integration is teaching strategy.
A. Peer C. Team
B. Pair D. Theme
5. How can values be effectively integrated in a highly cognitive and academic
discipline like Mathematics?
A. Put additional components in the lesson plan intended for value integration
B. Cite practical samples and actual situations in the given problems, life
applications of math concepts and then, draw the implied values.
C. Post the expected specific values on the board every lesson to remind the
students on imbibing obedience, patience, and honesty in solving mathematical
problems.
D. Include a portion intended for values in the test prepared in every lesson.
70
Module 5:
MULTICULTURAL AND GLOBAL LITERACY
LEARNING OUTCOMES
1. Discuss global and multicultural literacy
2. Illustrate the Global Competence Framework
3. Explain the dimensions of multiculturalism
4. Elucidate on the assessment strategy for global competence and global
understanding
5. Present effective ways on how to integrate global multiculturalism in the lesson
using appropriate delivery strategies, Instructional materials and assessment tools.
6. Draw relevant life lessons and significant values from personal experience in
demonstrating multicultural literacy
7. Analyze research abstract on global and multicultural literacy and its implications
on the teaching-learning process
8. Draft relevant policy in addressing multiculturalism in school
Numbered Heads Together: This is a strategy wherein each student is assigned a

number in his/her group. Members of the group agree on an answer while the
teacher randomly calls for a number and the one who has that number will answer
the question on behalf of the group.
Procedure:
1. Group the class into 4 or 5 (depending on the class size).
2. Each member is assigned a number.
3. The teacher will ask a question and call a number.
4. Each member in the group, that holds the number being called, will stand to
present the group's collaborative answer.
5. The teacher will give feedback.
Questions:
1. What do you understand by cultural diversity?
2. What is your stand on global cultural conflict? How does it impact on social,
economic and political aspects of a country and its interrelations with other nations?
3. How can cultural conflict be resolved, if not avoided?

4. What can you say about the existing feud between the Philippines and China on 71
the issue of territorial claims?
5. What best initiative should the Philippine government do to settle such disputes
and arguments?
CONCEPT EXPLORATION
As schools cater to diverse students in class, be it in terms of gender, color,

race, nationality, religious affiliations, cultural beliefs, ethnic groups, socio-economic
status, etc., teachers need to understand the concept of multicultural literacy to
come up with appropriate approaches in class.
Multicultural Literacy
Multicultural literacy consists of the skills and ability to identify the creators
of knowledge and their interests (Banks, 1996) to reveal the assumptions of
knowledge, to view knowledge from diverse ethnic and cultural perspective, and to
use knowledge to guide action that will create a humane and just world (Boutte,
2008).
Multicultural literacy then, brings attention to diversity, equity and social
justice to foster cultural awareness by addressing difficult issues like discrimination
and oppression towards other ethnicities (Boutte, 2008).
Accordingly, education for multicultural literacy should help students to
develop the 21" century skills and attitudes that are needed to become active
citizens who will work toward achieving social justice within communities. Because
of the growing racial, language and ethnic diversity in the country, multicultural
literacy needs to be transformed in substantial ways to prepare students to function
effectively in the 21" Century (Boutte).
Boutte (2008) reiterated that making small changes within the classrooms
can create big changes globally. As diversity grows, there is a need for the
emergence of multicultural education that is more representative of the students in
today's classrooms. Banks (2003) asserted that teaching students to be advocates
of multiculturalism is also a matter of sending a message of empathy and tolerance
in schools to develop a deeper understanding of others and appreciation of different
cultures. Developing these attitudes and skills requires basic knowledge prior to
teaching students how to question assumptions about cultural knowledge and how
to critique and critically think about these important cultural issues, which is what
essentially makes multicultural literacy a 21* Century literacy (Banks, 2003).
Global Literacy
Global literacy aims to address issues of globalization, racism, diversity and 72
social justice (Guo, 2014). It requires awareness and action, consistent with a broad
understanding of humanity, the planet, and the impact of a human decision on
both. It also aims to empower students with knowledge and take action to make a
positive impact in the world and their local community (Guo, 2014).
According to the Ontario Ministry of Education (2015), a global citizen should
possess the following characteristics: (1) respect for humans regardless of race,
gender, religion or political perspectives; (2) respect for diversity and various
perspectives; (3) promote sustainable patterns of living, consumption, and
production; and (4) appreciate the natural world and demonstrate respect on the
rights of all living things.
Interconnecting multicultural and global literacy. Every classroom contains
students of different races, religions and cultural groups. Guo (2014) averred that
students embrace diverse behaviors, cultural values, patterns of practice, and
communication, yet they all share one commonality, which is their educational
opportunity.
Therefore, teachers should teach their students that other cultures exist and
that these deserve to be acknowledged and respected. Integrating a variety of
cultural context into lessons and activities teaches students to view the world from
many angles, creates respect for diversity and enables students to learn exciting
information. As classrooms become increasingly more diverse, it is important for
educators to analyze and address diversity issues and integrate multiculturalism
information into the classroom curriculum (Guo, 2014).
The OECD Global Competence Framework

(Source: https://www.oecd.org/pisa/pisa-2018-global-competence.htm)
The framework depicts the four dimensions of global competence

encompassing the development of knowledge, values, attitude and skills that flow
along parameters of attaining such competency. 73
Global Competence
The desire to participate in interconnected, complex and diverse societies
has become a pressing need. Recognizing the roles of schools in preparing the
youth to participate in the world, the OECD's Program for International Student
Assessment (PISA) developed a framework to explain, foster and assess students'
global competence. This design serves as a tool for policymakers, leaders and
teachers in fostering global competence among students worldwide.
Global competence is a multidimensional capacity. Therefore, globally
competent individuals can analyze and rationalize local, global and intercultural
issues, understand and appreciate different perspectives and worldviews, interact
successfully and respectfully with others, and take responsible action toward
sustainability and collective well-being (OECD publication).
Global competence refers to skills, values and behaviors that prepare young
people to thrive in a diverse, interconnected and rapidly changing world. It is the
ability to become engaged citizens and collaborative problem solvers who are ready
for the workforce.
Promoting global competence in schools. Schools play a crucial role in
helping young people to develop global competence. They can provide
opportunities to critically examine global developments that are significant to both
the world and to their own lives. They can teach students how to critically,
effectively and responsibly use digital information and social media platforms.
Schools can encourage intercultural sensitivity and respect by allowing
students to engage in experiences that foster an appreciation for diverse peoples,
languages and cultures (Bennett, 1993; Sinicrope, Norris and Watanabe, 2007).
Schools are also positioned to enhance students' ability to understand their place in
the community and the world and improve such ability to make judgments and take
action (Hanvey, 1975 in PISA, 2018).
The Need for Global Competence
The following are the reasons why global competence is necessary.
1. To live harmoniously in multicultural communities. Education for global
competence can promote cultural awareness and purposeful interactions in
increasingly diverse societies (Brubacker and Laitin, 1998; Kymlicka, 1995;
Sen, 2007). People with diverse cultures are able to live peacefully, respect
Differences, find common solutions, resolve conflicts and learn to live together as
global citizens (Delors, et. al., 1996; UNESCO, 2014b). Thus, education can teach 74
students the need to address cultural biases and stereotypes.
2. To thrive in a changing labor market. Education for global can boost
employability through effective communication and appropriate behavior within
diverse teams using technology in accessing and connecting to the world (British
Council, 2013).
3. To use media platforms effectively and responsibly. Radical transformations in
digital technologies have shaped young people's outlook on the world, their
interaction with others and their perception of themselves. Online networks, social
media and interactive technologies give rise to new concepts of learning, wherein
young people exercise to take their freedom on what and how they learn
(Zuckerman, 2014).
4. To support the sustainable development goals. Education for global competence
can help form new generations who care about global issues and engage in social,
political, economic and environmental discussions.
Dimensions of Global Competence: Implications to Education
Education for global competence is founded on the ideas of different models
of global education, such as intercultural education, global citizenship
education and education for democratic citizenship (UNESCO, 2014a; Council
of Europe, 2016a). Despite differences in focus and scope, these models
share a common goal of promoting students' understanding of the world and
empower them to express their views and participate in the society. PISA
proposes a new perspective on the definition and assessment of global
competence that will help policy makers and school leaders create learning
resources and curricula that integrate global competence as a multifaceted
cognitive, socio-emotional and civic learning goal (Boix Mansilla, 2016).
This definition outlines four dimensions of global competence that
people need to apply in their everyday life just like students from different
cultural backgrounds are working together on school projects.
Dimension 1: Examine issues of local, global and cultural significance
This dimension refers to globally competent people's practices of
effectively utilizing knowledge about the world and critical reasoning in
forming their own opinion about a global issue. People, who acquire
a mature level of development in this dimension, use higher-order thinking skills,

such as selecting and weighing appropriate evidence to support arguments about 75
global developments. Most likely, globally competent students can draw on and
combine the disciplinary knowledge and thinking styles learned in schools to ask
questions, analyze data and propositions, explain phenomena, and develop a
position concerning a local, global or cultural issue. Hence, globally competent
people effectively use and create both traditional and digital media (Boix Mansilla
and Jackson, 2011).
Dimension 2: Understand and appreciate the perspectives and world views
of others
This dimension highlights that globally competent people are willing and
capable of considering other people's perspectives and behaviors from multiple
viewpoints to examine their own assumptions. This in turn, implies a profound
respect for and interest in others with their ccncept of reality and emotions.
Individuals with this competence also consider and appreciate the connections that
enable them to bridge in differences and create common ground. They retain their
culturel identity while becoming ware of the cultural values and belieis of people
around them (Fennes and Hapgood, 1997).
Dimension 3: Engage in open, appropriate and effective interactions
across cultures
This dimension describes what globally competent individuals can do when
they interact with people from different cultures. They understand the cultural
norms, interactive styles and degrees of formality of intercultural contexts, and they
can flexibly adapt their behavior and communication manner through respectful
dialog even with marginalized groups. Therefore, it emphasizes individuals' capacity
to interact with others across differences in ways that are open, appropriate and
effective (Barrett, et. al., 2014).
Dimension 4: Take action for collective well-being and sustainable
development
This dimension focuses on young people's role as active and responsible
members of society and refers to individual's readiness to respond to a given local,
global or intercultural issue or situation. It recognizes that young people have
multiple realms of influence ranging from personal and local to digital and global.
Globally competent people create opportunities to get engaged to improve living
conditions in their communities and build a just, peaceful, inclusive and an
environmentally sustainable world.
The assessment strategy for global competence

The PISA 2018 assessment of global competence contributes components: 1) 76
a cognitive test exclusively focused on the construct of self-reported information on
students' awareness on global issues and "global understanding"; and 2) a set of
questionnaire items collecting cultures, skills (both cognitive and social) and
attitudes, as well as information from schools and teachers on activities that
promote global competence (OECD, 2018).
Curriculum for global competence: Knowledge, skills, attitudes and Values
Schools can provide opportunities for students to explore complex global
issues that they encounter through media and their own experiences. The
curriculum should focus on four knowledge domains: (1) culture and intercultural
relations (2) socio-economic development and interdependence; (3) environmental
sustainability; and (4) global institutions, conflicts and human rights. Teaching these
four domains should stress on differences in perspectives, questioning concepts,
and arguments. Students can acquire knowledge in this domain by reflecting on
their own cultural identity and that of their peers by analyzing common stereotypes
toward people in their community or by analyzing related cases of cultural conflict.
Acquiring knowledge in this aspect is important in developing values, such as
peace, respect, non- discrimination, equality, fairness, acceptance, justice, non-
violence and tolerance (OECD, 2018).
Skills to understand the world and to take action
Global competence builds on specific cognitive, communication and socio-
emotional skills. Effective education for global competence gives students the
opportunity to mobilize and use their knowledge, attitudes, skills and values
together while sharing ideas on global issues in and outside of school or interacting
with people from different cultural backgrounds.
A school community that desires to nurture global competence should focus
on clear, controllable and realizable learning goals. This means engaging all
educators to reflect on teaching topics that are globally significant, the types of
skills that foster deeper understanding of the world and facilitate respectful
interactions in multicultural contexts, and the attitudes and values that drive
autonomous learning and inspire responsible action (OECD, 2018).
Knowledge about the world and other cultures
Global competence is supported by the knowledge of global issues that affect
lives locally and around the globe, as well as intercultural knowledge, or knowledge
about the similarities, differences and relations among cultures. This knowledge
helps people
to challenge misinformation and stereotypes about other countries and people, and
thus, results in intolerance and oversimplified representations of the world.
77
This can be done through the following strategies (OECD, 2018):
Perspective-taking refers to the cognitive and social skills of understanding
how other people think and feel.
Adaptability refers to the ability to adapt systems thinking and behaviors to
the prevailing cultural environment, or to situations and contexts that can present
new demands or challenges.
Openness, respect for diversity and global-mindedness
Globally competent behavior requires an attitude of openness towards people
from other cultural backgrounds, an attitude of respect for cultural differences and
an attitude of global-mindedness. Such attitudes can be fostered explicitly through
participatory and learner- centered teaching, as well as through a curriculum
characterized by fair practices and an accommodating school climate for all
students.
Openness toward people from other cultural backgrounds involves sensitivity
towards curiosity about and willingness to engage with other people and other
perspectives on the world (Byram, 2008; Council Europe, 2016a).
Respect consists of a positive regard for someone based on judgment of
intrinsic worth. It assumes the dignity of all human beings and their inalienable right
to choose their own affiliations, beliefs, opinions or practices (Council of Europe,
2016a).
Global-mindedness is defined as a worldview, in which one sees him/herself
connected to the community and feels a sense of responsibility for its members
(Hansen, 2010).
Valuing human dignity and diversity.
Valuing human dignity and valuing cultural diversity contribute to global
competence because they constitute critical filters through which individual’s
process information about other cultures and decide how to engage with others and
the world. Hence, people, who cultivate these values, become more aware of
themselves and their surroundings, and are strongly motivated to fight against
exclusion, ignorance, violence, oppression and war.
Clapham (2006) introduced the four aspects of valuing equality of core rights
and dignity. To wit: (1) the prohibition of all types of inhuman treatment, humiliation
or degradation by one person over another; (2) the assurance of the possibility for
individual choice and the conditions for each individual's self-fulfillment, autonomy
or self- realization; (3) the recognition that protection of group identity and culture
may be essential for that of personal dignity; and (4) the
creation of necessary conditions to have the essential needs satisfied.

Global understanding 78
Understanding is the ability to use knowledge to find meaning and connection

between different pieces of information and perspectives.
The framework distinguishes four interrelated cognitive processes that
globally competent students need to use to understand fully global or intercultural
issues and situations (OECD, 2018).
1. The capacity to evaluate information, formulate arguments and explain
complex situations and problems by using and connecting evidence,
identifying biases and gaps in information and managing conflicting
arguments
2. The capacity to analyze multiple perspectives and worldviews, positioning
and connecting their own and others' perspectives on the world.
3. The capacity to understand differences in communication, recognizing the
importance of socially appropriate communication and adapting it to the
demands of diverse cultural contexts
4. The capacity to evaluate actions and consequences by identifying and
comparing different courses of action and weighing actions on the basis of
consequences
Thus, globally competent students should be able to perform a wide variety of
tasks utilizing different cognitive processes, such as: reasoning with evidence about
an issue or situation of local, global and intercultural significance; searching
effectively for useful sources of information; evaluating information on the basis of
its relevance and reliability; synthesizing information to describe the main ideas in
an argumentative text or the salient passages of a conversation; and combining
their background knowledge, new information and critical reasoning to build multi-
causal explanations of global or intercultural issues (OECD, 2018).
Integrating Global and Intercultural Issues in the Curriculum
For global education to translate abstraction into action, there is a need to
integrate global issues and topics into existing subjects (Klein, 2013; UNESCO,
2014). In practice, content knowledge related to global competence is integrated in
the curriculum and taught in specific courses. Therefore, students can understand
those issues across ages, starting in early childhood when presenting them in
developmentally appropriate ways (Boix Mansilla and Jackson, 2011; UNESCO,
2015).
Therefore, Gaudelli (2006) affirmed that teachers must have clear ideas on
79
global and intercultural issues that students may reflect on, They also need to
collaboratively research topics and carefully design the curriculum while giving
students multiple opportunities to learn those issues. Teachers may also engage in
professional learning communities and facilitate peer learning,
More so, teaching about minority cultures in different subject areas entails
accurate content information about ethnically and racially diverse groups and
experiences. Curricula should promote the integration of knowledge of other people,
places and perspectives in the classroom throughout the year (UNESCO, 2014a),
rather than using a "tourist approach", or giving students a superficial glimpse of
life in different countries now and then.
Textbooks and other instructional materials can also distort cultural and
ethnic differences (Gay, 2015). Teachers and their students should critically
examine textbooks and other teaching resources and supplement information when
necessary.
Connecting global and intercultural topics to the reality, contexts and needs
of the learning group is an effective methodological approach to make them
relevant to adolescents (North-South Centre of the Council of Europe, 2012). People
learn better and become more engaged when they get connected with the content
and when they see its relevance to their lives and their immediate environment
(Suárez- Orozco and Todorova, 2008).
Pedagogies for promoting global competence. Various student-centered
pedagogies can help students develop critical thinking along global issues,
respectful communication, conflict management skills, perspective taking and
adaptability.
Group-based cooperative project work can improve reasoning and
collaborative skills. It involves topic- or theme-based tasks suitable for various
levels and ages, in which goals and content are negotiated and learners can create
their own learning materials that they present and evaluate together. Learners,
participating in cooperative tasks, soon would realize that to be efficient, they need
to be respectful, attentive, honest and empathic (Barrett, et. al., 2014).
Class discussion is an interactive approach that encourages proactive
listening and responding to ideas expressed by peers. By exchanging views in the
classroom, students learn that there is no single right answer to a problem,
understand the reasons why others hold different views and reflect on the origins of
their own beliefs (Ritchhart, et. al., 2011).
Service learning is another tool that can help students develop multiple
global skills through real-world experience. This requires
learners to participate in organized activities that are based on what has been
learned in the classroom and that benefit their communities. After the activities, 80
learners reflect critically on their service experience to gain further understanding
of course content, and enhance their sense of role in society with regard to civic,
social, economic and political issues (Bringle and Clayton, 2012). Through service
learning, students not only "serve to learn," which is applied learning, but also
"learn to serve" (Bringle, et. al., 2016).
The Story Circle Approach intends students to practice key intercultural skills,
including respect, cultural self-awareness and empathy (Deardorff, n.d.). The
students, in groups of 5-6, take turns sharing a 3-minute story from their own
experience based on specific prompts, such as “Tell us about your first experience
when you encountered someone who was different from you in some ways." After
all students in the group have shared their personal stories, students then, share
the most memorable point from each story in a "flash back" activity. .
Other types of intercultural engagements involve simulations, interviews, role
plays and online games.
Attitudes and values integration toward global competence.
Allocating teaching time to a specific subject that deals with human rights issues
and non-discrimination is an important initial step in cultivating values for global
competence.
Values and attitudes are partly communicated through the formal curriculum
and also through ways, in which teachers and students interact, how discipline is
encouraged and the types of opinions and behavior that are validated in the
classroom. Therefore, recognizing the school and classroom environments'
influence on developing students' values would help teachers become more aware
of the impact of their teaching on students (Gay, 2015).
QUESTIONS FOR
DISCUSSION
1. What are multicultural and global literacies?

2. Explain the Global Competence Framework.
3. What are the dimensions of multiculturalism? Explain each.
4. How can global competence and global understanding be assessed in the
classroom?
5. How can you integrate multicultural and global literacies in the lesson using
appropriate delivery strategies, assessment tools and instructional materials?

Share a personal experience in demonstrating global and multicultural 81
literacies. What life lessons and values have you realized and learned?
given below.
Improving student engagement and acceptance using Improving student
multicultural texts Rouse (2018)
The purpose of this research is to investigate how students in a third-grade
classroom engage in multicultural texts when reading about cultures other than
their own. Furthermore, it investigated how the use of multicultural texts impacts
their understanding and acceptance of diverse cultures. The strategies used for this
qualitative research study were questionnaires, observations, accountable talk
discussions, artifact analysis, and interviews. Throughout the six- week study,
students read and engaged in discussions after reading two multicultural texts.
They participated in activities expressing their thoughts and beliefs related to the
content read in class. After discussing and analyzing the texts, students were able
to identify possible solutions to help people become more aware and accepting of
diverse cultures. They also became more engaged in productive dialog with their
peers while analyzing and responding to complex texts. Furthermore, students felt
safe and comfortable asking questions about culture and diversity. They were eager
to express their thoughts, interacted with their peers positively and made
connections to the multicultural texts showing their enthusiasm as they learned
about different cultures.
(Source: Rouse, B. (2018). Improving student engagement and acceptance
using multicultural texts. Theses and Dissertations. https://dw.rowan.edu/etd/2499.)
Analysis: How can the use of multicultural texts impact students' understanding and
acceptance of diverse cultures?
_____________________________________________________________________________________
_____________________________________________________________________________________
Implication: How can this study contribute to the schools practice of

multiculturalism?
82
_____________________________________________________________________________________
_____________________________________________________________________________________
GLOBAL AND MULTICULTURAL LITERACIES

SYNTHES  Multicultural literacy depicts diversity, equity and social justice
IS to foster cultural awareness on discrimination and oppression
toward other ethnicities.
 Global literacy aims to address issues of globalization, racism,
diversity and social justice.
 Global competence refers to the skills, values, and behaviors
that prepare young people to thrive in a more diverse,
interconnected world, engaged citizens and collaborative
problem solvers who are ready for the workforce.
 Globally competent individuals can examine local, global and
intercultural issues, understand and appreciate different
perspectives and world views, interact successfully and
respectfully with others, and take responsible action toward
sustainability and collective well-being.
 The Global Competence Framework is designed as a tool for
policymakers, leaders, and teachers in nurturing global
competence among young people worldwide with four salient
dimensions.
 In order to attain respect for diversity in the classroom, teachers
should integrate global multiculturalism in the lesson by citing
relevant issues to be addressed.
Direction: From the perspectives of global competency, fill in the boxes below in the
context of instruction along lesson content, assessment, teaching strategy, 83
materials, and learning outcome.
Assessment
Lesson Content
Global Competency
Concepts
Teaching Strategy Marerials
Learning Outcomes
84
Direction: Draft a relevant policy in addressing multiculturalism in school. (i.e.
admitting foreign students and indigents, student mix, inclusive education,
multigrade teaching, heterogeneous class grouping, addressing students with
special needs, etc.). Use the provided format template sample below.
Policy on ________________________________________________________________________
Rationale
Objectives
Scope
References
POLICIES
NARRATIVE PROCEDURES
Authorities Responsibilities
Prepared by:_______________________
Section/Major:________________________________
LET SAMPLERS: TAKING THE EXAMINATION
85
answer.
1. Which of the following learning outcomes best reflects an integration of
multicultural and global literacies?
A. Discuss multicultural concept and relate it to your personal experience
B. Create an artwork that depicts multicultural dynamics
C. Demonstrate care, respect and acceptance of classmates belonging to
indigenous group
D. Suggest ways in promoting multiculturalism and addressing conflict issues
2. Which of the following is directly a contrast of the concept of multiculturalism?
A. A staff who dislikes a certain food from the other region because it does not suit
his taste bud
B. A dean who refuses a student to enroll a subject that does not adhere to
prerequisite requirement
C. A student who does not prefer to have his education in a public school
D. A teacher who ignores students who cannot understand the lesson
3. In discussing a lesson on international conflict, Teacher E cites the Scarborough
Shoal dispute between China and Philippines and its economic implications to the
region, the national security and foreign relations. In this case, which dimension of
global competence is being addressed?
A. Examine local, global and international issues
B. Understand and appreciate the perspectives and world views of others
C. Take action for collective well-being and sustainable development
D. Engage in open, appropriate and effective interactions across cultures
4. Schools have become open to the idea of borderless global society. Which among
the following educational practices support the multicultural perspective towards
globalization?
1. Cultural Exchange Program
II. International School Partnership
III. United Nations Celebration
IV. International Conference on Peace Talks for Students and Teachers

86
A. I and ll only C. I, II and III
B. II and IV only D. I, II, III and IV
5. Which traditional paper-and-pen test can assess multicultural skills? A.
Identification. Write what is being asked in each item about the concept of
multiculturalism. B. Matching Type. Match the tribes in column
A with the cultural practices and traditions in column
B. Write letters only.
C. Enumeration. List down 10 ways in sustaining cultural diversity amidst conflict
crisis.
D. Essay. How can we show respect for diversity? Cite a personal experience that
brought you to an instance of conflicts due to differences and elaborate how you
managed the incident and processed respect.
Module 6: 87
SOCIAL LITERACY
LEARNING OUTCOMES
1. Define social literacy

2. Discuss social skills, their impact and strategies for improvement
3. Describe an emotionally intelligent person
4. Present ways for enhancing people skills
5. Identify ways on how to integrate social literacy in the lesson
6. Draw relevant life lessons and significant values from personal
experience on practicing social literacy
7. Analyze research abstract on social literacy and its implications to
the teaching-learning process.
8. Design an instructional material that can be used in integrating
social literacy in a related discipline
Camera Flash: This is an activity that depicts the students' understanding of social
literacy including their expressions through picture taking. It also enhances
creativity, resourcefulness, and critical thinking.
Procedures:
1. Group the students into 4 or 5 depending on class size.
2. Each group will be given ample time to think of ideas on social skills.
3. Each group will be asked to take a picture that depicts the given topic using
cellphone camera. Pictures are all about social skills.
4. The groups will show the pictures on the screen using an LCD projector
5. The class will first describe and interpret the picture.
6. Then, it will be the group's turn to explain their picture.
CONCEPT
EXPLORATION
The school is a social institution established for the contemplation of reality in
a profound, personal, informal and unstructured way. Teachers facilitate learning,
teach students and model certain types of acceptable behavior while developing
them in all aspects:
academically, physically, emotionally and socially. In performing such fasks,

teachers also relate to parents and other stakeholders. That is why understanding 88
and attaining social literacy is imperative among them.
Social Literacy
Social literacy entails the development of social skills, knowledge and positive
human values toward desire and ability in human beings to act and react positively
and responsibly in a wide range of complex social settings. It can be acquired
through social process of inquiry, values exploration and social decision-making that
relate to the acquisition of knowledge and understanding (Arthur, Davison and
Stow, 2000).
In school, social literacy can be demonstrated by teachers in dealing with
their superiors, colleagues, parents, students and others, while for students, by way
of interaction and interrelation with the surroundings around them - their peers, the
media and political influencers, technology agents, religious groups, school staff,
family members, etc.
Social Skills
Social skills are aspects of social literacy. As such, these are an integral part
of functioning in society. It involves good manners, communicating effectively with
others, being considerate of others' feelings and expressing personal needs. In fact,
children gain social skills through playing while adults obtain it by interrelating with
others, both verbally (spoken language) and non-verbally (gestures, body language,
facial expressions, eye contact and appearance).
Social skills are also important in schools because they help build, maintain
and grow relationships of students with classmates, peers, teachers, students, and
others, while for teachers, with their superiors, colleagues, parents, students, and
others. These can be attained through: (1) gaining ideas, information, techniques
and perspectives from people with different areas of expertise; (2) providing their
own perspective for the benefit of others; (3) accomplishing tasks and working
together toward shared goal; (4) providing mutual support for difficult situations; (5)
expanding network to learn about and pursue new opportunities; (6) gaining
feedback and referrals from people who can personally attest to work, skills and
qualities; and (7) making the school truly a healthy and conducive learning
environment.
Types of Social Skills
There are types of social skills that teachers can demonstrate among
students to attain a harmonious relationship with them.
1. Effective communication. It is the ability to communicate effectively and share
thoughts and ideas with students through group conversations, discussions, etc.
2. Conflict resolution. It is the ability to get to the source from those involved with the
goal of mediating for reconciliation problem and find a workable solution by weighing both 89
sides
3. Active listening. It is the ability to pay close attention to student in times of counseling,
introspection and consultation
4. Empathy. It is the difficulty and trouble. ability to understand and identify the feelings of
students in times of
5. Relationship management. It is the ability to maintain relationships and build key

connections with school stakeholders for the student's development.
6. Respect. It can be done by knowing when to initiate times of heated arguments and
confrontations. Communication and respond during interactions or even in
7. Problem-solving skills. These involve seeking help, making effective decisions and
accepting consequences to derive better solutions to the problem.
8. Interpersonal skills. These include the abilities of sharing, joining activities, asking for
permission and waiting for one's turn in every facet of school undertakings.
Improving social skills. Social skills can be improved by focusing on sustaining

desirable attitudes and eliminating those undesirable ones through modeling, role-playing
and performance feedback mechanisms.
In addition, one may consider: (1) maintaining eye contact; (2) using proper body
language; (3) knowing the difference between being assertive and being aggressive; (4)
selecting effective communication channels; (5) being flexible; (6) accepting criticism
without being defensive; (7) remaining positive at all times; and (8) being teachable and a
good student in most instances (https://www.skillsyouneed.com/ ips/social-skills.html).
Likewise, other ways that may help are as follows: (1) Behave as a social person; (2)
Start small if necessary; (3) Ask open-ended questions; (4) Encourage others to talk about
themselves; (5) Create goals for yourself; (6) Offer compliments generously: (7) Read books
about social skills; (8) Practice good manners; (9) Pay attention to your body language: (10)
Join a social skills support group: (11) Stay thoughts. up to date on current events; and (12)
Identify and replace negative thoughts.
Impact of Social Skills.
Possessing social skills results to: (1) better relationships; (2) better communication;
(3) greater efficiency (4) advanced career prospects; and (5) increased over-all happiness
(https://www.masters-in-special-education.com/lists/5-types-of-social-skills-deficit').
Emotional Intelligence (EQ)
Emotional intelligence can bring about maintaining a healthy and literate person.
Purposeful relationship with others that may best depict a socially
Goleman (1996) defines Emotional Intelligence (EQ) as the ability to: (1)
recognize, understand and manage own emotions; and (2) recognize, understand
and influence the emotions of others. 90
It is being aware that emotions can drive behavior and impact people
(positively and negatively), and learning how to manage those emotions, both one's
own and others' when under pressure, especially in times of: (1) giving and
receiving feedback; (2) meeting tight deadlines; (3) dealing with challenging
relationships; (4) not having enough resources; (5) dealing with change; and (6)
experiencing setbacks and failure.
Strategies for Enhancing Emotional Intelligence
Goleman (1995) laid down ways of enhancing emotional intelligence in the light of
understanding and managing emotions that teachers need to know and understand.
1. Think about feelings. A person has to be sensitive to one's and other's feelings
to come up with the right manner of approach or appropriate response. For
example, a teacher has to be aware of his/her students' background or situation
that may trigger negative emotions. In that case, he/she would know the right
approach when dealing with sensitive issues in class.
2. Pause. This is about taking a moment to stop and think before doing anything to
refrain from resorting to an unsound decision at the height of anger. For example,
at the peak of anger with a student who commits violations, a teacher may gently
pause for a while and take a moment of silence to rethink and cool down before
jumping to any decision in order to avoid untoward consequences.
3. Strive to control one's thoughts. This is controlling the reaction to emotions
by focusing on one's thoughts in harmony with goals and values. For example,
instead of overreacting to a certain incident or situation in class, try to control
negative thoughts to see a myriad of colors at the end of the rainbow among
students. As such, try to find beauty in all things despite not-so-good circumstances
that may happen.
4. Benefit from criticism. Criticism, even not delivered in a favorable way, is an
opportunity to learn and it gives idea on how others think about you. For example,
when a senior teacher gives negative feedback on your work, instead of taking it
personally against him/her, gratefully accept it with humility and appreciation, just
think that it is for your improvement.
5. Show authenticity. This is saying what we mean with what we say and we
have to stick on to our values and principles. For example, in times of confrontation
with parents, as teachers, we should clearly express our side with respect and
sincerity while consistently upholding on to the principle and truth behind
the issue in order to avoid resorting to heated argument and conflict at the end.
91
6. Demonstrate empathy. Whenever we show empathy to others, such as
understanding their thoughts and feelings, we can easily establish a connection
with them. As teachers, we should reach out to students who are in their worse
situations and try to understand them and feel as if we were in the same boat.
7. Praise others. This is by way of acknowledging and appreciating others toward
attaining self-fulfillment and building trust. For example, teachers should give
acknowledgment and praise to students for their deeds that are worth commending.
8. Give helpful feedback. Although negative feedback may hurt one's feelings, at
some point, it can be turned constructive for one's improvement. For example,
when we receive negative feedback from our superiors, we have to take it as a
challenge toward becoming a better and stronger person.
9. Apologize. Saying sorry demonstrates humility, a quality that will naturally win
others as you value the relationship more than the ego. For example, whenever we
commit mistakes in teaching, whether big or small, there is nothing to lose when
We apologize, even at times, doing it may seem to be very difficult.
10. Forgive and forget. Forgiving and forgetting prevent others from holding
emotions and allowing one to move forward. For example, when a student or a
colleague hurts us, we should be ready to forgive and let go of the pains that
somehow caused us.
11. Keep our commitments. The habit of keeping one's word in things, either big
or small, develops a strong reputation for reliability and trustworthiness: For
example, when we are given tasks in the school, make sure that we commit
ourselves, our time and efforts into it. Remember, opportunities may only come
once, therefore, grab every opportunity that may come along our way for it may
never come again.
12. Help others. One way to positively win others is through helping them
because listening to and helping them can build trust and inspire them to follow. For
example, in every school activity, we have to find ways to help others accomplish
their tasks successfully. In return, they will be grateful to us.
13. Protect ourselves from emotional sabotage. This is being wise enough in
protecting ourselves when others attempt to manipulate our emotions for personal
sake. For example, when we feel that someone has been excessively or wrongly
controlling our actions, feelings and decisions in school, stop it in any right but
subtle and courteous way possible.
Recommended Tools in Enhancing Emotional Intelligence
Emotional intelligence can be enhanced in school with the help of the
92
following tools and strategies.
1. Emotional Literacy Workshop. This will help teachers to communicate with
students, recognize and manage emotions and increase self-awareness.
2. Emotional Literacy Museum. It is a self-directed learning experience that
teaches about the physiology of emotions, emotional regulation, and
emotional literacy.
3. Mixed Emotions Cards. It is a beautiful deck of "tarot-like" cards of feelings
(labeled with feelings and synonyms).
4. eMotion Cards. It is an evocative, playful moon face illustration of emotions
(open-ended without labels).
5. Biodots. It is a simple reminder that emotions are part of our physiology.
6. Bingo Emotions. It is typically a classic "bingo” game played with emotions.
7. Feeling Faces. These are photos of real people and data about how survey
respondents evaluated each picture.
8. Six Seconds Emotional Intelligence Assessment. It provides feedback about
the way one uses EQ and how to improve in this area.
(http://www.6seconds.org/2018/02/27/emotional-intelligence-tips-
awareness/)
9. The Zoo: Animal Workshop. It is an activity that intends to imitate an animal
behavior and gesture that ends with reflections and group sharing.
10.Face Workshop. It is an activity, in which partners face each other while
showing different facial expressions' and qualities that ends with reflections.
11.The Machine Transformer. Participants in groups have to transform into an
assigned machine or vehicle, of which each member shall comprise different
parts, deemed essentials and equally important that usually ends up with
interactions and reflections.
12.Tower Building. Groups will be tasked to build a tower using pop sticks and
straws. The goal is to make the tallest and strongest tower of all. This will end
up with interactions, sharing, open forums and patching of emotional
barriers.
13.Build Me a House. The participants in groups will be tasked to build a house
using any available material around them. The goal is to make the strongest
house. Then, the facilitator will suddenly destroy the house made by the
group and observe the members' emotions and reactions and let them
express their feelings and thoughts. At the end, each one will draw
realizations, lessons and values for reflection.
14. Internalization Activity. This is an activity that helps participants to reflect on
the narrations of the facilitator with a background music in a dim and candle lighted 93
room. Everyone can express his/her emotions and feelings of resentment, remorse,
agony, disappointment, and sadness.
15. Mirroring and Unmasking Activity. Each participant shall prepare a piece of
paper and put it at his/her back. In a circular formation, everyone has to write that
person's negative attitude on that paper. Everyone will be given time to see those
feedbacks and reflect on them while they are also given a chance to express
themselves. These negative feedbacks will be called masks to be torn-off and
burned at the end of the activity and they will be led to a prayer for self-renewal
and rejuvenation
Ten Characteristics of an Emotionally Intelligent Person
(Connors, 2018)
The following are indicators and manifestations of an emotionally intelligent
person that have to be considered and demonstrated in schools.
1. Empathy. Empathy is the capacity to understand or feel what another
person is experiencing from within their frame of reference. Greater Good Science
Center in UC Berkeley laid down two different types of empathy, namely: (a)
Affective empathy - refers to the sensations and feelings that one gets in response
to others' emotions including mirroring what that person is feeling, or just feeling
stressed when he/she detects another's fear or anxiety; (b) Cognitive empathy
(sometimes called "perspective- taking") - refers to one's ability to identify and
understand other people's emotions.
2. Self-awareness. It is the art of understanding one's self, recognizing the
stimuli that he/she faces and preparing how to manage him/herself, both in a
proactive and reactive manner.
3. Curiosity. It is one's willingness to learn and improve. When one is
curious, he/she is passionate and therefore, he/she is driven to desire to be at
his/her best.
4. Analytical mind. It pertains to being critical thinker that analyzes and
processes all new information that comes his/her way and see if they can extract
ways to improve.
5. Belief. It is the power of believing in one's self, both at present and the
future. It is a matter of affirming that people and things in one's life happen for a
reason and that everything will ultimately turn out to be good.
6. Needs and wants. It is something to discern between things that one
needs versus things that he/she just wants and establishing needs prior to fulfilling
wants.
7. Passion. It is the natural desire, instinct, drive, ambition and motivated love for a
subject or someone. More so, it brings positive energy that helps sustain and inspire 94
one to keep going.
8. Optimism. It is about maintaining a positive attitude that may increase one's
opportunities, improve relationships and think clearly and constructively.
9. Adaptability. It is an important recognition and the ability to you make or
remake decisions in one's best interest. It is also determining when to continue
his/her course, or when is the time for a change.
10. Desire to help others succeed. It is becoming interested and appreciative of the
success and achievement of others.
People Skills
Like emotional intelligence and social skills, people skills have been widely
used in demonstrating social literacy at home, in school or anywhere that a
person may be. According to Wikipedia, people skills are patterns of behavior
and behavioral interactions. For Thompson (2009), this is an area of
exploration about how a person behaves and how he/she is perceived
irrespective of his/her thinking and feeling. Honey (2001) defines it as the
dynamics between personal ecology (cognitive, affective, physical and
spiritual dimensions) and its function with other people's personality styles in
numerous environments (life events, institutions, challenges, etc.).
On the other hand, people skills are tools used to communicate and
interact effectively with others. Therefore, individuals with strong people
skills are able to predict behavior, relate to others and socialize easily.
People skills can also be defined in three sets of abilities: (1) personal
effectiveness or about how one comes across with others; (2) interaction
ability or how well one predicts and decodes behavior; and (3) intercede
easily or ability to lead, influence and build bridges between people.
Moreover, people skills are the ability to accept, appreciate and admire
others on a personal or professional level. Good people skills extend to the
ability to listen and empathize with others, as well as work toward common
goals with them. Therefore, these are sets of skills that enable person to get
along with others, communicate ideas effectively, resolve conflicts and
achieve personal or professional goals.
In general, Portland Business Journal describes people skills as (Rifkin,
2009):
1. Ability to effectively communicate, understand and empathize
2. Ability to interact with others respectfully and develop productive working
relationship to minimize conflict and
maximize report
3. ability to build sincerity and trust, moderate behaviors (less impulsive) and 95
enhance agreeableness
Educational Impact of People Skills. People skills are important for teachers
in effective classroom management. Knowing how to communicate and
teach people instead of simply teaching their subjects will help make a
difference in the classroom (Bolton, 2009). Accordingly, almost 50 percent
of classroom success lies on effective interpersonal relationships, while
the other 50 percent lies within academic skills (Boyle, 2011). This is
because teachers tend to interact and relate with students. Therefore,
they need to learn how to practice these people skills effectively in order
to create a healthy and conducive learning atmosphere in the classroom.
In general, people skills are an essential part of work, life and social success.
When one has strong people skills, he/she is able to: (1) pitch him/herself; (2)
overcome social anxiety; (3) communicate ideas; and (4) influence others positively.
Strategies in Obtaining Good People Skills
McQuerrey (2019) presents the following strategies in maintaining good
people skills which are essential in a meaningful, joyful and purpose-driven life that
teachers also need to know.
1. Good communication skills. Strong people skills in the communication area
include the ability to take in information, clarify comments and participate in
effective verbal and written exchanges.
2. Conflict resolution skills. Having the ability to mediate disputes and
resolve conflict among others is an important personal and professional skill. Hence,
conflict resolution involves the ability to clarify a specific dispute, listen to
perspectives in a non-judgmental manner and offer suggestions for action.
4. The value of patience. Patience is an exceptional people skill that is
valuable in every profession. It involves being able to maintain an even temper,
repeat and explain information as necessary and control anger in even the most
trying situations.
5. Tolerance and understanding. Having tolerance and understanding for the
differences of others leads to success. Tolerant people have the ability to accept
differences, even when they don't personally agree with them.
In general, there are 5 A’s to improve people skills, namely: (? acceptance;
(2) appreciation; (3) approval; (4) admiration; and (5) attention.
Ten Essential People Skills to Succeed
The following is the list of soft skills for one's self-reflection and examination
96
1. being socially assertive. Social assertiveness is essential for conserving
social energy in the right ways. People with high social assertiveness have more
focused social energy and more clarity in their interactions.
2. Crafting a memorable presence. People with great presence take it
easy in making connections and are extremely good at rapport building. Those with
a strong presence can attract others, are well-remembered and are likable.
3. Mastering communication. This is knowing how to present one's self
and, in turn, gets one's message across.
4. Sustaining lasting confidence. People, who can sustain lasting
confidence are able to conquer their shyness, avoid awkwardness and get through
their anxiety or overcome any nervous tendencies.
5. Being an excellent conversationalist. This is essential in
communicating and interacting with others. Excellent conversationalists are people
whom others may be fond of listening to and discussing with. Most interactions
happen in three levels: (1) The First Five Minutes: This is the first impression and
the time to decide if someone is worth getting to know; .(2) The First Five Hours:
This is moving past first impressions into rapport building; and (3) The First Five
Days: This is the final and ultimate level of trust and connection. Thus, a
conversation is the key to moving up these three levels.
6. being highly likable. Likability is an important facet of trust by through
being authentic or genuine with their true selves.
7. being exceptional at decoding emotions. People, who are good at
reading people, are exceptionally strong at knowing how others think and feel.
8. Pitching ideas. Pitching is a very important people skill because it
happens all the time when one is asked for his/her opinion and in introducing
himself/herself.
9. being charismatic. Charisma is the perfect blend of two essential people
skills traits such as warmth and competence.
10. Being an influential leader. Leaders in both personal, social and
professional life are able to gain camaraderie. (Source:
www.scienceofpeople.com/people-skills/)
TESTING YOUR PEOPLE SKILLS
Direction: Please rate yourself on the following people skill indicators using the intended scale. Check the column 97
that applies to you.
4 3 2 1
INDICATORS
Very much Much Not Much Not Really
People Skill 1:Being socially assertive

1. 1 set limitations and boundaries in interacting
with
2. I immediately sense and address the needs of
others.
3. I know how to say "No" when needed.
People Skill 2: Crafting a memorable presence
1. I leave positive impression to someone I
encounter with.
2. 1 establish strong connection with people
whom I meet.
3. I easily build good rapport with others.
People Skill 3: Mastering communication
1. I am good in public speaking.
2. I present topics, lessons and reports well.
3. 1 easily discuss big concepts in front of the
crowd.
People Skill 4: Sustaining lasting confidence
1. I am excellent in most social situations.
2. I easily overcome my fear and tension
whenever I face the crowd.
3. I am more excited than anxious when
socializing with others.
People Skill 5: Being an excellent
conversationalist
1. I know how and when to engage in
conversations and keep it going
2. I make small talk into big talk during
conversations.
3. I use effective conversation for rapport building
and socializing.
People Skill 6: Being highly likable
1. I am invited to join teams, social engagements
and groups.
2. I am the ideal one that I want to become.
3. I am always asked for my opinion on issues at
hand during conversations.
People Skill 7: Being exceptional at decoding
emotions
1. I sense and determine people's attitude and
intentions.
3. I interpret body gestures and facial
expressions.
4. I have the ability to understand things even
without any proof or evidence.
People Skill 8: Pitching ideas 1.
I can convince people to consider or take my
ideas and opinions.
2. I am confident in insisting on my ideas
and opinions during a conversation.
3. I make my ideas popular to the group 98
during a conversation.
People Skill 9: Being charismatic
1. I accommodate people and approach
them, even strangers.
2. I provide my services to others while
addressing their needs.
3. I am someone who can be easily

depended on
People Skill 10: Being an influential leader
1. I build excitement in leading people
while performing relevant tasks.
2. I can determine members who can
commit themselves to the team.
3. I make plans and try my best to realize

them with others
Interpretation: 3.25-4.0 Very High 2.50-3.24 High 1.75-2.49 Low 1.0-1.74 Very
Low
DeLeon (2019)
Legend: 1 - never 2 – sometimes 3 – often 4- always
Integrating Socio-Emotional Literacy into the Curriculum
Schools that want to teach socio-emotional learning but confined with classroom time can take
a social, emotional and moral inventory of what students are currently learning by involving: (1) a
person's emotional life; (2) an ethical dilemma; (3) a situation calling for compassion; (4) a societal
challenge; (5) the ethical use of knowledge; (6) cross-group interactions, and (7) an implicit prosocial
concept.
By integrating social literacy in the curriculum content, teachers do not only give students
opportunities to practice their social-emotional skills, but also show them how integral these skills are
in their daily lives.
Hence, reviewing curricula through social, emotional and moral lens is like a habit of mind that
the more it is done, the easier it gets. Obviously, the greatest benefit of teaching lessons like these is
that students can begin to examine their education, their decisions, their interests and their
relationships through this lens, while helping them cultivate a more thoughtful and discerning
approach to life.

1. What is social literacy?
2. Explain social skills. Cite the impact of social literacy and suggest strategies and tools to improve
it.
3. When is a person emotionally intelligent?

4. What are ways of enhancing people skills? 99
5. How can you practice social literacy in delivering a lesson in the classroom?

Share a personal experience of practicing social literacy. What life
lessons and values have you realized and learned?
given below.
Students' social literacy in their daily journal
Az-Zahra, Sarkadi and Bachtiar (2018)
Abstract
This study aimed to determine the students' social literacy in their daily
journals in grade four of Al-Fauzien Islamic Elementary School in Indonesia. Social
literacy is the capacity of a person to be able to live and contribute to his or her
community, which involves intellectual skills, social skills, cooperative skills, and
attitudes and values. The student's daily journal is a collection of student writings
whose contents expose the student's skills in reflecting on experiences, findings,
critical thinking, connecting ideas, exploring and expressing his/her knowledge. This
study utilized qualitative content analysis technique using the data taken from
students' daily journals that were coded based on students' social literacy aspects.
The results of the study revealed emerging students' social literacy, such as:
intellectual skills (34.1%) emerge during teaching-learning processes rooted in
constructivism approach in which students act as active learners; social skills
(12.6%) and cooperative skills (14.7%) emerge when learning is organized with
group learning methods; and social attitudes and values (38.5%) emerge as the
impact of students' social knowledge and skills that hold firmly and implemented in
their daily social life.
(Source: Az-Zahra, H., Sarkadi, S. and Bachtiar, I. (2018). Students' social
literacy in their daily journal. Mimbar Sekolah Dasar, 5(30, 162-173. doi:
http://dx.doi. org/10.17509/mimbar-sd.v5i13.12094)
Analysis: How can the practice of daily journal determine students' social literacy
based on the study?
100
_____________________________________________________________________________________
_____________________________________________________________________________________
Implication: What do the findings imply in the light of a teacher's instructional
strategy?
_____________________________________________________________________________________
_____________________________________________________________________________________
SYNTHESIS AND LEARNING

REFLECTION
SOCIAL LITERACY
SYNTHESIS  Social literacy is the development of social skills,
knowledge and positive values that engender the desire
and ability in and expressing personal needs.
 Emotional Intelligence (EQ) is the ability to recognize,
understand and manage one's emotions, and influence the
emotions of others manifested through different
characteristics.
 People skills are patterns of behavior and behavioral
interactions and how they are perceived irrespective of
their thinking and feeling. They are tools to communicate
and interact effectively with others.
 Integrating social literacy into the curriculum would
contribute to the holistic development of learners.
Direction: Give at least four (4) people skills and write each of these on each head. On each shoulder, 101
write the signs of a person possessing such skills.
CURRICULAR APPLICATION
Direction: design an instructional material that can be used in integrating social

literacy in related discipline (i.e Edukasyon sa pagpapakatao) Use the provided
format template sample below.
INSTRUCTIONAL MATERIAL PLAN
Instructional Material:
Brief Description:
Purpose:
Topic:
Subject:
Materials:
OUTPUT
(Paste/Print picture of instructional material here.) 102
PREPARED BY: __________
COURSE/SECTION: _______________
answer.
1. How can a teacher best model social literacy in class?
A. Researching effective strategies in presenting the lesson for a clearer and better
understanding of learners
B. Showing love, care and concern to the learners while considering them as her
children
C. Using highly technological tools in processing the teaching- learning process
D. Analyzing dilemmas, drawing of life lessons and integrating values at the end
2. The class of Miss Aguilar enjoyed the interactive discussion of an interesting topic
that caused overtime which delayed the next class with Mrs. Zarzuela. What best
attributes from the two teachers must prevail in this situation to avoid unhealthy
confrontation and relational conflict?
A. Rights: Responsibilities C. Humility: Pride
B. Apology: Understanding D. Self-Expression: Silence
3. As teachers, there are times that we are confronted with uncertainties, pressed
with issues, and struck by prejudice in the practice of the profession. Which people
skill do we need to imbibe and sustain all the time to avoid ending up in frustration
and
disappointment?
103
A. Being socially assertive
B. Sustaining lasting confidence
c. Crafting a memorable presence
D. Being exceptional at decoding emotions
4. According to reports, a great number of students are being diagnosed to have
suicidal tendencies brought about by peer pressure, stress, home struggles,
environmental contexts and media influence. As they impact the school, how can
this be resolved?
A. Strong counseling program
B. Effective instructional delivery modalities
C. Efficient learning assessment procedures
D. Advanced learning technologies
5. Which is the best strategy for bullying reduction in school?
A. Confer with parents of identified bullies.
B. Assign law police enforcers on every floor of the school building
C. Create more student-involved activities to divert students' attention.
D. Plan for a field trip to City Jail to reflect on the consequences of bullying.
Module 7:
MEDIA LITERACY
LEARNING OUTCOMES 104
1. Define media literacy

2. Cite the important roles of media literacy
3. Explain Media Information Literacy (MIL) along with various
aspects and dimensions
4. Examine the advantages and disadvantages of media
5. Demonstrate how MIL can be integrated in the curriculum
6. Draw relevant life lessons and significant values in generating,
utilizing and creating media tools
7. Analyze research abstract on media literacy and its implications
on teaching-teaching process
8. Conduct a research survey on media literacy integration and
draw findings and recommendations
Family Feud. This is an activity in which two groups of students match to give
words/terms based on the given category. It denotes critical thinking in connecting,
collating, collecting and categorizing those terms.
Procedure:
1. The students will be grouped into 4 or 6 depending on class size.
2. The first two groups will match to give terms based on the given category.
3. The teacher challenges the groups by saying "we have asked 100 people about
their preferred media tools".
4. The groups will give at least five terms based on the given category
5. The teacher will then, say: The survey says, the top five answers are: (he/she will
flash on screen through LCD projector the prepared data)
6. The group, with the highest points based on given database ratings, wins that
match. 7. The winning group will match with other winning groups to find out whose
group shall prevail.
Sample of data:
105
Most liked audio-visual gadgets:
1. Earphones 4%
2. Ipad - 5%
3. Stereo - 8%
4. Transistor radio 10%
5. Play station 15%
Most trending media apps
1. Instagram 2%
2. Waze 10%
3. IWant TV 12%
4. Spotify 15%
5. Podcast 20%
CONCEPT EXPLORATION
Today, information comes through an interwoven system of media

technologies. The ability to read many types of media has become an essential skill
in the 21st Century. Thus, schools are greatly confronted with this challenge.
Media Literacy
Lynch (2018) coined the term "media" that refers to all electronic or digital
means and print or artistic visuals used to transmit messages through reading (print
media), seeing (visual media), hearing (audio media), or changing and playing with
interactive media), or some combinations of each. Media can be a component of
active learning strategies, such as group discussions or case studies (Mateer and
Ghent, n.d.).
Media literacy is the ability to access, analyze, evaluate, and create media
(Firestone, 1993). Media literate youth and adults can understand the complex
messages received from television, radio, Internet, newspapers, magazines, books,
billboards, video games, music, and all other forms of media. Therefore, media
literacy skills are included in the educational standards in language arts, social
studies, health, science, and other subjects. Many educators have discovered that
media literacy is an effective and engaging way to apply critical thinking skills to a
wide range of issues. (http:// medialiteracyproject.org)
The Ontario Ministry of Education (1989) stressed that media literacy means
helping students develop an informed and critical understanding of the nature of
mass media, the techniques used and their impact. It aims to enhance students'
understanding and appreciation how media work, how they produce meaning, how
they are organized, and how they construct reality. More so, it intends to provide
students the ability to create media products (http://www.medialit, org). Media
106
literacy therefore, is the ability to identify different types of media from wide array
of sources and understand the messages they bring (Hobbs, 1997).
But most of all, these have one thing in common that someone created it for
a reason. Therefore, understanding that reason is the basis of media literacy.
Media Literacy Concepts
1. It is the ability to critically assess the accuracy and validity of information
transmitted by the mass media and produce information through various forms.
2. Also known as Media Education, it is the ability to realize that all kinds of
media show a representation of reality.
3. It is the process of accessing, decoding, evaluating, analyzing and creating
both print and electronic media (Aufderheide, 1993).
4. It depicts experience of reading texts and designing hypertexts made
possible through technology (Hobbs, 2007).
5. It pertains to understanding how to use today's technology, how to operate
equipment, use various softwares and explore the Internet.
6. As a 21st Century approach to education, media literacy builds
understanding of the role of media in society, as well as the essential skills of
inquiry and self-expression necessary for democratic citizens.
7. It represents response to the complexity of the ever-changing electronic
environment and communication channels.
8. Critical evaluation of media requires the ability to analyze and disseminate
various features to others.
9. It is about teaching critical media management strategies, including ICTs in
schools and learning centers.
10. It includes the ability to perform effective Internet searches, awareness
and respect of intellectual property and copyright law and the ability to identify
truth from fake news. (https://www.igi-global. com/dictionary/media-literacy/18156)
Roles of Media Literacy
'It becomes easy to create media, however, it is difficult to know the creator
of this, his/her reason, and its credibility. Specifically, it helps individuals to:
1. Learn to think critically. When people evaluate media, they decide if the
messages make sense, including the key ideas before being convinced on the
information that they get from it.
2. Become a smart consumer of products and information. Media literacy
helps individuals learn how to determine whether something is credible, especially
the advertising before they can be persuaded with the products on sale.
107
3. Recognize point of view. Identifying an author's perspective helps individuals
appreciate different ideas in the context of what they already know.
4. Create media responsibly. Recognizing one's ideas and appropriately expressing
one's thoughts lead to effective communication.
5. Identify the role of media in our culture. Media conveys something, shapes
understanding of the world, and makes an individual to act or think in certain ways.
6. Understand the author's goal. Understanding and recognizing the type of
influence something has, people can make better choices. (Common Sense Media,
n.d.)
Social Media
Social media is a term that describes websites to connect people and involve
user-generated content, which is the hallmark of a social media site. It is sometimes
called Web 2.0, which is currently a huge opportunity to reach target audience and
increase online sales (Go, 2019)
Types of Social Media Websites
There are different types of social media websites and the ways of using
them to reach the target audience.
1. Social Media News Websites. It entails users to submit links to Web content like
articles, podcasts, videos, etc. that they find interesting, such as Digg, Reddit and
Stumble Upon.
2. Social Media Networking Websites. It depicts ability to upload a personal profile
that usually connects with other people, such as LinkedIn (social networking for
professionals) and facebook (social networking for everyone). These sites serve as
avenue for meeting people and developing relationships that can lead to joint-
venture partnerships, career opportunities, and research.
3. Social Media Photo and Video Sharing. It allows users to upload photos through
faceboook, Instagram and Pinterest while videos through YouTube.
4. Microblogging and Blogging Websites. Sometimes called "presence apps", these
services let users post very short messages like blogging, and easily keep up with
what their friends are posting. Twitter is the most popular microblogging service
that limits to 280 characters per post and allows to follow a set of users from one
dashboard. Another popular social media app i is SnapChat, which is video-based.
5. Social Media Review Websites. It shows how social reviews can make or break a
company or an organization, such as Amazon and eBay.
108
Media and Information Literacy (MIL)
Media and Information Literacy (MIL) is a combination of knowledge,
attitudes, skills, and practices required to access, analyze, evaluate, use, produce,
and communicate information and knowledge in creative, legal and ethical ways
that respect human rights (Moscow Declaration on Media and Information Literacy,
2012).
The UNESCO defines it as the set of competencies to search, critically
evaluate, use and contribute information and media content wisely; the knowledge
of one's rights online; refraining from cyberbullying; understanding related ethical
issues; and engaging with media and ICTS to promote equality, free expression,
intercultural/interreligious dialog, peace, etc. (UNESCO, 2016).
Aspects of MIL
According to Reineck and Lublinski (2015), MIL is the optimal outcome of
media, information and communication technology (ICT) education along three
aspects: technical skills, critical attitudes and facts about media and ICT. Technical
skills involve ability to access and use computers, mobile and other technical
devices that offer media and information content. UNESCO's (2011) MIL curriculum
delves on "accessing information effectively and efficiently" as an aspect put into
practice.
Baacke (1996) included compositional skills in his media competence model
that involves creating new kinds of media content, encouraging self-determination,
and increasing individuals' chances for participation. MIL also involves performative
aspect that entails the competence to do rather than just to know certain things.
Moeller (2009) summarized the facets of MIL from the user perspective,
emphasizing media consumers in identifying news and understanding media's role
in reshaping the global issues. Norbert Groeben (2002) pointed out the importance
of knowledge of the inner workings (contexts, routines, contents) and the effects of
media. Fostering certain attitudes toward media and other information sources
involves both being critical on the negative impact of media and defending it
against sources of influence.
Seven Dimensions of MIL
Shapiro and Hughes (1996) identified the seven dimensions of media
information literacy:
1. Tool Literacy. This is the ability to understand and use practical and conceptual
tools of current information technology, including software, hardware and
multimedia that are relevant to education and the areas of work and professional
life.
109
2. Resource Literacy. This is the ability to understand the form, format, location
and access methods of information resources.
3. Social-Structural Literacy. This is knowing how information is socially situated
and produced, fits into the life of groups about the institutions and social networks.
4. Research Literacy. It is the ability to understand and use IT- based tools
relevant to the work of researchers and scholars that include computer software for
quantitative analysis, qualitative analysis and simulation.
5. Publishing Literacy. It is the ability to format and publish research and ideas
electronically, in textual and multimedia forms.
6. Emerging Technology Literacy. It is the ability to adapt to, understand,
evaluate and use emerging innovations in information technology.
7. Critical Literacy. It is the ability to evaluate critically the intellectual, human
and social strengths and weaknesses, potentials and limits, benefits and costs of
information technologies.
Advantages and Disadvantages of Media
Media are powerful tools of communication which entail positive and negative
impacts.
Advantages of Media
1. Media educate people on health matters, environmental conservation and others
through various forms.
2. People get the latest world news in a very short time regardless of distance.
3. People can bring out their hidden talents in the multimedia and visual arts,
comedy, acting, dancing and singing.
4. Media increase knowledge learned from quiz programs, educational shows and
other information-giving programs.
5. People feel convenient in accessing information through mobile phones.
6. They become a vehicle in promoting products toward increased sales.
7. They serve as a good source of entertainment.
8. Television allows electronic duplication of information that reduces mass
education costing.
9. Media lead to the diffusion of diverse cultures and cultural practices.
10. They help people around the world understand each other and respect
differences.
Disadvantages of Media
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1. They lead to individualism. Spending too much time on the Internet and watching
television usually impedes socialization with friends, family and others.
2. Some media contents are not suitable for children.
3. A newspaper is geographically selective.
4. The increase in advertisements in television and radio makes them less attractive.
5. The internet can be a possible way for scams, fraud and hacking.
6. Media can be addictive that may result in people's decreased productivity
7. They can cause health hazards, such as radiation effects, poor eyesight, hearing defects,
and others.
8. They may induce drugs and alcohol use.
9. They can lead to personal injury by imitating the stunts showcased in media.
10. They can ruin reputation through an anonymous account, malicious scandals, false
accusations and rumors. (https://www.importantindia.com/22940/media-advantages-
disadvantages)
Integrating Media Literacy in the Curriculum
Although media literacy is now a part of the curricula, it is confronted with a variety
of factors, such as limited access to equipment, teachers' lack of confidence with the
material, and perception of media education as just an accessory to the curriculum.
Lynch (2018) presents six ways to integrate media literacy into the classroom for
students to become media literate while making media education a meaningful and
integrated part of classroom practice.
1. Teach students to evaluate media. Students learn to evaluate what they are
viewing by showing them that media changes depending on who created it, the intended
audience and the biases that may be attributed to the source.
2. Show students where to find digital resources and databases. Teachers should
provide students with reliable and safe media sources and trustworthy content.
3. Compare/contrast various media sources. In the discussions, distinguish various

media sources and compare elements.
4. Discuss how the media edits and alters. Purposely point out to students examples
of media altering photographs or stories while teaching them to be critical of what they see
or read at face value.
5. Examine the "truth" in advertisements. Let students identify what advertisements

are trying to sell and what promises or ideas are they using to convince them to buy the
product.
6. Have students create media. Let students create media appropriate to their
levels such as presentations, videos or websites. 111
Media skills. Although this is given little emphasis in the classroom, Hobbs and
Frost (1994) present the skills that students are able to possess with the media they
use in class. To wit: (1) reflect on and analyze their own media consumption habits;
(2) identify the author, purpose and point of view in films, commercials, television
and radio programs, magazine and newspaper editorials and advertising; (3)
identify the range of production techniques that are used to communicate opinions
and shape audience's response; (4) identify and evaluate the quality of media's
representation of the world by examining patterns, stereotyping, emphasis and
omission in print and television news and other media; (5) appreciate the economic
underpinnings of mass media industries to make distinctions between those media
which sell audiences to advertisers and those which do not; (6) understand how
media economics shapes message content; (7) gain familiarity and experience in
using mass media tools for personal expression and communication and for
purposes of social and political advocacy.
Approaches to teaching media literacy. Kellner and Share (2007) mentioned
three approaches to teaching media literacy that would utilize media in pedagogical
practice.
1. Media Arts Education Approach. It intends to teach students to value the
aesthetic qualities of media and the arts while using their creativity for self-
expression through creating art and media.
2. Media Literacy Movement Approach. It attempts to expand the notion of
literacy to include popular culture and multiple forms of media (music, video,
Internet, advertising, etc.) while still working within a print literacy tradition.
3. Critical Media Literacy Approach. It focuses on ideology critiquing and
analyzing the politics of representation of crucial dimensions of gender, race, class,
and sexuality; incorporating alternative media production; and expanding the
textual analysis to include issues of social context, control, resistance, and pleasure.
Utilizing Media across disciplines. Media education can be integrated in every
course discipline. The following are examples of using media in different subject
areas using PPPP (Purpose, Process, Performance, and Product)
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Assessing and evaluating media literacy work. Just like any student outputs,
media oriented works should also be evaluated to assess quality based on
standards, Students need regular feedback to be able to reflect on their progress
and develop mastery and that would remind them that it is an important part of the
course.
However, for some teachers, creating assessment and evaluation tools for
media education is more challenging than traditional means due to the lack of
technical skills. Also, it is because media education is all about finding the right
questions to ask, rather than learning previously determined answers,
Canada's Center for Digital and Media Literacy prescribed two important
steps in creating objectives, comprehensive and meaningful assessment and
evaluation tools for media literacy work, namely: (1) by using a rubric to assess the
work of students; and (2) by framing the expectations within the rubric in terms of
key concepts of media literacy
In general, media literacy work can be evaluated in three ways:
1. Based on how well the student understands the key concepts of media literacy
and the specific concepts and ideas being explored in the lesson.
2. Based on the depth and quality of the student's inquiry and analysis of the
questions raised in the lesson, as well as his/her thoughtfulness in identifying issues
and questions to examine.
3. Based on how well the student applies specific technical skills associated with
either the medium being studied (movies, TV, video games, etc.), the medium used
in the evaluation tool, or both (http://mediasmarts.ca/digital-media- literacy).
However, whenever any form of media is being utilized, there should be a reflection
at the end by asking students how media form has shaped their thinking, decision-
making, analysis, choices, values and interrelationships.
Thus, media educators base their teaching on key concepts for media literacy,
which provide an effective foundation for examining mass media and popular
culture. These key concepts act as filters that any media text has to go through in
order to critically respond.
1. Media are constructions. Media products are created by individuals who make
conscious and unconscious choices about what to include and how to present it. It
can assess students' understanding of how media product was created and the
analysis of creators' beliefs or assumptions reflected in the content.
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2. The audience negotiates meaning. The meaning of any media product is a
collaboration between the producers and the audience. It can assess students'
understanding of concepts and the elements in a relevant medium or product
3. Media have commercial implications. Since most media production is a
business, it makes profits and it belongs to a powerful network of corporations that
exert influence on content and distribution. It can assess students' knowledge and
understanding of the commercial factors influencing the creation of media product
and analysis of how media product is influenced by commercial factors or the
owner.
4. Media have social and political implications. Media convey ideological
messages about values, power and authority and they can have a significant
influence on what people think and believe. It can assess students' knowledge and
understanding of how this medium communicates ideas and values.
5. Each medium has a unique aesthetic form. The content of media depends in
part on the nature of the medium that includes technical, commercial and
storytelling demands. It can assess students' knowledge and understanding of the
technical elements of the medium and the tropes, clichés, codes and conventions of
the medium and genre (http:// mediasmarts.ca/digital-media-literacy).
 QUESTIONS FOR DISCUSSION
1. What is media literacy? Explain.
2. What are the important roles of media literacy?
3. Discuss Media Information Literacy (MIL), its aspects and dimensions.
4. What are the advantages and disadvantages of media?
5. How can you integrate MIL in the curriculum across disciplines?
Cite examples.
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given below.
Study of digital media literacy of the 5h and 6th grade primary students in
Beijing
Zhang (2016)
Abstract
With the aim of examining the digital media literacy of primary school
students, a perceived digital media literacy of primary student scale was developed.
A cluster sampling was conducted, and 796 primary students in Beijing took part in
this study. Results indicated that the instrument demonstrated good reliability and
validity. The participants (the 5th and 6th grade primary students) reported rather a
high level of critical understanding and technical skills. Regarding digital media
literacy, although significant differences appeared within different grades and age
groups, there was no significant difference between female and male students.
Moreover, primary students' digital media literacy was significantly influenced by
students' digital media experience and parental mediation. The implications
regarding the findings of the digital media literacy of primary students were
discussed.
(Source: Zhang, H. (2016). Study of digital media literacy of the 5th and 6th grade
primary students in Beijing. The Asia-Pacific Education Researcher 25(4) March
2016 doi: 10.1007/s40299-016-0285-2)
Analysis: How do you describe the digital media literacy in the primary student
scale that was developed in this study?
_____________________________________________________________________________________
____________________________________________________________________________________
Implication: How does the result of the study impact student learning?
________________________________________________________________________________________________________
________________________________________________________________________________________________________
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MEDIA LITERACY
SYNTHESIS  Media literacy is the ability to access, analyze, evaluate,
and create media thereby, it performs a great role in
education, development and innovation
 Media and Information Literacy (MIL) is a combination of
knowledge, attitudes, skills, and practices required to
access, analyze, evaluate, use, produce, and communicate
information and knowledge in creative, legal and ethical
ways that respect human rights.
 While there are aspects of MIL, it has also seven dimensions
that include tool literacy, resource literacy, social-structural
literacy, research literacy, publishing literacy, emerging
technology literacy, and critical literacy.
 Media are powerful tools of .communication. They are used
to interact and interrelate with people. They entail a two-
sided impact - the positive side and the downside.
 Considering the role of media literacy, it is necessary to
integrate this meaningfully in class.
Direction: Give the advantages and disadvantages of Media. Write them in the
fishbone below.
 CURRICULUM APLLICATION
Direction: Conduct a research survey on media literacy integration, Present
the data using a table, graph, data, etc. Then, interpret the data, draw
conclusions and recommendations.

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Directions: Read and analyze each item carefully. Choose the letter of the best
answer 1. If you will employ song analysis as a teaching strategy and you would like
to look for an old time folk music, which media tool will you utilize?
A Compact Disk C. Spotify
B. FM Love Radio 101.1 D. Podcast
2. Media is a two-way process the information provider and the receiver. Both have
corresponding responsibilities, such as: "Think before you click" and "Assess before
you access". In this case, which dimension of media literacy is being shown?
A. Emerging technology literacy B. Research literacy
C. Resource literacy D. Critical literacy
3. Which of the following teaching strategies best demonstrates the use of media
tools to respond to the demands of 21st century education in the classroom?
A. Have the reports presented in class using the latest innovative powerpoint
formats.
B. Have the pictures scanned and printed for submission.
C. Use iPad in showing a topic uploaded from Youtube and search engines.
D. Utilize Google classroom in performing blended learning in an out-of-class
setting.
4. Which form of media is becoming popular and practical because of the interest it
brings to the public while generating income from the obtained number of views on
the videos uploaded online?
A. Instagram C. LinkedIn
B. Youtube D. Twitter
5. Which learning material can be best utilized in discussing a lesson on "Philippine
Tourist Destinations" in a Social Studies class?
A. Pictures taken using cellphone
B. Photo clips downloaded from the Google and flashed on screen using an LCD
projector
C. Tourism documentary video footage played from Youtube
D. Colorful photos posted through Facebook and Instagram accounts
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Module 8:
Financial Literacy
LEARNING OUTCOMES
1. Define financial literacy
2. Distinguish among financial plan, budgeting, saving, spending and investing
3. Present ways on how to avoid financial crises and scams
4. Demonstrate understanding of insurance and taxes
5. Describe a financially stable person
6. Determine ways on how to integrate financial literacy in the curriculum
7. Draw relevant life lessons and significant values from personal experiences
financial crises and scams
8. Analyze research abstract on financial literacy and its implications to the
teaching- learning process
9. Make a personal financial plan based on short-term and long-term goals
Deal or No Deal. This is an interactive activity adapted from a TV game show
segment which entails a student to pick any of the briefcases containing an amount
and he/she then, takes deal or no deal with the banker's offer against the amount in
the last briefcase.
Procedure:
1. The teacher will choose 10 students who will prepare different amounts written in 10 folders that will
serve as briefcases.
2. During the game, the class will choose a player.
3. While playing the "Deal or No Deal" with background music downloaded from the Internet, the
player will choose the briefcase to be opened to see the amount.
4. The selection of briefcases to be opened shall continue until only the last three remain.
5. Then, the teacher will say, "The banker has an offer".
6. There will be bidding of amount offered by the banker in lieu of opening the remaining briefcases by
the player.
7. The last briefcase will be opened and find out if the banker's offer is higher than the amount in the
chosen last briefcase.
8. There shall be a reflection in the class by asking "What will you do if banker will offer an amount of
money". The teacher will generate answers from the students.
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CONCEPT EXPLORATION
In some instances, teachers are confronted with issues and concerns on
financial debt, being victimized by fraud and other related scams, both personal and
electronic ways. More so, some teachers are drowned by emergent financial needs
and unexpected debt, especially in difficult times, sickness and inevitable
circumstances and calamities. Others do not prepare for their retirement that they
usually end up highly frustrated. This is the reason why financial literacy has been a
subject in many faculty development programs, seminars, and even becomes a
topic for researches, while many schools have integrated it in the curriculum.
Financial Literacy
Financial literacy is a core life skill in an increasingly complex world where
people need to take charge of their own finances, budget, financial choices,
managing risks, saving, credit, and financial transactions.
Poor financial decisions can have a long-lasting impact on individuals, their
families and the society caused by lack of financial literacy. Low levels of financial
literacy are associated with lower standards of living, decreased psychological and
physical well-being and greater reliance on government support. However, when
put into correct practice, financial literacy can strengthen savings behavior,
eliminate maxed-out credit cards and enhance timely debt.
Financial literacy is the ability to make informed judgments and make
effective decisions regarding the use and management of money. Hence, teaching
financial literacy yields better financial management skills.
The importance of starting financial literacy while still young.
National surveys show that young adults have the lowest levels of financial literacy
as reflected in their inability to choose the right financial products and lack of
interest in undertaking sound financial planning. Therefore, financial education
should begin as early as possible and be taught in schools. Akdag (2013) stressed
that in the recent financial crisis, financial literacy is very crucial and tends to be
advantageous if introduced in the very early years as preschool years. Financial
education is a long-term process and incorporating it into the curricula from an
early age allows children to acquire the knowledge and skills while building
responsible financial behavior throughout each stage of their education (OECD,
2005).
Likewise, financial literacy is the capability of a person to handle his/her
assets, especially cash more efficiently while understanding how money works in
the real world.
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Financial Plan
Teachers need to have a deeper understanding and capacity to formulate
their own financial plan. It is wise to consider starting to plan the moment they hand
in their first salary, including the incentives, bonuses and extra remunerations that
they receive.
Kagan (2019) defines a financial plan as a comprehensive statement of an
individual's long-term objectives for security and well- being and detailed savings
and investing strategy for achieving the objectives. It begins with a thorough
evaluation of the individual's current financial state and future expectations.
The following are steps in creating a financial plan.
1. Calculating net worth. Net worth is the amount by which assets exceed
liabilities. In so doing, consider (1) assets that entail one's cash, property,
investments, savings, jewelry and wealth; and (2) liabilities that include credit card
debt, loans and mortgage. Formula: total assets - minus total liabilities = current
net worth.
2. Determining cash flow. A financial plan is knowing where money goes
every month. Documenting it will help to see how much is needed every month for
necessities, and the amount for savings and investment.
3. Considering the priorities. The core of a financial plan is the person's
clearly defined goals that may include: (1) Retirement strategy for accumulating
retirement income; (2) Comprehensive risk management plan including a review of
life and disability insurance, personal liability coverage, property and casualty
coverage, and catastrophic coverage; (3) Long-term investment plan based on
specific investment objectives and a personal risk tolerance profile; and (4) Tax
reduction strategy for minimizing taxes on personal income allowed by the tax
code. (https://www.investopedia.com/terms/f/financial_plan.asp)
Five Financial Improvement Strategies
Financial literacy shapes the way people view and handle money, The
following are financial improvements suggested by Investopedia as a journey to
financial literacy.
1. Identify your starting point. Calculating the net worth is the best way
to determine both current financial status and progress over time to avoid financial
trouble by spending too much on wants and nothing enough for the needs.
2. Set your priorities. Making a list of rated needs and wants can help set
financial priorities. Needs are things one must have in order to survive (i.e. food,
shelter, clothing, healthcare and transportation); while wants are things one would
like to have but are not necessary for survival.
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3. Document your spending. One of the best ways to figure out cash flow or
what comes in and what goes out is to create a budget or a personal spending plan.
A budget lists down all income and expenses to help meet financial obligations,
4. Lay down your debt. Living with debt is costly not just because of interest and
fees, but it can also prevent people from getting ahead with their financial goals.
5. Secure your financial future. Retirement is an uncontrollable stage in a
worker's life, of which counterpart are losing the job, suffering from an illness or
injury, or be forced to care for a loved one that may lead to an unplanned
retirement. Therefore, knowing more about retirement options is an essential part
of securing financial future.
Financial Goal Planning and Setting
Setting goals is a very important part of life, especially in financial planning.
Before investing the money, consider setting personal financial goals. Financial
goals are targets, usually driven by specific future financial needs, such as saving
for a comfortable retirement, sending children to college, or enabling a home
purchase.
There are three key areas in setting investment goals for consideration.
A. Time horizon. It indicates the time when the money will be needed. To note, the
longer the time horizon, the more risky (and potentially more lucrative) investments
can be made.
B. Risk tolerance. Investors may let go of the possibility of a large gain if they knew
there was also a possibility of a large loss (they are called risk averse); while others
are more willing to take the chance of a large loss if there were also a possibility of
a large gain (they are called risk seekers). The time horizon can affect risk
tolerance.
C. Liquidity needs. Liquidity refers to how quickly an investment can be converted
into cash (or the equivalent of cash). The liquidity needs usually affect the type of
chosen investment to meet the goals.
D. Investment goals: Growth, income and stability. Once determined the financial
goals and how time horizon, risk tolerance, and liquidity needs affect them, it is
time to think about how investments may help achieve those goals. When
considering any investment, think about what it offers in terms of three key
investment goals: (1) Growth (also known as capital appreciation) is an increase in
the value of an investment; (2) Income, of which some investments make periodic
payments of interest or dividends that represent investment income and can be
spent or reinvested; and (3) Stability, or known as capital preservation or protection
of principal.
An investment that focuses on stability concentrates less on increasing the
value of investment and more on trying to ensure that it never loses value and can
be taken when needed (https://www.flexscore.com/learningcenter/setting-financial- 122
and investment-goals)
Budget and Budgeting
A budget is an estimation of revenue and expenses over a specified future
period of time and is usually compiled and re- evaluated on a periodic basis.
Budgets can be made for a variety of individual or business needs or just about
anything else that makes and spends money. Budgeting, on the other hand, is the
process of creating a plan to spend money. Creating this spending plan allows one
to determine in advance whether he/she will have enough money to do the things
he/she needs or likes to do.
Thus, budgeting ensures to have enough money for the things needed and
those important ones and will keep one out of debt.
Seven Steps to Good Budgeting
The following are seven steps that may help in attaining good budgeting.
Step 1: Set realistic goals. Goals for the money will help make smart
spending choices upon deciding on what is important
Step 2: Identify income and expenses. Upon knowing how much is
earned each month and where it all goes, start tracking the expenses by recording
every single cent.
Step 3: Separate needs from wants. Set clear priorities and the decisions
become easier to make by identifying wisely those that are really needed or just
wanted.
Step 4: Design your budget. Make sure to avoid spending more than what
is earned. Balance budget to accommodate everything needed to be paid for.
Step 5: Put your plan into action. Match spending with income time.
Decide ahead of time what you will use each payday. Non-reliance to credit for the
living expenses will protect one from debt.
Step 6: Plan for seasonal expenses. Set money aside to pay for
unplanned ‘expenses so to avoid going into debt.
Step 7: Look ahead. Having a stable budget can take a month or two so,
ask for help if things are not getting well.
Spending
If budget goals serve as a financial wish list, a spending plan is a way to
make those wishes a reality. Turn them into an action plan. The following are
practical strategies in setting and prioritizing budget goals and spending plan:
1. Start by listing your goals. Setting budget goals requires forecasting and
discussing future needs and dreams with the family:
2. Divide your goals according to how long it will take to meet each goal Classify 123
your budget goals into three categories: short-term goals (less than a year),
medium-term goals (one to five. years), and long-term goals (more than five
years). Short-term goals are usually the immediate needs and wants;
medium- term goals are things that you and your family want to achieve
during the next five years; and long-term goals extend well into the future,
such as planning for retirement.
3. Estimate the cost of each goal and find out how much it costs. Before
assigning priority to goals, it is important to determine the cost of each goal.
The greater the cost of a goal, the more alternative goals must be sacrificed
in order to achieve it.
4. Project future cost. For short-term goals, inflation is not a big factor, but for
medium and long-term goals, it is a big factor. To calculate the future cost of
the goals, there is a need to determine the rate of inflation applied to each
particular goal.
5. Calculate how much you need to set aside each period. Upon knowing the
future cost of the goals, next is to determine how much to put aside each
period to meet all the goals.
6. Prioritize your goals. Upon listing down all the goals and the 'estimated
amount needed for each goal, prioritize them. This serves as guide in
decision-making.
7. Create a schedule for meeting your goals. It is important to lay down all the
goals according to priority with the corresponding amount of money needed,
the time it will be needed, and the installments needed to meet the goals.
(https://www.flexscore.com/learningcenter/the-spending-plan-setting-and-
prioritizing-your-budget-goals)
Investment and Investing
As teachers, when you have saved more money than what you expect at a
time of need, consider investing this money to earn more interest than what your
savings account is paying you. There are many ways you can invest your money but
consider four aspects:
1. How long will you invest the money? (Time Horizon)
2. How much money do you expect your investment to earn each year?
(Expectation of Return)
3. How much of your investment are you willing to lose in the short-term in order to
earn more in the long-term? (Risk Tolerance)
4. What types of investment interest you? (Investment Type)
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Savings
In order to get out of debt, it is important to set some money aside and put it
into a savings account on a regular basis. Savings will also help in buying things
that are needed or wanted without borrowing.
Emergency Savings Fund. Start as early, setting aside a little money for
emergency savings fund. If you receive a bonus from work, an income tax refund or
earnings from additional or side jobs, use them as an emergency fund.
10 Reasons Why Save Money
With credit so easy to get, here are ten practical reasons why it is important
to save money that everyone, including teachers, must know.
1. To become financially independent. Financial independence is not having to
depend on receiving a certain pay but setting aside an amount to have savings that
can be relied on.
2. To save on everything you buy. With savings, you can buy things when they are
on sale and can make better spending choices without being compromised on credit
card interest charges.
3. To buy a home or a car. Savings can be used in buying a home in full or down
payment, especially in times of promo deals, bids and inevitable sale and at a
reasonable interest rate.
4. To prepare for the future. Through savings, you can be confident to face the
future without worrying on how you will survive.
5. To get out of debt. If you want to get out of debt, you have to save money.
6. To augment annual expenses. In order to attain a good, stress-free financial life,
there is a need to save for annual expenses in advance.
7. To settle unforeseen expenses. Savings can respond to unforeseen expenses in
times of need.
8. To respond to emergencies. Emergencies may happen anytime and these can be
expensive so, there is a need to get prepared rather than potentially become
another victim of an emergency
9. To mitigate losing your job or getting hurt. Bad things can happen to anyone,
such as losing a job, business bankruptcy or crisis, being injured or becoming too
sick to work. Therefore, having savings is the key to resolve such a dilemma.
10. To have a good life. Putting aside some money to spend when needed can bring
about quality and worry-free life at all times .
Common Financial Scams to Avoid

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Financial fraud can happen to anyone, including the teachers at any time.
While some forms of financial fraud, such as massive data breaches, are out of
one's control, there are many ways to proactively get rid of financial scams and
identity theft.
Here are some of the most common financial scams, along with ways to
identify them early and how to protect one's self from being victimized.
A. Phishing. Using this common tactic, scammers send an email that appears to
come from a financial institution, such as a bank and asks you to click on a link to
update your account information. If you receive any correspondence that asks for
your information, never click on the links or provide account details. Instead, visit
the company's website, find official contact information, and call them to verify the
request.
B. Social Media Scams. Scammers are adept at using social media to gather
information about the traveling habits of potential victims. They also have phishing
tactics, including posts seeking charity donations with bogus links that allow them
to keep your money. Therefore, be conscious of the information you post online,
especially personal details and plans for a vacation that you would leave your house
unoccupied C. Phone Scams. Another prevalent tactic is scamming phone calls. The
scammers pose as a government agency, such as the Bureau of Internal Revenue or
local law enforcement agencies, and use scare tactics to acquire your personal
information and account numbers. Never provide your account information over the
phone. Look for the agency's contact information, and call them to verify any
request. To note, government agencies will never text or call you to ask for money.
D. Stolen Credit Card Numbers. There are numerous ways that scammers can
obtain your credit card information, including hacking, phishing, and the use of
skimming devices, such as small card readers attached to unmanned credit card
readers (i.e. ATMs, gas pumps, and more). These small devices pull data from your
card when you swipe it. Before you use an ATM or swipe your card, look for
suspicious devices that may be attached to the card reader..
E. Identity Theft. Depending on the amount of information a scammer is able to
obtain, identity theft may extend beyond unauthorized charges on a debit or credit
card. If scammers are able to obtain your Social Security number, date of birth, and
other personal information, they may be able to open new accounts in your name
without your knowledge. Be aware an information you share and with whom, and
always shred sensitive information before disposing it.
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By taking preventative measures and being aware of scams, you can
minimize the risks of fraud. Monitoring your online or mobile banking accounts daily
can also help you see fraudulent charges quickly.
(https://www.regions.com/insights/Personal/Financial-Hardship/Disaster-
recovery/common-financial-scams-to-avoid)
10 Tips to Avoid Common Financial Scams
Every year, fraud cases are getting worse, leaving countless victims in
trouble and danger through data breaches, identity theft and online scams.
Unfortunately, new and improved technology only gives fraudsters an edge, making
it easier than ever for scam artists to nab financial data from unsuspecting
consumers (Bell, 2019).
1. Never wire money to a stranger. Although it is one of the oldest Internet scams,
there are still consumers who fall for this rip-off or some variations of it.
2. Don't give out financial information. Never reveal sensitive personal financial
information to a person or business you don't know, thru phone, text or email.
3. Never click on hyperlinks in emails. If you receive an email from a stranger or
company asking you to click on a hyperlink or open an attachment and then, enter
your financial information, delete the email immediately.
4. Use difficult passwords. Hackers can easily find passwords that are simple
number combinations. Create passwords that are at least eight characters long and
that include some lower and upper case letters, numbers and special characters.
You should also use a different password for every website you visit.
5. Never give your social security number. If you receive an email or visit a website
that asks for your Social Security number, ignore it. .
6. Install Antivirus and Spyware protection. Protect the sensitive information stored
on your computer by installing antivirus, firewall and spyware protection. Once you
install the program, turn on the auto-updating feature to make sure the software is
always up-to-date.
7. Don't shop with unfamiliar online retailers. When it comes to online shopping,
only do business with familiar companies. When purchasing a product from an
unfamiliar retailer, do some research to ensure the business is legit and reputable.
8. Don't download software from pop-up windows. When you are online, do not trust
pop-up windows that appear and claim your computer is unsafe. If you click on the
link in the pop-up to start the "system scan" or some other programs, malicious
Software known as “malware" could damage your operating system.
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9. Make sure the websites you visit are safe. Before you enter your financial
information on any website, double-check the website's privacy rules. Also, make
sure the website uses encryption, which is usually symbolized by a lock to the left of
the web address which means it is safe and protected against hackers
10. Donate to known charities only. If you receive a call or an email for
solicitation of charity donations, critically examine it. Some scammers create bogus
charities to steal credit card information.
(https://www.investopedia.com/articles/personal-finance/041515/10-tips-avoid-
common-)
Financial Scams among Students. Students can also be susceptible to different
financial scams and fraud. Learning how to manage finances and being aware of
financial scams are skills that every student should master.
The following are common financial scams that students should watch out for, and
learn to protect one's identity and finances.
A. Fake scholarships. While it is beneficial for students to apply for as many
scholarships, it is important to become aware of related scams and frauds. Students
should thoroughly check scholarship sources before applying to verify legitimacy.
Never apply for a scholarship that asks for money in return.
B. Diploma mills. There are schools that offer fake degrees and diplomas in
exchange for a fee. Check from government education agencies the prospective
school to enroll in if it is government-recognized, legitimate or accredited.
C. Online book scams. While students often go for the best deals on textbooks
online, scammers can use this opportunity to get students' credit card information.
When buying thing online, be sure to it on a credible site.
D. Credit card scams. Oftentimes, credit card companies go to school campuses to
convince students to fill out card applications. Scammers may also grab this chance
to steal students' information. It is important to visit a local credit union or bank for
credit card application. Also, regularly check the credit card statement and once
there are any unrecognized charges, contact your banking institution immediately.
(https://www.adt,com/resources/financial-scam-safety)
Insurance and Taxes
Insurance is a contract (in the form of a policy) between the policyholder and
the insurance company, whereby the company agrees to compensate for any
financial loss from specific insured events. In exchange for the financial protection
offered, policyholder agrees to pay
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a certain sum of money, known as premiums to the insurance company. Insurance
is the best form of risk management against uncertain loss.
There are various types of insurance to choose from, such as life insurance,
health insurance, motor insurance, property insurance, business insurance, etc.
Besides, the financial protection derived from insurance entails tax benefit claim on
the paid premiums.
The following are concepts related to insurance and taxes that every teacher
should know. However, he/she should carefully analyze and critically examine well
before pursuing any deal with them.
1. Employer-Sponsored Insurance. If working in a company with 50 or more full-time
employees, the employer is required to provide employee-only insurance that
meets minimum guidelines. Examine the plan offered, but do not pay over 9.66
percent of household income in premiums.
2. Marketplace Plans. Marketplace plans are available based on an area of residence
and income upon meeting minimum coverage requirements. Marketplace plans
come in three tiers: bronze, silver and gold. Generally, bronze plans offer the least
coverage at the lowest premiums, while gold plans provide the most coverage at
the highest price.
Life insurance. Life insurance is a type of insurance that compensates
beneficiaries upon the death of the policyholder. The company will guarantee a
payout for the beneficiaries in exchange of premiums. This compensation is called
"death benefit.”
Depending on the type of insurance one may have, these events can be
anything from retirement, to major injuries, to critical illness or even to death
The following are common risk categories:
1. Preferred Plus - The policyholder is in excellent health, with normal weight, no
history of smoking, chronic illnesses, or family history of any life-threatening
disease.
2. Preferred – The policyholder is in excellent health but may have minor issues on
cholesterol or blood pressure but under control.
3. Standard Plus - The policyholder is in very good health but some factors, like high
blood pressure or being overweight impede a better rating.
4. Standard - Most policyholders belong to this category, as they are deemed to be
healthy and have a normal life expectancy although, they may have a family history
of life-threatening diseases or few minor health issues.
5. Substandard - Those with serious health issues, like diabetes or heart disease are
placed on a table rating system, ranked from highest to lowest. On average, the
premiums will be similar to Standard with an additional 25% lower claim on table
ratings.
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6. Smokers - Due to an added risk of smoking, the policyholders in this category
are guaranteed to pay more. Aside from health class, age is also a critical factor in
determining premiums. Therefore, older people pay more expensive premiums.
Benefits of Life Insurance
The following are the benefits of life insurance.
1. It pays for medical and funeral costs. Life insurance helps solve the incurred
expenses for medical and funeral services to lessen the grief among family and
relatives for being unprepared.
2. for financial support. Life insurance can become a source of temporary income
during the difficult period of adjusting and coping with the loss of a loved one,
especially if he/she is the breadwinner.
3. for funding various financial goals. Life insurance offers additional benefits
through the form of fund accumulation for specific future financial goals.
4. Acts as a retirement secured conform. Modern life insurance also serves as a tool
that principal holders can use to get in a better financial position in the future.
5. It covers costs incurred from taxes and debt. Life insurance can serve as
protection since the premium can be used to pay for unsettled debts and taxes.
Types of Life Insurance

The table below shows a comparative analysis of different of life insurance
along characteristics, advantages and disadvantages that may serve as a reference.
Type Characteristics Advantage Disadvantages
1. Endowment It grants a lump sum It allows for saving up It requires higher
after a specified for specific purposes. premiums than the
amount of time or It guarantees ret6urns other types of the
upon death. The policy upon maturity. insurance.
owner required to pay It offers some of It is not the best option
the premium for a pre- insurance coverage. for those looking at the
determined number of full of protection.
years or until a specific
age is reached.
2. Term It is the simplest form It entails low premium It has no benefit if
of life insurance to requirements. policyholder outlives
obtain, of which upon It is a strong option for the term period set.
death, the policy holders who
beneficiaries are paid needs insurance but Premium usually gets
with the benefit. cannot afford the higher upon renewal of
whole life of terms.
endowment.
It is easy to
understand.
3. Whole Life It provide coverage for the policyholders It offers permanent It requires
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entire life or until they reach 100 years old. protection for full life higher
It acts both as protection and savings or 100 years. premiums.
mechanisms since a portion of the It is flexible in terms
premium is allocated to build up cash of payments of It is difficult
values. premiums. to
It entails fixed understand
premiums. due to
It usually comes with complexity.
additional features
and “living” benefits.
4. Variable It serves as both life protection and It takes dual purpose: Cash values
Universal investment vehicle in one package. A Life insurance plus and
Life (VUL). portion of the premium is allocated into investment tool. dividends
various investment vehicles for the It has no maturity are not
purposes of wealth creation. The contract age. guaranteed.
earnings are based on the performance of The value is payable Face amount
selected investments. along with the and death
assured sum. benefit are
The death dependent
component is not on
limited to face value. investment
It depicts liquidity, performance
wherein funds can be .
accessed in time of It includes
need and can serve various
as emergency funds. investments
fees.
Financial Stability
Like anyone else, teachers also aim to become financially stable if not today,
maybe in the future. Being financially stable means confidence with the financial
situation, worriless paying the bills because of available funds, debt-free, money
savings for future goals and enough emergency funds.
Financial stability is not about being rich but rather more of a mindset. It is
living a life without worrying about how to pay the next bill, and becoming stress-
free about money while focusing energy on other parts of life (Silva, 2019).
10 Strategies in Reaching Financial Stability
Just like any goal, getting the finances stable and becoming financially
successful requires the development of good financial habits. Babauta (2007)
suggests 10 habits toward financial stability and success.
1. Make savings auto magical. Savings should be made top priority, especially
as an emergency fund and a bill payment from the amount are automatically
transferred from the checking account, like an online savings account.
2. Control your impulsive spending. Control yourself from impulsive spending
on eating out, shopping and online purchases that may ruin your finances and
budget.
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3. Evaluate your expenses and live frugally. Analyze how you spend your
money, see what you can reduce and determine expenses that are necessary and
eliminate the unnecessary.
4. Invest in your future. Start preparing and investing for your future retirement
while still young in your career field.
5. Keep your family secure. Save for an emergency fund, so that you have
something to spend if anything happens with the family emergently
6. Eliminate and avoid debt. Eliminate credit cards, personal loans, or other debt
forms as it will not work on you but even pull you down and make you drowned with
obligations that may even resort to surrendering your properties, jewelry and
investments as payment.
7. Use the envelope system. Set aside three amounts in your budget each
payday, withdraw those amounts and put them in three separate envelopes. In that
way, you can easily track how much remains for each of the expenses or if you
already run out of money.
8. Pay bills immediately. One good habit is to pay bills as soon as they come in
and try to get your bills to be paid through automatic deduction.
9. Read about personal finances. The more you educate yourself, the better
your finances will be.
10. Look to grow your net worth. Do whatever you can to improve your net
worth, either by reducing your debt, increasing your savings, or increasing your
income, or all of the above. (https:// zenhabits.net/10-habits-to-develop-for-
financiall)
Signs of Being Financially Stable
Teachers, like anyone else, often work to the extent to earn more even
through additional jobs on the side just for their desire for financial stability Rose
(2019) presents some signs of a financially stable person.
1. You never overdraw your checking account.
2. You don't lose sleep over finances.
3. You use credit cards for convenience and rewards but never out of necessity.
4. You don't worry about losing your job.
5. You pay your bills ahead of time.
6. People ask your opinion about financial matters and you inspire them.
7. You're generally happy with your financial situation.
8. You finance your cars over five years or less if you take loans at all.
9. You contribute more to your retirement.
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10. You don't feel guilty when you're out for special occasions.
11. You can afford to buy the things you really want.
12. Recreational spending doesn't appeal to you.
13. You're a natural saver.
14. You're generous with money when it comes to charities or helping others.
15. You're confident about your future.
16. Your net worth grows significantly from year to year.
17. You have substantial equity in your home.
18. You consistently live beneath your means.
19. You could survive for months without a paycheck.
20. You feel in control of your finances and never dominated by them.
(https://www.goodfinancialcents.com/financially-stable/).
Integrating Financial Literacy into the Curriculum
Financial education in schools should be part of a collaborative national
strategy to ensure relevance and long-term sustainability. The education system
and profession should be involved in the development of the strategy.
In support, Barry (2013) underscored that financial literacy has a wide
repercussion outside the family circle and more precisely, the school. Hence,
administrators and professors need to develop a curriculum that would provide
students insights on having the value of financial literacy including the effect it can
bring them.
Moreover, there should be a learning framework, which sets out goals,
learning outcomes, content, pedagogical approaches, resources and evaluation
plans. The content should cover knowledge, skills, attitudes and values. A
sustainable source of funding should be identified at the outset.
Financial education should ideally be a core part of the school curriculum. It
can be integrated into other subjects like mathematics, economics, social studies,
technology and home economics, values education and others. Financial education
can give a range of 'real-life' contexts across a range of subjects.
Teachers should be adequately trained and resourced, made aware of the
importance of financial literacy and relevant pedagogical methods and they should
receive continuous support to teach it or integrate in their lesson. More so, there
should be easily accessible, objective, high- quality and effective learning tools and
pedagogical resources available to Schools and teachers that are appropriate to the
level of study. Students' progress should also be assessed through various high
impact modes.
 QUESTIONS FOR DISCUSSION
1. What is financial literacy? Explain. 133
2. Differentiate budgeting, saving, spending and investing.
3. What are ways of avoiding financial scams?
4. How do you understand insurance and what type do you want to avail of?
5. When can we say that a person is financially stable?
6. How will you integrate financial literacy in the curriculum for related disciplines?

Share a personal experience in which you were confronted with financial
crisis or scam. What life lessons and values have you realized and learned?
(The class may also consider doing a forum discussion by inviting resource
persons who can discuss insurance plans, savings and investments.)
 RESEARCH ANALYSIS AND IMPLICATION
given below.
Financial literacy and financial planning among teachers of higher
education: A study on critical factors of select variables Surendar and
Subramanya Sarma (2018)
Abstract
Teachers are the most influential people in our society. Apart from
academics, they have the ability to positively affect many aspects of people's lives.
By having financial literacy and managing personal finance properly, they can
become role models to the students and help to develop fiscally and socially
responsible citizens. An individual with good financial sense may plan better his/her
personal finance, particularly teachers who are key contributors to the development
of society. In this background, this study has been conducted to know the critical
factors using factors analysis in enhancing the financial literacy levels and study
their impact on select variables of financial planning among teachers of higher
education. The study found that the level of financial literacy among higher
education teachers is
satisfactory. It demonstrates the importance of contextual variables that may

influence financial literacy and personal financial planning. It also explored the
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relationships among the select variables of financial literacy and personal financial
planning using a methodology that is free from the influence of the attribute of the
respondents. The study found that the majority of higher education teachers have a
high level of financial literacy, are aware of various aspects of personal financial
planning and are able to plan on their own irrespective of their subject. It also
revealed that retirement planning, tax planning and control, financial planning,
financial capacity and inflation are critical factors in personal financial planning
among them.
(Source: Surendar, G. & Sarma, S. (2018). Financial literacy and financial planning
among teachers of higher education: A study of critical factors of select variables.
International Journal of Pure and Applied Mathematics Vol. 118 No. 18 2018, 1627-
1649 ISSN: 1311- 8080. url: http://www.ijpam.eu Special Issue)
Analysis: 1. What are the critical factors in personal financial planning among higher
education teachers?
_____________________________________________________________________________________
_____________________________________________________________________________________
Implication: 2. What is the impact of each of the factors on financial literacy and
planning among teachers?
_____________________________________________________________________________________
____________________________________________________________________________________
FINANCIAL LITERACY
SYNTHESI  Financial literacy is the ability to make informed judgments and make
S effective decisions regarding the use and management of money,
 A financial plan is a comprehensive statement of an individual's long-term
objectives for security and well-being that details savings and investing
strategy for achieving those objectives based on an individual's current
financial state and future expectations,
 A budget is an estimation of revenues and expenses over a specified future
period of time and is usually compiled and re-evaluated on a periodic basis
while budgeting is the process of creating a plan to spend money.
 The saved money will earn more, if it is invested upon understanding the
essential factors, such as time horizon, an expectation of return, risk
tolerance, and investment type.
 It is equally important to have savings on a regular basis in order to get out
of debt or buy things we want, and most of all, to keep an emergency fund
in times of need
SYNTHESIS  Financial fraud may happen to anyone at any time, such

as massive data breaches, however, there are many
ways to get rid of financial scams like phishing, social 135
media and phone scams, stolen credit card numbers,
and identity theft
 Insurance, regardless of type, is a contract between the
policyholder and the insurance company, whereby the
company agrees to compensate for any financial loss
arising from specific insured events.
 Being financially stable means confidence with the
financial situation, worry-free paying of bills because of
available funds, debt-free, money savings for future
goals and enough emergency funds.
 Financial literacy should be made part of the curriculum
that should begin at the early age using a coordinated
national strategy.
Directions: Fill-in the following coins with concepts on financial literacy related to
budgeting, spending, investing and saving. Then, cite the reasons why we need to
have them and also ways in applying or practicing them. You may write
explanations on the spaces below the coins inside the box.
EXPLANATIONS
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Direction: Make a personal financial plan based on short term and long-term goals. Use the sample
provided below.
Short- Target Target

Term Cost Date Savings Plan
Goal Value
Month 1 Month 2 Month 3 Month 4 Month 5 Total
Savings
Long- Target Target Year 1 Year 2 Year 3 Year 4 Year 5 Total

Term Cost Date Savings
Goal Value
(You may adjust the template depending on your data.)
Budget Plan
Outstanding Cash Income
Expenses Amount
1.
2.
3.
4.
5.
6.
Total:
Remaining Cash:
Budget Plan
Outstanding Cash Income
Budget Items Amount
General Expenses, Payables and House Share
Allowance
Bank Savings
Emergency Fund ( Cash available anytime)
Insurance
Investment (i.e. Cooperatives, shares, business, etc.)
Total:
 LET SAMPLERS: TAKING THE EXAMINATION

answer 137
1. Surveys reveal that some teachers face their retirement without savings at hand
which usually bring them to worse poverty scenario. What are the reasons behind
this?
1. Culture of extended family dependency
II. Lack of priority on retirement preparation during earning career years
III. Strong passion and value for the teaching profession
IV. Lack of value on their career effort and remunerations
A. I and II only. B. II and III only
C. II and IV only D. I, II, III and IV
2. Who among the following would be mostly target victims of financial scammers?
A. The rich and powerful B. The generous and kind
C. The passive and submissive D. The financially illiterate
3. Which of the following strategies can teachers LEAST consider in preparing for
their retirement?
A. Continuing professional development towards promotion and increment
B. Sustain expenses relatively lower than salaries
C. Avail of life and retirement insurance
D. Frequent trips with grabbed promo fares and freebies
4. According to previous researches, teachers go into unreasonable debts and loans
which eventually lead them to payables and unnecessarily leading them to
surrender their ATM cards. Which financial factor is considered the least to affect
this practice and its results?
A. Saving’s C. Compensation and fringe benefits
B. Expenses D. Emergency funds
5. Why are people victimized by financial scams that end up to the loss of
properties, investments and savings, and even to ruining their lives?
A. They have not learned in school how to avoid being scammed
B. They desire for easy and quick money.
C. It is already their destiny that may happen anytime as sketched in the palm of
their lives.
D. It is always part of life and it is just that they are not wise enough to cope with it.
Module 9: 138
DIGITAL/CYBER LITERACY
LEARNING OUTCOMES
1. Define digital/cyber literacy and cybersecurity
2. Elaborate on cyber citizenship
3. Determine netiquette and safety use of digital media
4. Identify common computer threats and the corresponding fixing solutions
5. Elucidate cyberbullying and cybercrimes
6. Examine Internet exploration, source citation, research and data gathering
protocols and website evaluation
7. Cite how digital/cyber literacy may be integrated with teaching-learning
8. Draw relevant life lessons and significant values from personal experiences on
digital risks and consequences
9. Analyze research abstract on digital/cyber literacy and its implications to the
teaching- learning process
10. Produce and evaluate a digital tool that may be utilized in the classroom
 INTERACTIVE PRESENTATION
Cross Sectional Dilemmatters Jury Trial: This activity is intended for students
to analyze dilemmas. The points of view are supported by provisions, theories and
frameworks. Then, groups present their propositions and analysis subjected to
critiquing and assessment by other groups. It enhances critical thinking, analysis,
objectivity, communication skills, collaboration and unity.
Procedure:
1. The students form four groups in class.
2. The teacher prepares dilemmas on mal-use, misuse and abuse of technology to
be examined and analyzed by the students as an advanced assignment.
3. Two groups will be given a dilemma to be resolved. Both groups will take their
justifications and counter propositions on the issue just like a debate.
4. Members of the groups will share ideas and opinions regarding issues being
raised. The members agree to common propositions and justifications based on
their opinions supported by legal, philosophical and moral bases that they have
researched on in advance.
5. The groups present their analysis and propositions and react to the opposing
group's justifications in class.
6. Meanwhile, the other (remaining) two groups will serve both as audience and
adjudicators. They will also analyze and assess the given propositions of the
presenting groups.
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7. Therefore, the groups of adjudicators will also choose the side that they will
defend and justify against the opposing side.
8. Just like the two presenting groups, the two groups of adjudicators will also
debate on the issue by examining the counter propositions of the opposing group
upon presenting their side. Therefore, two different sets of debating teams are
expected to perform.
9. The teacher clarifies and synthesizes the ideas and the propositions given by the
presenting groups, as well as the defense and the critiquing made by the
adjudicators. 10. The class will find time for a brief reflection on the activity.
Samples of dilemmas to be resolved in class Dilemma No. 1:
1. The Bridgeton Academy conducted a United Nations activity by performing
cultural presentations done in different countries, including appropriate
costumes and props. After the show, students were fulfilled and they happily
celebrated the success of their presentations through picture taking. A
student, who served as leader of one of the groups, posted their picture
online and put a hashtag (which was the name of the country that they
presented) on it. All the while, the student became unaware of the impact of
what he did that the picture online even reached the country mentioned in
the given hashtag. This made the people in the said country react on the
posted picture vehemently, for them, that was an insult and discriminatory to
their culture and race. Many citizens put their negative impressions,
comments and ill statements against the person who posted it while the rest
responded in the thread. They were searching for the school where the
picture came from and demanded for an apology to their nation and the
people. How would you defend the sides of two involved in the issue - the
student who unintentionally posted the picture out of glee and the people
who reacted to it?
2. Dilemma No. 2:
2. After the swimming class, a student, who was given consent by her
classmate, took a video of the latter in the comfort room while changing her
swimsuit. Suddenly, the video came out with the student's nude body and
was viewed by many, including her family and friends. Being affected by such
malicious scandal, the said student's family immediately
140
confronted the school to hear explanations from those concerned. Upon
investigation, they found out that the one, who took the video, had mistakenly
pressed the button of the cellphone marked "video share" that made it accessible to
all accounts registered in the contacts right away, which caused its immediate
spreading.
Who do you think has the main liability on this issue - the girl who allowed
someone to take the video of her nude body or the one who caused its widespread?
Justify. How should this matter be resolved?
 CONCEPT EXPLORATION
Technology has been part of everyone's life, be it at home, in school, or
anywhere with every facet of our undertaking. However, in many instances, we may
not be aware that we have been misusing or abusing it or in another way around,
we may find ourselves being used by other people with their malicious motives
using digital tools. Therefore, we may end up being liable or a victim of such
irresponsible kind of technological processing and utilization. It is in this case that
we must gain further understanding and application of digital/cyber literacy, be it on
personal or professional merit.
Digital Literacy
According to Wikipedia, digital literacy is the set of competencies required for
full participation in society that includes knowledge, skills, and behaviors involving
the effective use of digital devices for purposes of communication, expression,
collaboration and advocacy.
Simply, it is the ability of an individual to engage with the digital environment
and operate technologies safely by knowing what to do and what not to do and how
to avoid unnecessary risks.
Digital literacy is an individual's ability to access both information and
methods of communication through technological tools, such as smartphones,
tablets, laptops and desktop PCs. While digital literacy is initially focused on digital
skills and stand-alone computers, its focus has shifted to network devices, including
the Internet and the use of social media.
Cybersecurity
Cybersecurity is the practice of protecting systems, networks, and programs
from digital attacks (Cisco, n.d.). These cyberattacks are usually aimed at
accessing, changing, or destroying sensitive information; extorting money from
users; or interrupting normal business processes.
Implementing effective cybersecurity measures is challenging because there
are more devices than people, and attackers are becoming more innovative. Here
are some tips on how to protect
yourself against cyber threats.

141
1. Monitor behavior on social networks. Before posting or uploading something
online, try to realize: (a) Does this need to be public?; and (b) is it worth the risk?
Remember, not only what we share online is available to friends and family, but also
to cybercriminals.
2. Keep devices safe. Protect your technology tools by installing Anti-virus software,
a configuration of settings on the devices and by completing software updates.
3. Understand how best to use passwords. Passwords need to be complex and hard
to guess, but can still be remembered. One strategy is "passphrase" or a password
that comes from the first letter of each word in the phrase. There is also a password
manager app to help keep track of all the passwords called "KeePass” which is free
of charge. Importantly, do not use the same password for all accounts.
4. Handle unsafe content. Know exactly how to respond or react to unsafe situations
online, such as (1) suspicious emails; (2) pop-ups claiming that your computer is
infected; and (3) BitTorrent sites.
5. Consider safety for the future. Take individual responsibility in using devices with
an utmost care and critical thinking when online (https://www.esentire.com).
Cyber Citizenship
Citizenship is an old value that is now applied to a new medium, the Internet.
Cyber citizenship refers to being responsible when using the Internet. Doing online
when no one is looking speaks a lot about one's character and morals. The power of
this digital world is associated with responsibilities and consequences. Therefore,
we can explore and navigate all information available online however, we should
observe cyber citizenship or manners and etiquette on the Web.
Ways on How to be a Good Cyber Citizen
The enlisted ways of becoming a good cyber citizen would guide everyone on
his/her digital operations and information processing and would prevent anyone
from further consequences, distractions, moral damages and risks.
1. be careful and critical for whatever you post online that could be visible to the
public even if on a "private" page through tagging by a friend.
2. If you have a problem with someone, go to that person or an adult to help work it
out, instead of posting your expression online.
3. Use the Internet to help you with your schoolwork, but give credit to the sources
you use and critically analyze everything you search online.
4. Use the Internet purposefully to learn more about anything you are interested in,
to help you research relevant and needed data or information and to stay
connected with friends throughout the world. 142
5. Make sure you verify an information before you share it or use it in a project and
check on accuracy and truth in the information you search on the web.
6. Give out certain information only.
7. Don't answer questions that make you uncomfortable.
8. Always make sure you have told a reliable adult if you decide to meet someone
you knew through the Internet.
9. Always be aware of copyright laws and give credit to whom an article or a part of
it is due.
10. Use only the computers that you are allowed to use. Avoid hacking.
Importance of Cyber Citizenship
1. It keeps the Internet free from hurtful statements.
2. It creates a culture of more reliable information.
3. It gives provisions for people to be given credit for what they have created.
4. More criminals or bullies can be caught when kids are honest and talk to adults.
5. It keeps information private.
Proper Netiquette
Follow these simple rules to ensure that you make wise choices when sending
messages online.
1. Make sure you have the correct address (with proper spelling), correct link and
you are sending the information to the right person when doing it online.
2. Check information before sending or posting any message and avoid false
statements and information on the web or forwarding junk mail or chain letters to
family or friends.
3. Re-read what you wrote to make sure it is what you want to say and the other
person would interpret it the same way.
4. Keep your comments clean and don't confront others online or say anything that
could be hurtful to them.
5. Keep your personal and friends' information private and don't forward
information that was just given to you without his/her permission.
6. Watch out for spam and other fraud e-mails and never reply to them.
7. If you are going to write something personal or private, think twice because
messages can get mis delivered.
8. Adults should monitor kids' messages, especially when they are sending e-mails
to others without permission. (http://www. cybercitizenship.org/ethics/ethics.html)
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 The Ten Commandments of Teacher Cyber Citizenship
At some point, misuse and abuse of technology may also happen in schools
involving teachers with their students, colleagues and others. The following are
reminders to teachers regarding the use of media tools.
1. Thou shall not post any personal matter, confidential information and obscene
pictures and messages online that can be accessed by students and parents.
2. Thou shall not respond or thread to any personal message created by students
online other than those school-related.
3. Thou shall not lend or let students access your cellphone.
4. Thou shall not give your email password to students.
5. Thou shall not use concepts and information from texts and references without
the author's citation.
6. Thou shall not post to any social media account, for whatever purposes, the
pictures of students without their or their parents' consent.
7. Thou shall not express sentiments, disappointments and disagreements against
superiors, colleagues, students and their parents using their social media accounts.
8. Thou shall not use data from Internet sources in any documents like lesson plans,
researches and requirements without the consent of the author.
9. Thou shall not give any personal data or other's information to anyone unless for
specific purposes and given the consent.
10. Thou shall not post any student data publicly online including academic
rankings, school records, class outputs and record of grades. De Leon (2019)
Internet Safety
Internet safety, online safety or cyber safety means trying to be safe on the
Internet. It is maximizing the user's personal safety and security risks to private
information and property associated with using the Internet, including self-
protection from computer crime. As the number of Internet users continues to grow
worldwide, issues and concerns also continuously exist.
Information security. Sensitive information, such as personal information, identity
and passwords are often associated with personal property and privacy and may
present security concerns if leaked. Unauthorized access and usage of private
information may result in consequences, such as identity and property theft.
Common causes of information security breaches include:
1. Phishing. It is a common type of scam, of which the scammers disguise as a
trustworthy source in an attempt to obtain private information, such as passwords,
credit card
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information, etc, through the use of fake websites that look identical and legitimate.
2. Internet scams. These are schemes that deceive the users in various ways in
an attempt to take advantage of them.
3. Malware. It is a malicious software (particularly spyware) disguised to collect
and transmit private information, such as password without the user's consent or
knowledge, of which it is impossible to determine whether a file is infected.
Personal safety and threats. The growth of the Internet gave rise to many
important services accessible to anyone with a connection, such as digital
communication. While it allows communication with others, it is also being grabbed
by malicious users for bad intent. The following are common threats to personal
safety.
1. Cyberstalking. It is the use of the Internet or other electronic means to stalk or
harass an individual, group or organization through false, accusations, defamation,
slander and libel, intentional monitoring, identity theft, threats, vandalism,
solicitation for sex, or gathering information that may be used to threaten,
embarrass or harass.
2. Cyberbullying. It is the use of electronic means, such as instant messaging,
social media, e-mail and other forms of online communication with the intent to
abuse, intimidate, or overpower an individual or group.
3. Online predation. It is the act of engaging an underage minor into
inappropriate sexual relationships through the Internet. Online predators may
attempt to initiate and seduce minors into relationships through the use of chat
rooms or Internet forums. The behavior characteristics are categorized into three
groups: A) Manipulative - typically a child molester; B) Opportunist typically a rapist;
and C) Coercive - being a mixture of both rapists and child molesters.
4. Obscene offensive content. Various websites on the Internet contain material
that may deem offensive, distasteful or explicit, which may often not be of the
user's liking. Such websites may include the Internet, shock sites, hate speech or
otherwise, and inflammatory content. Such content may manifest in many ways,
such as pop-up ads and unsuspecting links.
5. Sextortion. It is the use of webcams for flirting and cybersex. Often, this
involves a cybercriminal posing as someone else, such as an attractive person
initiating communication of a sexual nature with the victim. The video is recorded
by the cybercriminal to demand money or other services, threaten to publicly
release the video and send to family members and friends of the victim if they do
not comply. (https://en.wikipedia.org/ wiki/Internet_safety)
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Computer Threats and Fixing Solutions
The realm of Information Technology (IT) security professionals and computer
security has become an issue and concern for many people (Honan, 2014).
A threat, in the context of computer security, refers to anything that has the
potential to cause serious harm to a computer system. It is something that may or
may not happen, but has the potential to cause serious damage and can lead to
attacks on computer systems and networks (https://www.techopedia.com).
Cybercrime is now becoming alarming in the life of every individual and the
organization as they intend to steal information that they can sell or trade, such as
financial details, credit card information, personal details, or any other information
using computer networks.
Likewise, while email has been the main method for the spread of computer
viruses, it can also enter a network by the USB device, Internet download, visiting
an infected website, instant messaging or messaging in social media platforms, file
transfer and file-sharing programs, or by remote users connecting directly to the
corporate network with an infected PC. Once a computer virus gets into a network,
it can spread from computer to computer in multiple ways.
Given the numerous ways a computer virus can spread, the following are
ways on how to ensure that computer networks can be protected.
1. Install anti-virus software. Ensure that reputable anti-virus software is installed on
all computers, including all servers, PCs and laptops.
2. Ensure that the anti-virus software is up-to-date. New computer viruses are being
released daily and so it is essential that computers are protected by keeping the
anti-virus software-up- to-date.
3. Employ a firewall to protect networks. As computer viruses can spread by means
other than email, it is important that unwanted traffic is blocked from entering the
network by using a firewall
4. Filter all email traffic. Example of emails with certain file attachments commonly
used by computer viruses to spread themselves, such as .EXE, .COM and .SCR files.
These should be prevented from entering the network.
5. Educate all users to be careful of suspicious e-mails. Ensure that all users know to
never open an attachment or to click on a link in an email they are not expecting.
6. Scan Internet downloads. Ensure that all files downloaded from the Internet are
scanned against computer viruses from one central point on the network.
7. Do not run programs of unknown origin. It is important to use a trusted source for
software requirements to be installed and ensure it can be accounted for.
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8. Implement a vulnerability management system. It is important to regularly
review network and the applications running on it for new vulnerabilities and a plan
on how to manage them, either by patching or upgrading them using tools, such as
firewalls or Intrusion Detection Systems that should be put in place.
9. Make regular backups of critical data. There is a need to keep important files on
removable media, such as portable drives or tape for back-up in the event that the
network is infected with a computer virus.
10. Develop an Information Security Policy. The creation and publication of an
Information Security Policy is key to ensuring that information security receives the
profile it requires in order to secure the systems and data.
11. Monitor logs and systems. Regular monitoring of network and system logs can
assist in the early identification of a computer virus infecting the network or other
attacks by criminals.
12. Develop an Incident Response Plan. The incident response plan outlines the
roles and responsibilities of people in the event of a computer virus infecting the
network or any other type of security breach.
13. Restrict end-user access to the systems. Where possible, end users are
prohibited from access to the system so that the virus will also be restricted.
(https://bhconsulting.ie/computer-security-threats-solutions/)
Cyberbullying
Cyberbullying, cyberharassment or online bullying is a form of bullying or
harassment using electronic means usually among minors in a school setting and
has become increasingly common, especially among teenagers.
It is an aggressive, intentional act or behavior that is carried out by a group
or an individual using electronic forms of contact, repeatedly against a victim who
cannot easily defend him or herself. The National Crime Prevention Council defines
as a process of using the Internet, cell phones or other devices to send or post texts
or images that intend to hurt or embarrass another person. It may also include
public actions, such as repeated threats, sexual remarks, pejorative labels or
defamatory false accusations, ganging up on a victim by making the person the
subject of ridicule in online forums, hacking into or vandalizing sites about a person,
and posting false statements to discredit the targeted person.
Cyberbullying is similar to traditional bullying, It is just that victims may not
know the identity of their bully and the reason for bullying them. Cyberbullies may
disclose victims' personal data on websites or forums-called doxing, or may use
impersonation, and create fake accounts, comments or sites for the purpose of
publishing material in
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their names. This can leave the cyberbully anonymous and difficult to be caught or
apprehended for his/her behavior
Cyberbullying types. There are various types of cyberbullying and research has
revealed serious profound consequences on victims.
1. Internet trolling is a common form of bullying over the Internet in an online
community to elicit a reaction, disruption or intentionally provoke and offend others,
2. Cyberstalking is another form of bullying or harassment that uses electronic
communication to stalk a victim and pose a credible threat to harass him/her.
Implications of bullying in schools. Schools should initiate various anti-
bullying programs and campaigns to protect students from being threatened or
victimized by such offense. More so. teachers should be oriented and trained in
handling bullying cases and executing teaching strategies to address and reduce
bullying cases in class. Also, schools should conduct student empowerment
activities that can be engaged in by students, including the bullies to divert their
attention and energy into something worthwhile and engagements that they can be
busy about.
Cybercrime
Avast defines cybercrime as any criminal activity carried out using computers
or the Internet. Cybercrime uses tools like phishing, viruses, spyware, ransomware
and social engineering to break the law (https:// www.avast.com/c-cybercrime).
On the other hand, cybercrime is defined by Techopedia as a crime with the
computer as the object of the crime (i.e. hacking, phishing, spamming) or is used as
a tool to commit an offense (ie. child pornography, hate crimes). Cybercriminals
may use computer technology to access personal and confidential information or
use the Internet for exploitative or malicious purposes.
There is a wide variety of cybercrimes, which can broadly be placed into two
categories: one-off crimes, such as installing a virus that steals your personal data;
and ongoing crimes, such as cyberbullying, extortion, distributing child pornography
or organizing terrorist attacks (https://www.avast.com/c-cybercrime). Cybercrime
may also be referred to as computer crime practiced by those who have
technological skills and use the Internet to achieve their bad motive.
Cybercriminals employ their diverse skill to bank accounts, steal identities,
blackmail, defraud, stalk, and harass or use a compromised computer to attack
their victims. Criminals can also use computers for communication and document or
data storage and those, who perform these illegal activities, are often referred to as
hackers.
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On the other hand, malware downloaded from the computer may slow it
down and prompt it to give error messages. Likewise, phishing attacks usually
involve receiving emails from unknown sources while trying to trick someone into
giving up his/her passwords or personal data. Keyloggers leave their own telltale
signs, like strange icons, or duplicating the messages.
Techopedia cites common types of cybercrime that include online bank
information theft, identity theft, online predatory crimes, unauthorized computer
access, and the most serious one like cyberterrorism. Cybercrime encompasses a
wide range of activities that can be categorized as: (1) crimes that target computer
networks or devices, including viruses and denial-of-service (DoS) attacks; and (2)
crimes that use computer networks to advance other criminal activities, including
cyberstalking, phishing and fraud or identity theft.
(https://www.techopedia.com/definition/2387/cybercrime)
Exploring the Internet: Researching and Evaluating the Web
The Internet is a global communication network that allows computers to
exchange and share information worldwide. It makes possible for people around the
world to connect and share ideas across time zones and geographic locations.
However, because cyberspace is such a large realm, sometimes it is difficult to find
the needed information. So, the most effective way to explore the Internet is to
have strategies in place for doing research on the Web and for evaluating the
websites.
Commonly, this is important among schools in doing researches and other
related works. Therefore, this aspect needs to be explored by teachers and students
in doing their works.
Surfing the Web. The following are the three key factors in surfing the web.
1. Most surfing sessions start with the user-targeted keywords about the
subject into a search engine.
2. Good strategies for searching the Web include writing research questions;
extracting keywords from the questions and typing them into a search engine using
synonyms if the keywords do not bring up desired results; keeping track of
keywords and synonyms used; and recording the results of search.
3. Always be cautious about the information shared online and in visiting
websites.
Assessing credibility. Different websites accessible on the Web can make the job
of researchers very challenging. Carefully evaluate the information searched online.
Consider the credibility, or trustworthiness and reliability of the content before
taking it. There are types. Websites usually strive to offer credible content to users,
while
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commercial websites present inaccurate information in order to see something
Checklist of credibility criteria. The first step in evaluating the credibility of
websites is to review several important aspects of the site.
1. Author. Check the credentials of the author, the company or the expert and
determine the qualifications to provide information on the subject being researched.
Some websites do not list specific authors, but the credibility of a company can be
explored by reviewing the site's "About" page, if available.
2. Date. Look for copyright information at the bottom of a website's home page. If
the site is more than a few years old and it has not been updated regularly, look for
more up-to-date information,
3. Purpose. Analyze the goals of the website to determine if it is an informational or
an advertisement site.
4. Contact. Most credible websites list down contact information, such as telephone
number, email address, or mailing address so that users may get in touch if they
have questions.
5. Fact vs. Opinion. When doing research for a school paper, go to sites that present
factual information provided by experts, rather than opinions. Be on the lookout for
biases, too. If the author is biased, so as the information on the site.
6. URL. The URL may look like ending in .edu (for education), .gov. (for
government), .org (for organization), .com (for commercial sites), or .net (for
network sites). Different websites have different URLs. To help determine a site's
credibility, determine if that is a personal website or blog, a government website, or
other types of website.
Common credible URLS. One way of determining the credibility of a website is
through the URLS. Although a website's URL gives clues as to credibility, there is
still a need to evaluate it carefully.
1. When encountering a URL, look at the letters that appear after the "dot" (i.e,
www.whitehouse.gov.) and that is called top-level domain. Thus, the URL's top-level
domain helps in determining a site's credibility
2. Websites ending in gov are government-related websites, which generally, can be
trusted to provide credible statistical information, articles on many different topics
and government news,
3. Websites ending in .edu are the websites of educational institutions, such as
colleges and universities that usually offer a variety of credible data, especially
about the school's operations and research. Since students may create websites
with an .edu top-level domain, but they may contain inaccurate or biased
information.
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4. Websites ending in .org are the websites of organizations. While many
organizations, especially nonprofit ones, provide credible information, they may
sometimes have advertising intent. Since some organizations show bias in their
provided information, so evaluate .org sites carefully.
Recognition of information sources. Similar to the information in print
sources, the use of online sources must be given credit to the authors. This can be
done by applying proper referencing and citation procedures that would get rid of
risks, consequences and legal implications because of the copyright issue, which
means that the ideas and words used belong to the author.
Citation. Each entry in the bibliography is called a citation. Proper citation
must be applied or included for every source used, whether it is a website, a
newspaper, or a book. Online sources are cited differently because they are
different from traditional print sources. There are different formats used to cite the
sources.
Author/Source Year
Article Title
Transparency International (2014). Corruption perceptions index 2014: Results.

Retrieved from http://www.transparency.org/cpi2014/results, July 17, 2019
Website URL Date

(To note: The easiest way to create citation of sources is to go to www
citationmachine.net. This website generates citations that can be copied and pasted
into the Works Cited page.)
Data privacy implication. The implementation of data privacy in the
country is becoming stronger and powerful, especially in utilizing data for research
and other forms of report and paper works. This has also corresponding legal
implications once not processed immediately and properly. It involves uploading of
pictures, designs, graphics, concepts/ideas, frameworks, art work, data, and other
information that are copyrighted without the consent of the author or the source.
These are commonly observed in schools.
The following are practical techniques in responding to data privacy issues.
1. When getting data, put proper citation and source acknowledgment (e.g. Source:
National Statistics Office, 2019).
2. When using needed pictures downloaded from the Internet, put acknowledgment
(e.g. Photo credits to PhilPost, 2019). But if possible to have personal pictures taken
with your
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original concept. Although, there is still a need to seek the consent of those in the
pictures.
3. If data, concepts and information are copyrighted, ask for the consent of the
author, and wait for his/her response.
4. However, if the data and information are for public domain, just
acknowledging/citing the author or the source will do.
5. If the author doesn't really want anyone to utilize his/her data file or article, learn
the value of respect, anyway 'that' is his her property. The author's disapproval
usually manifests through difficulty in downloading the file, some tricky signs that
appear on screen, or direct statement or notice of disapproval contained in the file.
Research and data collection protocols. When researching and collecting data
from the Web, avoid plagiarism, which is the act of taking someone else's work and
presenting it as your own (Turnitin. com).
Plagiarism is unethical, and it can bring you in trouble. Sometimes, students
don't mean to plagiarize, but they end up doing it accidentally because they are
unaware or unclear about it.
The following are 10 types of plagiarism that teachers, researchers and
students should know.
1. Clone Plagiarism. It is also called identical copying or copying another work
(word-for-word) without any change and claim as his/her own work.
2. Remix Plagiarism. It refers to collecting information from various sources and
mixing all together as a single document then, claiming the work as their own work.
3. Ctrl+C Plagiarism. This is when a significant portion of text copied from any
single source without any alteration in a written document.
4. Hybrid Plagiarism. Here, perfectly cited source documents are copied and
arranged as a new document without citation.
5. Find-Replace Plagiarism. This is changing the most common keywords and
phrases in the copied content but not making any changes in the essential
document.
6. Recycle Plagiarism. Also called self-plagiarism, it refers to the act of borrowing
from one's own previous document without proper citation.
7. Mashup Plagiarism. It is when the written document is copied from more than one
source and all are mixed together without proper citation.
8. 404 Error Plagiarism. Here, a person creates a document by copying from various
sources prepared as a single document with the citation but inaccurate or leads to
non-existing resources.
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9. Aggregator Plagiarism. Here, the written document includes proper citation but it
does not contain original work.
10. Re-Tweet Plagiarism. Here, all written documents look perfect with properly
cited mark but still, the document resembles somewhere the original text's
structure or wordings.
Tips to Avoid Plagiarism
Turnitin.com suggests some techniques to avoid plagiarism that teachers,
researchers and students should know.
1. Read and understand the original document several times before start explaining
about it.
2. Do not copy any word or sentence from the original document.
3. Give proper citation to all sources (book, journal, website, video, etc.).
4. In case of citing online sources, include the retrieval date and appropriate URL in
the reference.
5. Common phrases and definitions need to be quoted and cited without any
modification.
6. Make a practice to include the "references" section whenever you write an
academic document.
7. Cross verify all your citations before submitting your document.
8. Resort to available plagiarism software to ensure the originality of the written
document.
How to Evaluate a Website
Morris (2018) suggests ways on evaluating a website as reference in
research.
1. Open the site. When looking through Google search results, open sites in new
tabs, leave search results in a tab for easy access later (e.g. right-click on the title
and click "Open link in new tab").
2. Skim read. Determine whether you can read and understand the text. If it is too
complicated or difficult to understand, find another website that may provide the
information you need.
3. Look for the answer to your question. Find out if the information on the site
actually answers your question. You can use a search box, navigation menu, or pull
up your own search box by pressing Control/Command F and type in the keywords
you are searching for.
4. Consider the credibility of the author or website. You need to consider the
credibility of the author or website by considering the following: (1) Domain
domains that include .gov or .edu are trustworthy sources; (2) Author's information
-- look at the author's bio or about page regarding
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the qualification of the author; (3) Design-avold sites that are cluttered and difficult
to navigato, and (4) Sources trustworthy articles usually link to other sources or cito
where their facts come from,
5. Consider the purpose of the site. Think about the purpose of the site and whether
it meets your needs.
6. Look for the date. Consider whether the information is current enough for your
topic. You can look for the date when the article was written or last updated.
Sometimes, URLs also include dates. (http://www.kathleenamorris.com/)
Integrating Digital/Cyber Literacy into the Curriculum
The following are suggested activities to integrate digital literacy, higher-
order thinking and construction of meaning in the classroom.
1. Use an interactive whiteboard to design and deliver lessons. Use Promethean and
Smart Notebook with teacher-created lessons if you are not yet capable of
designing your own.
2. Allow students to maintain blogs, wikis, web pages related to their learning
3. Engage in email/video chat exchanges with students.
4. Utilize storytelling media to allow students to create and publish stories.
5. Set-up a blog site, Facebook page, Yahoo or Google group and post weekly
discussion questions for students to respond.
6. Use video cameras to dramatize stories, record scientific experiments and expose
students to video editing software to create video production of learning.
7. Engage students in discussions about how and why various media work well to
showcase learning and why others do not.
8. Thinking critically about the medium use to present a message is as important as
the message itself.
9. Require E-Portfolio that would compile their outputs, projects, messages and
photo-documents of group activities and investigations online.
10. Allow students to use digital tools, such as mobile phones, Ipad and netbooks
for Google search, dictionary Apps, Youtube, Podcast and Spotify applications in
class to complement their learning, especially during group works and concept
reporting.
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Impact of integrating digital literacy in the classroom on teachers, families
and friends. Integrating digital literacy in the classroom can bring a positive impact
on students' learning as evidenced by the following:
1. It motivates students in their learning due to their enjoyment and ease of use
with various technological mediums,
2. It reaches students of various learning styles and multiple intelligences.
3. It allows students to create and design their own unique products reflective of
their personalities and learning needs/ styles.
4. It encourages students to manipulate media in constructing their own meaning.
5. It enables students to share their learning with teachers, families and friends.
6. It gives students the chance to explore technological media that inevitably
increase the job skills needed in the workforce.
(http://purposefultechnology.weebly.com/how-can-we-embed-digital-literacy-in-the-
classroom.html se

Share a personal experience wherein you encountered digital risk and consequence.
1. How do you define cyber/digital literacy and cybersecurity?
2. What do you mean by cyber citizenship? Elaborate.
3. What are netiquette and the process of safety use of digital media? Give
examples. 4. What are the common computer threats and how can these be fixed?
5. What is meant by cyberbullying and cybercrimes? Discuss.
6. How can you practice the processes of Internet exploration, source citation,
research and data-gathering protocols and website evaluation?
7. How can cyber/digital literacy be integrated in the teaching- learning process?
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given below.
Teachers' beliefs about integrating digital literacy into classroom practice:
An investigation based on the Theory of Planned Behavior
Sadaf and Johnson (2017)
Abstract
This study explored teachers' behavioral, normative, and control beliefs related to
digital literacy integration into their classrooms. Ajzen's Theory of Planned Behavior
(TPB) was used as a theoretical framework to collect and analyze data. Findings
revealed that teachers' integration of digital literacy were related to their behavioral
beliefs (attitude towards outcomes of a behavior) about the value of digital literacy
for developing students' 2151 century skills, increasing student engagement, and
preparation for future careers; normative beliefs (social support) about meeting the
expectations of administrators, parents, colleagues, and students; and control
beliefs (perceived behavioral control) about ease of integrating digital literacy due
to access to technology, professional development, and curriculum resources,
(Source: Sadat, and Johnson, B. (2017) Teachers belief about integrating digital
literacy into classroom practice: An investigation based on the Theory of Planned
Behavior doi: 10.1080/21532974.2017.1347534)
Analysis: How do teachers perceive digital literacy integration into their classrooms,
according to the study?
_____________________________________________________________________________________
_____________________________________________________________________________________
Implication: How does the result of the study impact the students' learning and the
development of 21st century skills?
_____________________________________________________________________________________
_____________________________________________________________________________________
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DIGITAL/CYBER LITERACY
SYNTHESIS  Digital literacy is the set of competencies on the effective
use of digital devices for purposes of communication,
expression, collaboration and advocacy while cybersecurity
is the practice of protecting systems, networks and programs
from digital attacks,
 Cyber citizenship refers to being responsible when exploring
the Internet, including the right manner and etiquette in
using the Web.
 Internet safety is preventing from online security risks to
private information and property and protecting self from
computer threats and cybercrimes.
 Cyberbullying is a form of bullying or harassment using
electronic means that is punishable by law while cybercrime
is any criminal activity carried out using the computer or the
Internet.
 A computer threat refers to anything that has the potential to
cause serious harm and damage to a computer system that
must be fixed immediately and effectively with solutions.
 In order to avoid digital risks and consequences, proper
Internet exploration, source citation, data privacy imposition,
research and data- gathering protocols and website
evaluation are imperative.
 As digital literacy impacts teaching-learning process, its wide
dissemination in schools and integration in the classroom is
timely, relevant and necessary
Direction: Choose any type of cyberbullying. Describe it and write its purpose,
procedures, principles and prospective target indicated in the tablets provided
below
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CURRICULAR APPLICATION
Direction: Produce and evaluate a digital tool that can be utilized
in the classroom.
Project Plan
Digital Tool:
Brief Description:
Purpose:
Topic:
Subject:
Material:
Estimated Cost:
Procedures
Output
(Paste picture of created digital tool here.)
Prepared By: Course/Section:
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answer.
1. If you plan to produce a digital tool as a learning material, which of the following
aspects will you consider first?
A. Validity, relevance and appropriateness
B. Quality, efficiency and technicality
C. Economic value, durability and long-term usability
D. User-friendliness, convenience, accessibility and visual impact
2. To avoid risks and consequences brought about by technology in the use of social
media, which ethical principle is the most important and which encompasses other
principles?
A. Choose the social media account that you will keep.
B. Be careful in responding to the messages while threading to an issue.
C. Think before you click.
D. Select the best type of social media to be utilized.
3. Which of the following instructional strategies can be used effectively in
presenting lessons on cyberbullying and cybercrime?
A. Discuss the provisions of the law and administer a short quiz after
B. Research on how the law was amended and how it would impact both the
victim's and the culprit's lives.
C. Analyze related cases guided by legal provisions to be presented in class using
jury trial technique.
D. Report to class the status of cybercrime in the country taken from Internet
source,
4. When you receive a suspicious e-mail asking you to withdraw big amount from a
prestigious bank upon winning the grand prize in an automated raffle draw, which
you know you have not participated in, what would be your first and immediate
move?
A. Ignore the email, do not open and delete it right away.
B. Take the e-mail and verify it to the concerned bank and relevant agencies.
C. Contact the owner of the e-mail and ask him to discuss with you the content of
the message.
D. Take the e-mail and transact immediately the given message, there's no harm in
trying, anyway.
5. When researching data from the Internet, which of the following reminders should
be taken into account to avoid complications, risks and negative consequences?
1. Choose creditable and reputable sources of data that you need 159
II. Apply proper citation of the source/reference.

III. Rephrase statements while retaining its original concept and meaning
IV. Include pictures and graphics to be downloaded, copied and pasted in the report.
A. I and II only B. I, II and IV
C. I, II and III D. I, II, III and IV
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Module 10:
ECOLITERACY
LEARNING OUTCOMES
1. Explain ecoliteracy in developing a sustainable environment
2. Discuss the seven environmental principles of nature
3. Describe a green school
4. Articulate how ecoliteracy can be integrated in the curriculum, practiced in the
school and demonstrated in the classroom
5. Draw relevant life lessons and significant values from a personal experience on
initiating or participating in an environmental activity
6. Analyze a research abstract on ecoliteracy and its implication to teaching-
learning process
7. Make a community service action plan on environmental care and protection
Commitment to Mother Earth Ceremony: This activity entails environmental
commitment reflection in class. Through this activity, students will hopefully realize
the importance of nature to their lives and take their roles and responsibilities in
protecting and preserving the environment.
Procedure:
1. The class will form one big circle and everyone will sit on the floor.
2. The teacher distributes cut-out leaves to the students and show big picture of a
tree posted on the board.
3. The teacher plays an environmental music through Spotify (i.e. "Kapaligiran" by
Asin, "Paraiso" by Smokey Mountain (also with Leah Salonga's version), and "What a
Wonderful World" by Louis Armstrong).
4. While lights are off, the class listens to the song and reflects on its message
through photos and videos flashed on screen using an LCD projector.
5. After the music has been played, students share their thoughts and experiences
about the environment to the group.
6. The teacher asks students to write on the leaves their commitment to Mother
Earth.
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7. While the same music is played again with lighted candle, each student posts
his/her nature commitment written on the cut-out leaf
8. The class will find time for brief reflection on the activity. (The class may also
recite Oath of Commitment to Mother Earth led by the teacher or the president of
the class)
9. The class may also watch for reflection a documentary film on climate change or
the present and the future condition of nature.
10. The class may also invite a resource speaker (preferably an environmentalist,
nature advocate or DENR officer) in a nature forum/symposium in class.
CONCEPT EXPLORATION
In many places, people are struck and devastated by various natural
disasters, locally, nationally and globally. Thus, disaster preparedness and risk
management have been the targets of the government and educational institutions
through various plans and programs. In this case, environmental awareness has to
be reiterated and strengthened in schools and integrated in the curriculum, while
everyone has to be oriented on taking care of and sustaining the environment
through ecoliteracy practices.
Ecoliteracy and Sustainable Development
Eco literacy considers ecological systems and awareness of how society
operates within natural aspects as an educational imperative. The basic principles
of ecoliteracy are good starting points to explore fundamental lessons that can be
learned from nature for the reform of society (Wahl, 2017).
David Orr (1992) posited that by failing to include ecological perspectives in
education, students are taught that ecology is unimportant. Orr and Capra (1990)
coined the idea of 'ecological literacy' as creating a new emphasis on the need for
education to integrate understanding of the interdependence between natural
processes and human ways of life. Therefore, ecoliteracy is the ability to understand
the organization of natural systems and the processes that maintain the healthy
functioning of living systems and sustain life on Earth.
In another perspective, ecological literacy is an understanding of the
principles of organization that ecosystems have evolved to sustain the web of life,
which is the first step on the road to sustainability. The second step is the move
towards ecodesign, of which there is a need to apply the ecological knowledge to
the fundamental redesign of technologies and social institutions, to bridge the
current gap between human design and the ecological sustainable systems of
nature (Capra, 2003).
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Sustainability is a qualitative and quantitative condition that demonstrates
the human capacity to survive over time. It is qualitative in a way that we want well-
being although it is difficult to measure. capacity can be measured with foot
printing tools. It is a biological and But it is also quantitative in that natural capital
and ecological carrying ecological imperative for human society to exist within the
carrying capacity of the ecosystem. Ecological literacy therefore, provides the basis
for integrated thinking about sustainability. It supports the frame of mind, ethics,
and the type of practice that will support the kind of thinking that prioritizes
ecological imperatives.
To achieve sustainability, we must trace the roots of our cultural assumptions
and work on ecological illiteracy. Our society has created industries, processes,
programs and institutions that are destroying the ecosystem's ability to support life.
This unsustainable and reckless action is a direct result of lack of ecological
understandin and lack of sense of urgency. With this in mind, ecological literacy
aims to replace fragmented thinking with new cognitive and social capacities
necessary for the design of sustainable ways of living (www.eco-labs. org/about/eco-
literacy).
Ecologically Literate Person and Society
For Wahl (2017), an ecologically literate person can apply such understanding
to the design and organization of communities and the creation of a regenerative
culture. To be ecoliterate means to understand the principles of organization of
ecological communities (i.e. ecosystems) and to use those principles for creating
sustainable human communities (www.wikipedia.org). An ecologically literate
person understands the essence of independence and interconnectedness and that
we are all part of a living system. An ecologically literate person translates this
understanding into actions that demonstrate conscious efforts to minimize negative
impacts on our life-sustaining systems and maximize value contribution to our
collective well-being, now and for future generations (http://
educationforsustainability.info/general/ecological-literacy).
On the other hand, an ecologically literate society would be a sustainable
society, which does not destroy the natural environment on which they depend.
Thus, ecological literacy is a powerful concept as it creates a foundation for an
integrated approach to environmental problems. Advocates and catalysts champion
eco-literacy as a new educational reform emerging from holism, systems thinking,
sustainability and complexity. Wahl (2017) claimed that nurturing ecological literacy
in students of a wide range of ages has become the goal of sustainability education
programs worldwide.
Ways to Develop Ecoliteracy in Schools
A growing number of educators feel the need to foster learning that
genuinely prepares young people for the ecological challenges presented by this
entirely unprecedented time in human history. Thus,
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the goal is to raise students with an important perspective called "socially and
emotionally engaged ecoliteracy", which is a process that offers an antidote for fear,
anger and hopelessness which result from inaction. Hence, the act of engaging in
ecological challenges on whatever scale is possible or appropriate. It develops
strength, hope and resiliency among young people.
In this case, ecoliteracy is founded on a new integration of emotional, social
and ecological forms of intelligence. While social and emotional intelligence extend
students' abilities to see from another's perspective, empathize, and show concern,
ecological intelligence applies these capacities to understanding of natural systems
and cognitive skills with empathy for all of life.
By weaving these forms of intelligence together, ecoliteracy builds on
success from reduced behavioral problems to increased academic achievement to
foster social and emotional learning.
To help educators foster socially and emotionally engaged ecoliteracy, the
following are identified practices in age-appropriate ways for students, ranging from
pre-kindergarten through adulthood, and help promote the cognitive and affective
the abilities with the integration of emotional, social and ecological intelligences.
1. Develop empathy for all forms of life. By recognizing the common needs we share
with all organisms, we can extend our empathy to consider the quality of life of
other life forms, feel genuine concern about their well-being and act on that
concern.
2. Embrace sustainability as a community practice. By learning the wondrous ways
that plants, animals and other living things are interdependent, students are
inspired to consider the role of interconnectedness within their communities and
see the value in strengthening those relationships by thinking and acting
cooperatively.
3. Make the invisible visible. If we strive to develop ways of living that are more life-
affirming, we must find ways to make visible the things that seem invisible by using
web-based tools, such as Google Earth, GoodGuide and Fooducate Apps.
4. Anticipate unintended consequences. Teachers can teach students strategies for
anticipating unintended consequences. These include precautionary principle, that
when an activity threatens to have a damaging impact on the environment or
human health, precautionary actions should be taken. Another strategy is to shift
from analyzing a problem by reducing it to its isolated components, to adopting a
systems thinking perspective that examines connections and relationships among
various components of the problem.
5. Understand how nature sustains life. Ecoliterate people recognize that nature has
sustained life for long that resulted to turning to nature when their teachers imbibe
three crucial tenets to ecoliterate living: (1) ecoliterate people learn from
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nature that all living organisms are complex and interconnected that inhabit a
particular place for survival; (2) ocoliterate people of scale; and (3) ecoliterate
people collectively practice a way of life that fulfills the needs of the present
generation while simultaneously supporting nature's inherent ability to sustain life
in the future.
Seven Environmental Principles of Nature
Considering the key to understanding environmental problems is to learn
about ecosystem. Ecology can be best appreciated in schools through a more
practical and more relatable perspectives and manner of orientation and realization.
The following are basic environmental principles of ecosystem (adapted from
Barry Commoner; cited in Butler, 2012).
1. Nature knows best. People need to understand nature and have to abide by the
rules it imposes. In essence, one must not go against the natural processes if he/she
would like to ensure a continuous and steady supply of resources.
2. All forms of life are important. Each organism plays a fundamental role in nature
therefore, all living things must be considered as invaluable instruments in
maintaining balance in the ecosystem.
3. Everything is connected to everything else. In an ecosystem, all components
interact with each other to ensure that the system is sustainable, of which any
outside interference may result in an imbalance and deterioration of the system.
4. Everything changes. People must rethink their relationship with the environment
through relevant technologies for positive changes.
5. Everything must go somewhere. Since wastes may go back to one's own
backyard in some other forms, it is important to become aware of the different
types of waste, classify and segregate those that are toxic and potentially
hazardous.
6. Ours is a finite earth. Awareness of the earth's limited resources leads to a
conscious effort to change one's attitude and initiative to recycle them.
7. Nature is beautiful and we are stewards of God's creation. Being the most
intelligent and being gifted with reason, humans are capable of controlling and
taking care of the creation to their own advantage
Towards a Green School and Education for Sustainable Development
Schools play a great role in the development of academics but also
environmental ethics and care for nature among students.
The school environment, therefore, should encourage, support and nurture
students' capacities on green environment as integrated
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in the curriculum and instruction. This will allow them to connect with their
surroundings and attend to their health and safety needs, while motivating them to
learn and imbibe a sense of belongingness and sensitivity towards the school,
society and even this planet.
Environmental issues and concerns can be effectively addressed when all
efforts of staff and students are geared toward adopting environmentally
sustainable principles at all levels, from planning and decision-making up to their
execution in the school's functioning as part of the daily routine, such as creating a
Green School.
Green School: The concept and background
The concept of Green School was introduced in Europe in the 1990s while the
Rio Earth Summit of 1992 took cognizance of the need to take action in every area
in which human impacts on the environment. The World Summit on Sustainable
Development (WSSD) in Johannesburg in 2002 catalyzed the efforts to bring about a
shift in educating about the environment' to 'educating for sustainability. This shift
reflected the international climate of thinking about Sustainable Development that
meets the needs of the present without compromising future generations to meet
their own needs.
There was a continuous misuse and abuse of natural resources in quest for
development that would tend the future to be at stake. Hence, we need a deeper
understanding and action to respond to environmental issues and challenges that
our Earth is confronted with.
Recognizing education as a critical means to achieve sustainability, the
United Nations launched the 'Decade of Education for Sustainable Development
(DESD) in 2005, to integrate principles, values and practices of sustainable
development into all aspects of education and learning in order to encourage
behavior that will create a more sustainable future in terms of environmental
integrity, economic viability and a just society for present and future generations
(UNESCO, 2005). A key objective of the UNDESD is to foster better quality teaching
and learning for ESD. This calls for reorientation of thinking and practice of formal
education, including teaching-learning approaches and assessment.
Green Schools and ESD. The Green School is visualized as a school guided by the
principles of environmental sustainability. It seeks to create a conducive
environment to fully utilize all resources and opportunities inside and outside the
school and orient teachers and students on environmental sustainability through
active involvement of the community. It demands on-going, continuous and
synergistic efforts of all stakeholders toward improving the environment of the
school and its surroundings.
Students learning experiences outside school help them to consolidate and
apply knowledge, gain understanding of environmental processes, interrelationships
and issues, acquire life skills and help foster attitudes, values and sensitivity toward
environmental concerns.
A "Green School" is identified with those elements and environmental
sustainability through various environment-friendly environmental sensitivity to 166
promote means and encourage judicious use of resources. It also caters to the
physical, mental and emotional needs of a child by ensuring a school environment
that is physically safe, emotionally secure and psychologically enabling.
Essential aspects of Green School Environment. The 'greenness' of a
school finds expression in various aspects of the environment. The Green School
has clean, healthy, protective and green surroundings. It also promotes both the
physical and the psycho- social health of learners and others in school; ensures a
healthy (provision of health services, such as nutritional supplementation and
counseling), hygienic (safe drinking water, neat and clean classrooms, playground
and parks, etc.), safe learning environment with healthy practices (e.g. a school free
of drugs, corporal punishment and harassment); and brings children closer to
nature and involves them in taking care of it.
Thus, a Green School is a school that engages the school community,
especially children, in critical thinking and learning by adopting participatory,
practical and collaborative approaches to work together and make the school
environment healthier for students and staff by involving the whole community to
work towards a sustainable future.
A Green School adheres to the following precepts:
1. Learning about the environment. It focuses mainly on acquisition of knowledge
and understanding of the surroundings and related issues.
2. Learning through the environment. It refers to the processes of learning while
being engaged with environment inside and outside the classroom.
3. Learning for the environment aims at developing an informed response and
responsibility towards the environment beyond acquisition of skills and knowledge.
Understanding Green Curriculum. For a curriculum to be 'Green', it must
include the following aspects:
1. Environment is encompassing, multidisciplinary and dynamic, has scientific,
social, economic, political and technological dimensions
2. Being holistic, a Green Curriculum views environment as all that is around and
aims to give a better understanding of the way the world functions its operations,
its alteration because of the actions of human race and its consequences.
3. It holistically addresses sustainability concerns, such as protection and
conservation of natural resources, traditions, culture and heritage, safety and
security, physical and emotional
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assurance, health and sanitation issues, concern for equity and justice and
interconnection between and among natural, social, physical and cultural
environment.
4. This requires a teaching-learning approach where students are provided time and
space to explore different facets of environment and interconnect them.
5. A Green Curriculum is a mutual concern of teachers and students.
Creating a Green School. A Green School is a school that creates a healthy
environment conducive to learning, while saving energy, environmental resources
and money.
Therefore, a Green School (1) reduces environmental impacts and costs; (2)
improves occupants' health and performance; and (3) increases environmental and
sustainability literacy. (https://www.centerforgreenschools. org/green-school)
Characteristics of a Green School. Green, healthy, and high- performing
are the characteristics of a green school that provides many benefits to students,
teachers, parents and the community, at large.
1. It protects health. Schools, built with more daylighting, better ventilation, and healthy
green building materials and paints are healthier for students and staff.
2. It increases student performance. Student test scores can improve up to 20% when
students learn in green classrooms.
3. It saves energy and money. Operating costs for energy and water in a green school can
be reduced by 20% to 40%.
4. It reduces carbon emissions. Green schools significantly reduce carbon dioxide emissions.
5. It reduces water usage. On an average, a green school reduces water usage by 32% that
has direct savings for the building.
6. It improves teacher retention. A green school can reduce teacher turnover by as much as
5%, which improves student learning and school community, and can result in financial
savings for the school.
7. It improves daily attendance. It reduces absenteeism by 15%.
8. provides a unique educational opportunity. Schools can become teaching tools and
important features of science, math, and environmental curriculum when green features,
advanced technology and design in schools are used to motivate students about learning
real world applications of green technologies and using schools and schoolyards as living
laboratories.
9. It creates green jobs. Investing in creating green schools is an investment in green jobs,
including green construction, building product manufacturing, and green architecture.
10. It improves equity. Greening public schools creates an opportunity to improve the health
and educational settings for all students
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amidst diverse identities and needs https://bostongreenschools.org/ what-is-a-
green-school/
Dark Green School Program: Philippine Environmental Perspective
A Dark Green School (DGS) is a school that delivers Environmental Education
through assimilation of the environmental philosophy by the students in formal
lessons, as well as in activities outside the classroom.
Accordingly, schools must:
a. be clean and neat as evidence of good management and housekeeping
b. call for green spaces, appropriate land use, planning, conservation of materials
and energy proper waste management, segregation, use of appropriate materials
and avoidance of harmful ones and respect to others' right to a smoke-free air
c. have management policies and guidelines that would create a healthful and
ecological campus.
d. have a well-planned environmental curriculum for all levels, adequately oriented
and trained faculty, and administrative, library and financial support.
e. have faculty and students who are aware of and appreciate the environmental
program of the school.
f. reach out to an outside community to spread concern for Mother Earth and
facilitate projects and programs that improve the environment.
g. engage in research that adds knowledge in the ways of nature and the impact of
human activities. (http://119.92.161.2/embgovph/portals/20/ee/neeap/dark-green
schools program.ppt)
Ecological Living Practices
Sustainable ecological living is based on different sets of principles. To assess
the impact of our choices and actions, we need criteria from studying the basic facts
of life as follows (Capra, 2003): (1) Matter cycles continually through the web of life;
(2) Most of the energy that drives the ecological cycles flow from the sun; (3)
Diversity assures resilience; (4) One species' waste is another species food; and (5)
Life does not take over the planet by combat but by networking.
The dimensions of sustainability describe the environmental impacts of our
activities, the causes of which come from the socio-economic and political systems
of the society. Sustainable development entails three dimensions: environmental,
economic and Social.
Ecological living gives larger understanding of how things connect and are
interdependent that begins with addressing the causes of
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negative impacts on the environment. Ecological living and literacy therefore,
provide people with the tools, knowledge and wisdom for taking concrete actions on
their immense desire to contribute to a better world and future (Capra, 2003).
Therefore, ecological living means to live in a way that it: (1) respects and
replenishes the carrying capacity of our planet; (2) honors our interrelatedness with
all expressions of life; (3) enhances the qualitative aspects of our relationships; and
(4) brings forth the best of our human capacities for the co-creation of an
ecologically sustainable and caring world.
Smitsman (2014) mentioned practical suggestions on how we can support the
change for sustainability through ecological living. In order to sustain outer actions
for ecological living, it is helpful to remember and draw inspiration from the inner or
personal development dimensions of ecological living. The following are inner and
outer ecological perspectives. To wit:
A. Inner ecology (Smitsman, 2014).
1. Become a catalyst of change to help co-create a better world and future.
2. Care for and relate with non-human beings while spending time with nature.
3. Make the most of sustainability crisis that forces us to learn, dream, think,
design, act and relate in new ways.
4. Join the rest around the world in becoming agents of sustainability.
5. Nurture nature by taking care of our body and become aware of our natural body
rhythms.
6. Become more energy efficient and learn to recycle our own energy.
7. Learn to compost our own waste and no need to dump this unto others.
8. become aware of rights, needs and well-being of future generations and explore
how we can support this in our actions.
Outer ecology (Smitsman, 2014).
1. Educate ourselves about the resources that we, our family and/or organizations utilize to fulfill and
sustain our needs.
2. Reduce, reuse, repurpose and recycle.
3 Be aware of the real price of goods and services that we use. Cheap products often have hidden
costs (e.g. the cost of child- labor, animal cruelty, or degradation of ecosystems).
4. Find out any child labor practices or natural resources that were sacrificed in the process of
producing products and services.
5. Recycle grey-water.
6. Collect and use rainwater.
7. Create an organic vegetable garden
8. Compost organic waste and use the compost in the garden.
9.Create a garden (with a balance of endemic/indigenous plants) to support local

wildlife (animals, insects, trees and plants).
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10. Create a roof garden (green roof) as a natural air-conditioning alternative to
increase garden space. Buy organic and local products as much as possible.
12. Support local businesses and organizations that care for our planet
Integrating Ecological Literacy into the Curriculum
The Center for Ecoliteracy (2015) promotes a variety of teaching strategies
based on practices that are developmentally appropriate to students' level and are
brain-based to foster knowledge, skills and values essential to sustainable living
(Sly, 2015).
Students learn best when teaching strategies are varied that include hands-
on activities, time for reflection, thoughtful discussion and combined indoor and
outdoor environments, including interdisciplinary projects (Sly, 2015). To wit:
1. Place-based Learning. It is an experiential learning that engages students in
their own environments and a strategy that captures their imagination and
advances environmental stewardship and civic engagement. Activities
include mapping the local environment to learn key ecological and cultural
principles, studying the interplay between local society and the environment,
supporting habitat restoration projects, and working with local citizens to
improve the quality of life in their communities. Learning takes students out
of the classroom and into the community and natural environment. It adheres
to the following principles:
1.1 Place-based projects are integrated back into classroom lessons.
1.2 Students want to learn in order to apply their knowledge to solving real
problems.
1.3 Students play an active role in redefining and recreating projects.
1.4 Students collaborate with local citizens, organizations, agencies,
businesses and government.
1.5 Students help make plans that shape the future of their social, physical
and economic environments.
1.6 Students are encouraged to view their community as an ecosystem and
to understand the relationships and processes necessary to support healthy
living.
Research reveals the benefits of place-based learning, such as: (1) higher
test scores; (2) better grade-point averages; (3). improved classroom
behavior; (4) increased self-esteem and problem-solving abilities; and (5)
higher-level thinking skills (Sly, 2015).
2. Project-based Learning. It is a strategy that involves students in projects that use

a variety of resources, including the community, technology, outside experts, 171
written resources, and the Web, while the teacher usually serves as facilitator of
learning.
Using this strategy, research shows its impact on learners, such as: (1)
increased critical thinking skills of students; (2) fostered positive attitudes toward
subjects (such as mathematics) and exemplary performance with conceptual
questions and applied problems; and (3) Improved positive study and work habits,
problem-solving capabilities and self-esteem.
Likewise, project-based learning bears environmental impact, such as habitat
restoration, modeling the evolution of agriculture, and changing food in schools.
3. Socratic Inquiry. This is named after the Greek philosopher Socrates, who
believed that questions (not answers) stimulate learning. Therefore, rather than
teaching facts and information, teachers encourage students to ask questions about
their assumptions, values, and preconceptions. Therefore, the role of the teacher
shifts from direct instruction to facilitating discussion.
Through skilled questioning, the teacher asks students to clarify their
statements, identify weaknesses in their arguments and provide evidence for their
reasoning.
In return, this strategy impacts student learning as evidenced by the
following outcomes. (1) Students reveal their beliefs, misconceptions and values
and eventually, clarify their thoughts related to the topic being discussed. (2)
Students become more adept in critical thinking.(3) Students improve their listening
skills and learn to better articulate their thoughts and ideas and become more
tolerant of diverse opinions.
4. Experiential Learning. It promotes students' involvement in the real world and
defines the teacher's role as a facilitator of learning. The process of learning leads
to behavioral outcomes. It is based on the premise that learning is an active and a
continuous process, with experience at its foundation.
It goes along with principles of learning associated with environmental
literacy.
4.1 Experiential learning is vital to schooling for sustainability.
4.2 Only through direct contact with the natural world will students develop
an
In-depth understanding of fundamental ecological principles.
4.3 By working with others to solve real-world problems, they also develop
skills at the heart of sustainable living.
4.4 When students participate in experiential learning, they frequently follow
the learning cycle.
4.5 This is a process that starts with unstructured exploration, followed by
concept formation and application.
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5. Interdisciplinary Learning. It emphasizes connections between traditionally
discrete disciplines, such as math, science, history, and language arts, rather than
limiting learning to one content area at a time. The following are advantages of
interdisciplinary learning:
5.1 When teaching and learning are organized around themes, problems, or issues,
students seek knowledge and skills from a variety of disciplines to provide an
expanded and more complex understanding of the topics
5.2 When done well, interdisciplinary approach eliminates fragmentation and
learning of isolated skills.
5.3 It allows students to access a particular theme from different entry points as
they work with a range of sources of information and perspectives.
5.4 It also allows teachers to better differentiate instruction and create more
interesting and rich methods of assessment.
5.5 It increases students' motivation for learning, as well as their level of active
engagement.
5.6 Students recognize the value of their learning and become more involved in it.
5.7 Students learn more when they apply a variety of skills to what they are
studying and when they interact with their classmates, teachers, and members of
the community.
5.8 Interdisciplinary teaching and learning adheres to the principles that help define
sustainable living. (https://www.ecoliteracy.org/article/teaching strategies).
1. How can eco-literacy contribute in developing a sustainable environment?
2. What are the seven environmental principles of nature? Discuss each one.
3. What are the roles of teachers, learners and the school in attaining sustainable
environmental goals?
4. How can you create a Green School? How can this help and benefit Philippine
schools?
5. How can eco-literacy be integrated in the curriculum, practiced in the school and
demonstrated in the classroom?
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Share a personal experience in which you initiated or participated in any activity
that contributed to environmental sustainability. What life lessons and values have
you realized and learned?
teaching-learning. You may download the full paper of the research on the website
given below.
Increasing ecoliteracy and student creativity in waste utilization by using
models in project-based leaning (PBL) in social studies learning Putri, Japar
and Bagaskorowati (2019)
Abstract
This action research aims to determine the increase in ecoliteracy and creativity in
waste utilization by using a project-based learning (PBL) model in social studies
learning. It utilized Kemmis and Mc Taggart model among fifth grade of primary
schools using observation sheet, interview, documentation, and field notes. The
results of this study showed that there was an increase in ecoliteracy level among
students based on the results of the pretest conducted on December 17, 2018.
Students in Telajung 02 Public Elementary School lacked ecoliteracy and creativity
in utilizing waste. Of the 32 students, the highest score obtained was only 40 from a
maximum score of 100; while the lowest was 20. In the first cycle, around 63% of
students were classified as having high ecoliteracy level; 9% obtained low; and 28%
had very low. In cycle II, there was an increase of 90% among students who had
high ecoliteracy level; 6% had low; and 4% with very low ecoliteracy level. Hence,
the average ecoliteracy level of students in the second cycle was 87.6 with a
gradual increase from 78.2 in the first cycle. In addition, students became more
active in the learning process and more confident in expressing their opinions. This
shows that ecoliteracy and creativity level of students can be improved through the
use of project-based-learning model.
(Source: Putri, S.S., Japar, M, Bagaskorowati, R. (2019). Increasing ecoliteracy and
student creativity in waste utilization by using models in project-based learning
(PBL) in social studies learning. International Journal of Evaluation and Research in
Education (IJERE) P-ISSN: 2252-8822, e-ISSN: 2620-5440 DOI: http://doi.
org/10.11591/ijere.v812.18901)
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Analysis: How can you interpret the findings of the study with regard to students'
ecoliteracy and creativity in waste utilization using project-based leaning (PBL)?
_____________________________________________________________________________________
_____________________________________________________________________________________
Implication: How can PBL improve the ecoliteracy and creativity of students based
on this research?
ECOLOGICAL LITERACY
 Ecological literacy is the understanding of the principles of
SYNTHESI organization that ecosystems have evolved to sustain the
S natural systems toward sustainability.
 The key to understanding the environmental problems that we
encounter today is to learn about our ecosystem while
reflecting on basic environmental principles.
 A Green School is identified with elements and practices that
inculcate environmental sensitivity and promote sustainability
through different environment-friendly means and encourage
judicious use of resources.
 In the local context, the Dark Green School (DGS) is a school
that delivers environmental education through assimilation of
related philosophy by the students in formal lessons, as well as
in activities outside the classroom.
 It is significant to integrate eco-literacy into the curriculum
across
disciplines toward environmental sustainability,
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Direction: write ways in attaining or sustaining environmental sustainability and the
expected outcomes in the plant below.
Direction: Make a service learning plan on environmental care and protection.
Use the format below.
Environmental Activity Plan

Name of Activity
Brief De4scription
Leader
Members
Target Success Date Persons Resources Expected
Objectives Indicators and Involved (Human, Accomplishemen
Venue Materiall,Fianci t
al
1.
2.
3.
4.
PROCESS AND PROCEDURES

176
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
PROGRAM OF ACTIVITIES
TIME ACTIVITY IN-CHARGE

answer. 1. Which is the best strategy in integrating ecoliteracy in the curriculum
through powerful instruction?
A. Researching on data that show the current status of our global environment
B. Role playing on the responsibility of school in preserving and protecting the
environment
C. Presentation of environmental situations or scenarios as culminating activity
followed by interactive discussions
D. Conducting an action plan for the scheduled nature protection project
2. Maxwell Integrated Academy provides two boxes in each office and the faculty
room to segregate used papers: a green box marked "Reusable" and the red box
"Disposable". Reusable papers are intended for memos and announcement while 177
176
proceeds of selling the disposable papers are given to charities and student
scholars. Upon evaluating this move, it was found out that this practice has
contributed to school's cost saving, environmental care and social responsibility
concerns. What is this program called?
A. Waste Segregation and Disposal Management
B. 5s in Action
C. Green and Clean Project
D. Oplan "Kalat Mo, Linis Mo"
3. Which of the following initiatives describes a Dark Green School program? 1. The
school provides a backyard where pupils plant different fruit and vegetable
seedlings and harvest them every end of the month II. The school imposes a "No
Smoking" campus. II. The school keeps a clean and green campus, thus, janitors
collect all garbage and burn them in an intended place every afternoon. IV. The
school invests on a Seawage Treatment Plant (STP) that filters water from septic
tanks, sinks and lavatories for recycling and reusing purposes.
A. I and II only C. I, III and IV
B. I, II and IV D. I, II, III and IV
4. The following are school policies that would help and contribute to environmental
protection but without compromising data privacy ethics, except one. Which one is
it? A. Avoid using tarpaulins and stryropor of all kinds as decoration in any school
program. B. Make use of recycled student records and test papers in disseminating
memos and posting of announcement.
C. Important documents shall be shredded and be made recycled projects, such as
pillows and stuff toys.
D. Do not use branded special cardboard papers for invitation cards and souvenir
programs.
5. The advocacy of the late Gina Lopez on environmental care and protection
cannot be easily deleted in the hearts and minds of her followers because of her
infinite and undying initiatives, such as the restoration of Pasig River, Rehabilitation
of La Mesa Dam, the Clearing of Seawage Systems, Anti-Mining, etc. This advocacy
indicates which environmental principle of nature?
A. Everything must go somewhere.
B. All forms of life are important.
C. Everything is connected to everything else.
D. Everything changes,
Module 11:
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Arts and Creative Literacy
LEARNING OUTCOMES
1. Define arts and creative literacy
2. Identify the seven habits of highly creative people
3. Explain eye-hand coordination and some associated disorders, interventions and
developments
4. Compare and contrast visual and verbal creativity
5. Discuss aesthetics and three approaches from a philosophical perspective
6. Cite ways on how to integrate arts and creative literacy in the curriculum
7. Draw relevant life lessons and significant values from a personal experience in
creating an artwork or presenting a performance critiqued by others
8. Analyze research abstract on creative literacy and its implications to teaching-
learning process.
9. Create an art work and evaluate it using self-made assessment rubric
Charade: This is an activity where the students guess the word acted out by a
classmate as a clue. It entails critical thinking and analysis, creativity, non-verbal
communication and kinesthetic skill while enhancing motivation among students to
enjoy their learning.
Procedure:
1. The teacher calls a student in front to act out a word (related to art and
creativity).
2. The class guesses the word with the help of the action hint given.
3. Any student can give as many guesses until the correct one is provided.
4. The teacher will post all the words on the board as his/her way of presenting the
lesson.
Samples of words for charade:
1. Orchestra
2. Make-up design
3. Sculpture
4. Interior design
5. Fashion design
6. Sand art
CONCEPT EXPLORATION
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Teachers need to be creative by all means because teaching entails critical
thinking and creativity not only in presenting lessons but perhaps in all facets of
instructional endeavor. Therefore, students' creativity potential should be honed
through various pedagogic techniques, classroom activities and student
engagement. Teachers have to understand creative literacy deeply to guide them in
assessing their own creativity and that of their students.
Arts and Creative Literacy
Creativity is the process of having original ideas that have value. Moreover,
creativity is the ability to see the world in new ways. Therefore, creative individuals
exhibit the ability to switch between different modes of thinking and shift their
mental focus that suggests a connection between creativity and dynamic
interactions of brain networks (Sun, et. al, 2019).
Likewise, creativity is the act of turning new and imaginative ideas into
reality. Henceforth, it is characterized by the ability to perceive the world in new
ways, to find hidden patterns, to make connections between seemingly unrelated
phenomena, and to generate solutions. It involves two processes: thinking, then
producing (Naiman, 2011).
As such, creativity is a combinatorial force: the ability to tap into one's 'inner'
pool of resources, such as knowledge, insight, information, inspiration; and the
fragments in the mind to combine them in extraordinary new ways (Popova, n.d. in
Naiman, 2011). It is also the process of bringing something new into being that
requires passion and commitment.
Creativity begins with a foundation of knowledge, learning a discipline, and
mastering a way of thinking. It can be learned by and synthesizing information.
Experimenting, exploring, questioning assumptions, using imagination.
The ability to generate creative and innovative ideas is not merely a function
of the mind, but also a function of five key behaviors that optimize brain for
discovery: (1) associating or drawing connections between questions, problems, or
ideas from unrelated fields; (2) questioning or posing queries that challenge
common wisdom; (3) observing or scrutinizing the behavior of others to identify new
ways of doing things; (4) networking or meeting people with different ideas and
perspectives; and (5) experimenting or constructing interactive experiences and
provoking responses to see what insights emerge
(https://www.creativityatwork.com/2014/02/17/what-is-creativity/).
Developing literacies of the arts and creativity involves design of physical
learning environment, the emotional environment, scheduling organization and
implementation of curriculum and instruction and attention to the body and the
brain. Therefore, teachers should be
empowered in developing these literacies among students with the support of the
administrators, parents, and other stakeholders.
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Seven Habits of Highly Creative People
Naiman (2014) opined that if a person makes a habit of the seven practices,
he/she will be highly creative in his/her field. Thus, these would help teachers attain
highest possible level of creativity.
1. Prepare the ground. Creativity requires an absorbed mind, a relaxed state of
focus and attention by giving the self sufficient time and space needed while letting
the desire to create from the pleasure of creative expression and inspiration.
2. Plant seeds for creativity. It is important to put attention on what you want to
create, not on complaints and set an intention to produce the desired results.
3. Live in the question. Ask questions, instead of trying to find immediate answers
and pay attention to questions that other people ask
4. Feed your brain. Get interested in something that later can provide you wisdom
and ideas if you learn to make connections between people, places and things that
are not usually connected.
5. Experiment and explore. Follow your curiosity, experiment with ideas, and learn
from your mistakes therefore, the quality of your creativity will improve.
6. Replenish your creative stock. You must learn to be self- nourishing and translate
hobbies, talents and skills into wonderful potentials.
7. Liberate your creativity. Your child's play provides the clue to your creativity,
potentials and passion.
In general, creativity takes on many forms in business, art, design, education
and science. When you express your creativity in these domains, you have the
ability to make life indeed a work of art (Naiman, 2011).
Eye-Hand Coordination
In most of our creative activities and endeavors, we integrate eye- hand
coordination as we inhibit our usual body functioning.
Eye-hand coordination (also known as hand-eye coordination) is the
coordinated control of eye movement with hand movement and the processing of
visual input to guide reaching and grasping along with the use of proprioception of
hands to guide the eyes. Eye-hand coordination can be observed in diverse
activities, such movement of objects, handwriting, catching a ball, sports,
performance, music, reading, computer gaming, typing, and others. In short, it
becomes part of the mechanisms of performing everyday tasks. Without it, people
would be unable to carry out even the simplest actions in daily life.
Eye-hand coordination therefore, is the ability of the vision system to
coordinate the information received through the eyes to control, guide, and direct
the hands in the accomplishment of a given task, It is also a complex cognitive
ability as it unites visual and motor skills, allowing the hand to be guided by the 181
visual stimulation that the eyes receive. It is the ability to do activities that require
simultaneous use of hands and eyes, like an activity that uses the information that
eyes perceive (visual spatial perception) to guide the hands in carrying out a
movement.
Hand-eye coordination is important for child development and academic
success, which is equally important among adults to use in countless activities on a
daily basis. Most activities in day-to-day life use some degree of eye-hand
coordination, the reason why it is really important to develop it as possible.
Obviously, visual information is used to correct an inappropriate behavior in a
situation.
We use our eyes to direct attention to a stimulus and help the brain
understand where the body is located in space (self-perception). Reciprocally, we
use our hands to simultaneously carry out a determined task based on the visual
information that our eyes receive (https://www.cognifit.com/science/cognitive-
skills/eye-hand-coordination).
Examples of eye-hand coordination
1. In writing. When making lines, the eyes send visual information to the brain to tell
where the hand is placed and if handwriting is legible.
2. Typing on a keyboard. Although the types of movement are different, but visual
information is used to tell the brain how to guide the hand or if a mistake needs to
be corrected.
3. When driving. It uses visual information to move the hands on the wheel, keeping
the car in the middle of the lane and avoiding accidents.
4. In sports. In any sports, the eyes usually coordinate with the movement of some
parts of the body called "motor coordination". Depending on the sport, either hand-
eye coordination (basketball, tennis, football, etc.) or foot-eye coordination (soccer,
track, etc.) will be more dominant. (https://www.cognifit.com/science/cognitive-
skills/eye-hand-coordination).
Problems and disorders related to poor eye-hand coordination. Hand-eye
coordination can also work poorly even if the person's eyes and vision are not
affected and if their motor control skills work properly. It is possible for someone
with a perfect vision to have hand-eye coordination problems that will only manifest
when they use both the visual and motor systems together.
Any alteration to the visual or motor systems can significantly affect hand-eye
coordination, like visual or muscular problems, such as strabismus (crossed eyes),
amblyopia, muscle hypotonia, balance
problems, or crossed laterality, Brain damage to the motor areas or perceptive 182
areas may also cause eye hand coordination problems,
Poor hand-oyo coordination can affect activities that may lead to
developmental disorders, learning disorders (related to reading, writing and playing
sports), in academics (making mistakes when they take notes, poor hand writing,
poor attention), professional areas (in typing or assembling objects), and problems
with daily activities,
Hence, poor hand-eye coordination can have variety of causes, but the
following are two main conditions for inadequate hand-eye coordination
1. Vision impairment. It is a loss of vision that makes it hard or impossible to
perform daily tasks without specialized adaptations caused by loss of visual acuity,
in which the eye does not see objects as clearly as usual.
2. Movement disorders. These are characterized by impaired body movements
caused by variety of causes, such as ataxia, which is characterized by lack of
coordination while performing voluntary movements; and hypertonia, a condition
marked by an abnormal increase in muscle tension and a reduced ability of a
muscle to stretch. https://www.cognifit.com/science/cognitive-skills/ eye-hand-
coordination. .
Hand-eye coordination development stages. Hand-eye coordination
development milestones are as follows:
Between birth and three years
1. Between birth and three years of age, infants can accomplish the following skills
and can:
1.1 start to develop vision that allows them to follow slowly moving objects with
their eyes;
1.2 begin to develop basic hand-eye skills, such as reaching, grasping objects,
feeding, dressing;
1.3 begin to recognize concepts of place and direction, such as up, down, in; and
1.4 develop the ability to manipulate objects with fine motor skills.
Between three and five years
2. Between three and five years of age, little children can:
2.1 continue to develop hand-eye coordination skills and a preference for left or
right handedness;
2.2 continue to understand and use concepts of place and direction, such as up,
down, under, beside;
2.3 develop the ability to climb, balance, run, gallop, jump, push and pull, and take
stairs one at a time; and
2.4 develop eye/hand/body coordination, eye teaming, and depth perception.

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Five to seven years
3. Children between five and seven years old can:
3.1 improve fine motor skills, such as handling writing tools, using scissors, etc.;
3.2 continue to develop climbing, balancing, running, galloping and jumping
abilities; 3.3 continue and to improve hand-eye coordination handedness
preference; and
3.4 learn to focus vision on school work for hours every day.
(http://www.healthofchildren.com/G-H/Hand-Eye-Coordination.html#ixzz5xFc4rsgG)
Visual Literacy
In the advent of the Internet, students must develop the necessary visual
literacy skills to navigate the image-intense world.
Therefore, visual literacy refers to interpreting and creating visual images
and usually about communication and interaction.
Visual literacy is the ability to read, write and create visual images. It is a
concept that relates to art and design and has much wider applications. It is about
language, communication and interaction. Visual media is a linguistic tool, with
which we communicate, exchange ideas and navigate our highly visual digital
world.
The term was first coined in 1969 by John Debes, who was the founder of the
International Visual Literacy Association Debes explains: “Visual literacy refers to a
group of vision-competencies a human being can develop by seeing, having and
integrating other sensory experiences."
According to Oxford Research Encyclopedia, visual literacy is the ability to
interpret, negotiate and make meaning from information presented in the form of
an image, extending the meaning of literacy, which commonly signifies
interpretation of a written or printed text. It is therefore, based on the idea that
pictures can be read and the meaning can be through a process of reading.
Serafini (2017) asserted that visual literacy is a set of visual competencies or
cognitive skills and strategies one needs to make sense of visual images. These
visual competencies were seen as universal cognitive abilities that were used for
understanding visual images regardless of the contexts of production, reception,
and dissemination. More contemporary definitions stress that visual literacy is a
contextualized, social practice as much as an individualized, cognitively based set
of competencies. It is also a process of generating meanings in transaction with
multimodal ensembles that include written text, visual images, and design elements
from a variety
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of perspectives to meet the requirements of particular social contexts.
Theories of visual literacy can be integrated across disciplines. Therefore,
visual literacy now incorporates sociocultural, semiotic, critical, and multimodal
perspectives to understand the meaning that are potential of the visual and verbal
ensembles encountered in social environments (Serafini, 2017). Digital technology
has greatly impacted our understanding of visual literacy as we now see children
growing up with tablets and computers and what appears to be highly developed
visual literacy instincts. (https://visualliteracytoday.org/what-is-visual-literacy)
Verbal Creativity
In view of the rapidly increasing complexity of the world, creativity is more
important now than ever before and is even considered as a useful and effective
response to evolutionary changes, since it allows the individual to flexibly respond
to the continuously changing conditions around (Runco, 2004 in Fink, et. al., 2015).
Torrance, (1969) in Hasan (2017) recognized creativity as important for the
development of a fully functioning, mentally healthy, well-educated and vocationally
successful individual. It is because of growing recognition of the importance of
creative functioning and there is sufficient evidence of the universality of creativity.
Scott, et al (2004) cited that creativity-related skills can be improved by
providing specific rules, techniques or strategies to develop appropriate cognitive
skills for the domain at hand. This could be realized through creative ideation
trainings or divergent thinking exercises (Coskun, 2005; Benedek, et. al, 2006),
which aim at stimulating effective search, retrieval, and integration/combination of
remote associations related to a given stimulus word. Divergent thinking is a useful
concept for identifying, supporting and measuring creativity as a process to
actualize one's self, manipulate internal and external symbols as creation of
illustrative ideas based on his/ her knowledge senses regarding people and objects
to produce on (Hasan, 2017).
The four major components of divergent thinking are fluency, flexibility,
originality and elaboration, which are very useful for an operational concept.
Fluency refers to the total number of ideas, options and solutions generated for an
open-ended problem; flexibility is the number of conceptual categories; originality is
the aspect of created or invented works and is about statistical infrequency of
responses related to the task compared with original ideas; and elaboration is the
ability to expand on an idea with details and the ability to create an intricate plan.
Fink, et. al (2012) explained that cognitive stimulation through common or
moderately creative ideas was effective in improving verbal creativity , and most
importantly , stimulation effects were also apparent at the level of the brain. As
such, a widespread creativity-related neural network includes left middle and
superior temporal gyri along
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with right parietal cortex being sensitive to cognitive stimulation.
Aesthetics
Britanica defines aesthetics, also spelled esthetics, as the philosophical study
of beauty and taste. It is closely related to the philosophy concerned with the nature
of art and the concepts of which individual works of art are interpreted and
evaluated.
In perspective, it is an interesting and puzzling realm of experience: the
realm of the beautiful, the ugly, the sublime and the elegant; of taste, criticism and
fine art; and of contemplation, sensuous enjoyment and charm. In all these
phenomena, similar principles operate and similar interests are engaged.
The nature and scope of Aesthetics. Aesthetics deals not only with the
nature and value of arts but also with those responses to natural objects that find
expression in the language of the beautiful and the ugly. The terms beautiful and
ugly are too vague in application and too subjective in meaning. Everything on
earth may be perceived as beautiful by someone from his/her point of view while
different people may use the word differently that often may have little or nothing
in common but all are simply based on judgment. It may also be that the term
beautiful has no sense except as the expression of an attitude, which in turn, people
may associate it to different matters.
Moreover, in spite of the emphasis of philosophers on the terms beautiful and
ugly, aesthetics becomes an insignificant issue for discussion in the description of
what appeals in nature. Just like when appreciating a poem, it can be described as
ironic, moving, expressive, balanced and harmonious. Likewise, in characterizing a
favorite stretch of countryside, it can be noted as peaceful, soft, atmospheric,
harsh, and evocative, rather than beautiful.
Three Approaches to Aesthetics
Britanica laid down three approaches to aesthetics as follows:
1. It is the study of aesthetic concepts or the analysis of "language of criticism," in
which particular judgments are singled out and their logic and justification are
presented.
2. It is a philosophical study of certain states of mind, responses, attitudes and
emotions that are involved in aesthetic experience.
3. It is the philosophical study of the aesthetic object that reflects the view that
problems of aesthetics exist because the world contains special objects toward
which people react selectively as described in aesthetic terms.
(https://www.britannica.com/topic/aesthetics)
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Integrating Arts and Creativity Literacy into the Curriculum
The following are strategies and initiatives in embedding arts and creative
literacy in the curriculum.
1. Physical environment - Design a physical environment to support creativity, such
as castle-designed school building, well-architecturally designed edifice, roofs and
ceilings, creative murals, beautiful garden landscape, colorful blocks and benches in
the math and science garden, structured music and arts studio, an atelier, student
lounge, amphitheater, etc.
2. Emotional environment - Take time to create and maintain a climate of respect,
caring and support to someone when making mistakes.
3. Project-based learning (PBL) - Provide students time, space and opportunity to
express themselves - their ideas, emotions and insights through arts. Design and
plan any projects that are relevant, rigorous and real-world to attain motivation,
engagement and learning.
4. Teach creative thinking skills Teach students about “metacognition" or "thinking
about their thinking" even to the little ones through the process of brainstorming,
reasoning, comparing and contrasting, problem-solving, concept mapping,
analyzing, evaluating and more.
5. Alternative assessments - Instead of just a worksheet or an assignment, provide
different authentic assessment like performance, systems design, product/output
making, visual arts creation, task-based, project-based, portfolio and others
provided with rubrics and other forms of metrics.
6. Scheduling, Project-based curriculum and performance- based assessment need
ample time and proper scheduling in either structured or unstructured manner.
7. Student-centered and personalized learning Provide students freedom to choose
on what they will learn, how they will learn it and how they will demonstrate what
they have learned.
8. Incorporate arts - Integrate seamlessly music, art, drama and dance into the
curriculum to develop creativity.
9. Integration of technologies - Encourage students to create and utilize blogs and
websites, Glogster, Voice Thread, student publishing, video game design, coding,
filmmaking, photography, global collaborative classroom projects using
10. Preparing the body and brain for creativity - Create activities that induce body-
mind integration, such as yoga, ballet, jazz, Google Hangouts, etc. - zumba,
calisthenics, etc.
187
1. What do you mean by arts and creative literacy?
2. What are the seven habits of highly creative people? Provide examples.
3. Explain eye-hand coordination-associated disorders, assessment interventions
and developments.
4. Compare and contrast visual and verbal creativity.
5. Discuss aesthetics as a philosophical perspective and the three approaches.
6. How can arts and creative literacy be integrated in the curriculum?
Share a personal experience in which you created an artwork or presented a
performance that was critiqued by others. What life lessons and values have you
realized and learned?

given below.
Brain networks for visual creativity: A functional connectivity study of
planning a visual artwork De Pisapia, Bacci, Parrot and Melcher (2016)
Abstract
Throughout recorded history, and across cultures, humans have made visual
art. In recent years, the neural bases of creativity, including artistic creativity, have
become a topic of interest. In this study, we investigated the neural bases of the
visual creative process with both professional artists and a group of control
participants. We tested the idea that creativity (planning an artwork) would
influence the functional connectivity between regions involved in the default mode
network (DMN), implicated in divergent thinking and generating novel ideas, and
the executive control network (EN), implicated in evaluating and selecting ideas. We
measured functional connectivity with functional Magnetic Resonance Imaging (MRI)
during three different conditions: rest, visual imagery of the alphabet and planning
an artwork to be executed immediately after the scanning session. Consistent with
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our hypothesis, we found stronger connectivity between areas of the DMN and En
during the creative task, and this difference was enhanced in professional artists.
The findings suggest that creativity should involve an expert balance of two brain
networks typically viewed as being in opposition.
(Source: De Pisapisa, N., Bacci, F, Parrot, D. & Melcher, D. (2016). Brain networks for
visual creativity: A functional connectivity study of planning a visual artwork.
Scientific Reports Volume 6, Article number: 39185 (2016). https://www.
nature.com/articles/srep39185)
Analysis: How do you explain the process of brain networks for visual creativity
done in this study towards planning a visual artwork?
_____________________________________________________________________________________
_____________________________________________________________________________________
Implication: How does the result of this study affect creativity enhancement in an
individual?
_____________________________________________________________________________________
_____________________________________________________________________________________
ARTS AND CREATIVE LITERACY SYNTHESIS
SYNTHESI Creativity is the process of having original ideas that have value and
S the ability to see the world in new ways.
To enhance creativity skills, a person may adhere to the seven habits
of highly creative people.
Eye-hand coordination is the coordinated control of eye movement
with hand movement and the processing of visual input with the use
of proprioception of the hands to guide the eyes in many life
activities.
Visual literacy is the ability to read, write and create visual images
and a linguistic tool with which we communicate, exchange ideas and
navigate our highly visual digital world.
Aesthetics is the philosophical study of beauty and taste and is
concerned with the nature of art and the concepts that are
interpreted and evaluated.
Creative literacy should be integrated in the curriculum through
instructional strategies and learning tools while involving other
stakeholders towards sustaining a creative learning environment.
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Direction: Give your own concept of creativity using creative symbols that you will
draw in the following frames below. Then, provide brief explanations.
Creativity
Learn
Symbol Symbol Symbol
ing Symbol
Refle
ction
Brief Brief
Brief Brief
Explanation Explanation
Explanation Explanation
Direction: Create an art work and evaluate it using well self-made assessment.
Creative Art work

Description:
Art Media Used:

Name of Artist:
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OUTPUT
(Paste/print picture of creative artwork here.)
Rubric for Artwork

5 4 3 2 1
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answer.
1. Philosophically, aesthetics is viewed as the nature and the value of the arts and
the responses to natural objects that find expression in the language of the
beautiful and the ugly. What does this imply?
1. Beauty lies in the eyes of the beholder.
II. Positivity and negativity are just in the mind; you are what you think of yourself
and what you would want to become.
III. The way we perceive others is influenced by our self- behavior and attitude
toward them.
IV. We are who we are and no one can conquer nor take control of our beliefs,
neither change our ways and systems thinking.
A. I and II only C. I, III and IV
B. I, II and III D. I, II, III and IV
2. The concept of aesthetics draws the line of beauty and taste and concerns the
nature of art that are interpreted and evaluated. How can this be best attuned with
the practice of creative artworks?
A. Have the works done and displayed in an exhibit for other students to appreciate
and evaluate.
B. Have them submitted and checked by the teacher and returned thereafter.
C. Have all the works be subjected to contest rules then, declare and award the
winners at the end.
D. Have the works be kept by students and let them assess the same.
3. How can a student manifest signs of emotional attributes, such as anxiety,
depression and suicidal tendency in the Arts and Literature class?
1. Life's narratives and untold stories
II. Visual output and symbolic figures
III. Reflection journal
IV. Art expression and literary work of various kinds
A. I and II only C. I, II and III only
B. III and IV only D. I, II, III and IV
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4. How can we rediscover and enhance the creativity of students at its best?
A. Ask them to imitate the sample drawing given by the teacher.
B. Let them make art works utilizing minimal media.
C. Tell them to attach the explanation and depiction of their artwork.
D. Let them make an artwork out of their emotional and behavioral expression using
the kinds of media they prefer.
5. Which of the following activities illustrate demonstrative eye-hand coordination?
1. Computer games
II. Operating the microscope
III. Dance steps to the tune of "Rumba"
IV. Watching favorite film in a cinema
A. I and II only B. I, II and III
C. II, III and IV D. I, II, III and IV
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CULMINATING ACTIVITY:
GENERAL ASSESSMENT OF LEARNING OUTCOMES
LEARNING OUTCOMES
1. Present an activity or performance that depicts any of the new literacies
2. Narrate experiences gained from the presentations in the culminating activity
3. Explain the role of these literacies in the teaching-learning process
4. Demonstrate integration of these literacies in the curriculum
5. Cite significant learning reflections from the course
6. Assess the activity or presentation using an intended tool
II. ACTIVITY APPLICATION
GROUP PRESENTATION
1. Present an activity or performance that depicts any of the new literacies tackled
in this course. The presentations will be judged using the intended criteria below
(i.e. role playing, artwork exhibit, dance presentation, song interpretation, photo-
opp, literature composition, demo teaching, research interview, community service
activity, immersion, etc.).
III. ACTIVITY ASSESSMENT EVALUATION CRITERIA
Evaluation Criteria
Groups Performan Creativit Style Relevanc Over-all Total

ce y and e Impact Scores
Quality (15%) Originali and (10%)
(40%0 ty Clarity
(15%) (20%)
1
2
3
4
5
Group Team Names
Group Team 1
Group Team 2
Group Team 3
Group Team 4
Group Team 5
V.
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LEARNING REFLECTION LOG
MY LEARNING EXPERIENCE IN THE CULMINATING ACTIVITY
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
VI. LEARNING INSIGHTS

I realized that attaining new literacies is important in the learning process
because
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
I also noticed that these literacies are indeed important in the teaching learning
process
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
I was able to demonstrate how these literacies can be integrated in the curriculum
and delivery of the instruction through
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
VI. MY LEARNING REFECTIONS IN THIS COURSE

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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VII. LEARNING OUTCOME EVIDENCE
Create an e-portfolio that will compile all the activities and outputs and
produced in this course.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Elmer B. De Leon, DEM

Module 1: 21st Century

Module 2: 21st Century Skill Categories…………………………………………………………………..

Module 3: New Literacies, Functional Literacy and

Module 4: Integrating New Literacies in the

Module 5: Multicultural and Global

Module 9: Digital / Cyber Literacy……………………………………………………………………...……

Module 11: Arts and Creative

General Assessment of Learning

21st Century Education Contexts

Teachers will transform their role from being dispensers of information

The Critical Attributes of 21st

Education continuously changes

The Characteristics of a 21st Century Teacher

Common 21st Century Technology Tools for Learning

RESEARCH ANALYSIS AND

Resiliency research and strengths-based perspectives highlight the importance of

SYNTHESIS AND LEARNING REFLECTION

THE 21ST CENTURY EDUCATION

Direction: Write the 21st Century Education concepts on each ray of

CLASSROOM /SCHOOL TECHNOLOGY SCALE

1. Identify the categories of 21" Century skills

Framework for 21st Century

Knowledge-based Information-age and tochnology-driven socloty. Therefore, 21" Century education

Learning and Innovation Skills

Keep communication open within teams

Interpret information and draw conclusions

Reflect critically on learning experiences and

(Partnership for 21st Century Skills, 2008)

Listen effectively to decipher meaning, including

Use communication for a range of purposes (e.g.

INFORMATION, MEDIA AND TECHNOLOGY SKILLS

A. Information Literacy. It refers to accessing and evaluating information critically and

Understand and effectively utilize the most

C. Technology Literacy. It pertains to the use of technology as a tool to

Apply a fundamental understanding of the

Flexibility and Adaptability

INITIATIVE AND SELF-DIRECTION

Utilize time and manage workload efficiently

(Partnership for 21 Century Skills, 2008)

Demonstrate initiative to advance skill levels

SOCIAL AND CROSS-CULTURAL SKILLS

PRODUCTIVITY AND ACCOUNTABILITY

LEADERSHIP AND RESPONSIBILITY

3. 21st Century Curriculum and Instruction

Since schools get rid of a one-size-fits-all system, therefore, pre- service

Life and Values Integration

RESEARCH ANALYSIS AND IMPLICATION

(Weeks, K. (2019). Twenty-first century skills: A needs assessment of school-based

SYNTHESIS AND LEARNING REFLECTION

Life and Career Skills

Information, Media and Technology Skills

21st Century Skills Categories

Direction: Craft a sample of outcome- based curriculum plan

B. Information, Media and Technology Skills

C. Life and Career Skills

LET SAMPLERS: TAKING THE

3. Which is the most recommended mode of instructional delivery today that