Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE.

│Page 1 of 27

Integrating New Literacies in the Curriculum

MODULE 2

OVERVIEW

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.

LEARNING OUTCOMES
At the end of this module, you are expected to:
1. Discuss the concept of integrated curriculum
2. Distinguish the different curriculum integration approaches, methods and types
3. Identify lessons or course disciplines that may be appropriate for curriculum integration
4. Make a lesson plan with thematic integration across related disciplines
LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES (SAA)
ACTIVITY

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
5. What Course subjects can be integrated? And in what way can this integration be conducted?

ANALYSIS
1. Describe your experience in integrating yourself with others.

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 2 of 27

______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
2. What have you gained from involving yourself with differed integrated groups?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
3. What became your challenge in the process of self-integration
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
4. How can integration be practiced in class?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
What can you say about the activity? What can you suggest for further improvement of the next activity?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

ABSTRACTION
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;

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 3 of 27

 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 smaller group "d 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://onlinesch0017.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 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
Panlipunan

MAPEH TLE
MAKABAYAN

Values
Education

When a teacher integrates subdisciplines within a subject area he/she is practicing intradisciplinary approach, For
example, one integrates reading, writing and oral communication in the English subject. Likewise, teachers often
integrate Philippine history, world history, geography, economics and government in an intradisciplinary social
studies program. Likewise, science integrates Subdisciplines such as earth science, biology, chemistry and physics
that responds to spiral curriculum approach. This connection is presented in the structure below.

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 4 of 27

Earth Science
Biology

Chemistry
Physics

SCIENCE

Through this integration, teachers expect students to understand the connections between the different
subdisciplines and their relationship to the real world. In fact, this approach brings a positive impact on the
achievement of students.
In using the multidisciplinary integration approach, there is a need to organize a list of standards from
various disciplines around one common theme. 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.

Skills Content
FILIPINO ARALING PANLIPUNAN

FILIPINO
In addition, in using the interdisciplinary integration approach, is a need to structure the curriculum around
common learning areas across disciplines. For example, incorporate interdisciplinary skills, such as thinking skills,

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 5 of 27

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.theciassroom.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.

Earth Science

Theme and Concepts

Life skills
Real-World Context
Career Prospects
Community Integration
Social Problems and Dilemmas
Life Experiences
Student Questions

In using the transdisciplinary integration approach, there is 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 for curriculum design. Learning how to solve problems and to 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)
(Source: Association for Supervision and Curriculum Development, 2004)
Aspect Multidisciplinary Interdisciplinary Transdiciplinary
Organizing  Standards of the  Interdisciplinary  Real-life context
disciplines skills and concepts  Student question
organized embedded in
around a theme disciplinary
standards

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 6 of 27

Conceptualization of  Knowledge best  Disciplines  All knowledge

Knowledge learned through connected by interconnected and
the structure of common concepts interdependent
discipline and skills  Many right answers
 A right answer  Knowledge  Knowledge
 One truth considered to be considered to be
socially constructed indeterminate and
 Many right answers ambiguous
Role of Disciplines  Procedures of  Interdisciplinary  Disciplines
discipline skills/concepts identified if desired,
considered most stressed but real-life context
important emphasized
 Distinct skills
and concepts of
discipline taught
Role of Teacher  Facilitator  Facilitator  Co- planner
 Specialist  Specialist/generalist  Co-learner
 Generalist/specialist
Starting Place  Disciplinary 
Interdisciplinary  Student questions
standards and bridge and concerns
procedures  Know/Do/Be  Real-word context
Degree of Integration Moderate Medium/Intense Paradigm shift
Assessment Discipline-Based Interdisciplinary Interdisciplinary
skills/concepts stressed skills/concepts stressed
Learning to know Concepts and essential understanding across disciplines
Learning to Do  Disciplinary  Interdisciplinary  Interdisciplinary
skills as the focal skills as the focal skills and
point point disciplinary skills
 Interdisciplinary  Disciplinary skills applied in a real-life
skills also also included 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
 Student choice
 Differentiated instruction
Assessment  Balance of traditional and authentic assessments
 Culminating activity that integrates disciplines taught
Methods of Curriculum Integration
Anchored on approaches to curriculum integration, methods that are processed and devised for thig purpose

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 7 of 27

1. Project-Based Learning. It engages students in knowledge while enhancing their skill 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 performing a presentation and
producing a project a craft artifact Here, students start by defining the purpose of the end-product; identify the
audience; do research or) the design the product; implement the design; solve the that arise; and come up with the
product guided by a plan; model. It usually culminates with product presentation, and evaluation while reflecting on
the entire production process (Schneiderman, et. al, 1998 in Corpuz, 2014).
Implementation Outcome. As a result, Curtis (2002) that project-based programs show that students go far the
minimum effort, make connections among different subject areas to answer open-ended questions, retain what they
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 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 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,
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
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.
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 (Asco, 2004).

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 8 of 27

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 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.
5. Fusion. In this method, teachers fuse skills, knowledge, or even attitudes into the regular school curriculum. In
some school’s 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
(ASCD, 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 communicating 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 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
It focuses on basic skills, content, and higher-level thinking.
1. It provides a deeper understanding of content.
2. It encourages active participation in relevant real-life experiences.
3. It provides connections among various curricular disciplines.

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 9 of 27

4. It accommodates a variety of learning styles, theories and multiple intelligences.

New Literacy Integration in the K 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.
Literacy Subject Area Outcome Strategy Assessment Output
1. Multicultural Araling Panlipunan Demonstrate respect Role playing Rubric assessment
and Global for cultural diversity result
Literacy Brainstorming
report
2. Social Edukasyon sa Apply ethical and Case analysis Case report
Literacy Pagpapakatao moral standards on Dilemma analysis Narratives
given issues and
cases
3. Media English Use media in Media-assisted E-portfolio
Literacy Filipino communication instruction
dissemination and
transaction
4. Financial Math Solve problems in Problem solving Scores in problem
Literacy the context of solving drills and
business and exercises
investment aspects
TLE Apply effective Business simulation Business plan and
techniques in and immersion inventory
budgeting and
income generating
enterprise
5. Digital/Cyber Computer Subject Examine the Hands- on activity Computer
Literacy computer virus that Experiential Capstone
commonly damages learning
computer networks Project-Based
and systems
Research Cite ways in Exploratory method Research Output
resolving plagiarism
issues and determine
research protocols
6. Ecoliteracy Science Suggest ways on Project-based Project Portfolio
how to protect Task- Based Participation Log
nature and address Learning Reflection
climate change journal
7. Arts and MAPEH Create artworks and Manipulative works Project design
Creative artistic designs Arts studio Crafts
Literacy using indigenous workshop method
materials

APPLICATION

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 10 of 27

Direction: Write your learning concepts on four types of curriculum integration on the four corners below.

Curriculum Integration

Themed- Based Topic-based

Concept: _______________ Concept: _____________
Application: ___________ Application: ___________

Project- Based Task- Based

Concept: _____________ Concept: _____________
Application: ___________ Application: ___________

KEY POINTS
 Curriculum integration is the unification of all subjects and 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
 Curriculum integration 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.

LOOKING AHEAD

Congratulations for making it till the end of this module! If you aced the assessments, I am happy for you. If you
have not reached your desired level of competence, just keep going! Remember that an expert was once a beginner.
The next topic will be Multicultural and Global Literacy. Happy learning!

REFERENCES

Ariola, M. (2014). The Meaning and Importance of the Art. Introduction to Art Appreciation, 14-27. Philippines:
C&E Publishing, Inc.

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 11 of 27

END OF MODULE ASSESEMENT

(Please don’t forget to provide information on this part)

LFM Name: _____________________________________________ Course& Year:________________

Module Number and Title: _________________________________ Date accomplished: _____________

Contact number:____________________________ E-mail Address or Fb account:_________________

Now that you have finished the review of the various concepts outlined above, it is now time for an
assessment to see how far you have improved. Write your answers on the blank space provided for
each question.
A. Answer the following questions.

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?
_______________________________________________________________________________________

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 12 of 27

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5. In what lessons or course discipline is integrated curriculum most appropriate?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
6. How does integrated curriculum impact students’ comprehension of expository texts?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Task 2. 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

SELF AND MODULE EVALUATION

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 13 of 27

Name: ______________________________________________ Course & Year: __________________________

Address: ____________________________________________ Contact No. _____________________________

MODULE EVALUATION
Rate the module using the following:
1- Strongly disagree
2- Disagree
3- Agree
4- Strongly agree

The learning module: 1 2 3 4

Please check appropriate column

was engaging
allowed for self-checking (SAAs)
developed in gradual, manageable steps
provided independent, self-paced learning
contained relevant information I needed

SELF-EVALUATION
Rate the extent of your learning in this module using the scale blow. Check the column corresponding to your rating
in the space provided. Do not hesitate to contact me if you need further assistance.
4- I’m an expert. I understand and can teach a friend about it.
3-I’m a Practitioner. I understand and can cite examples on the topics given.
2- I’m an apprentice. I understand if I get help or look at more examples.
1- I’m a novice. I do not understand the topic.

My learning: 1 2 3 4
I can now

Please check appropriate column

Discuss the concept of integrated curriculum
Distinguish the different curriculum integration approaches, methods and types
Identify lessons or course disciplines that may be appropriate for curriculum integration
Make a lesson plan with thematic integration across related disciplines

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 14 of 27

Multicultural and Global Literacy

MODULE 3

OVERVIEW

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.

LEARNING OUTCOMES
At the end of this module, you are expected to:
1. Discuss global and multicultural literacy
2. Illustrate the Global Competence Framework
3. Explain the dimensions of multiculturalism
4. Draw relevant life lessons and significant from personal experience in values demonstrating multicultural
literacy
5. Draft relevant policy in addressing multiculturalism in school

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES (SAA)

ACTIVITY
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.

ANALYSIS
1. What do you understand by cultural diversity?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 15 of 27

______________________________________________________________________________________
______________________________________________________________________________________
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 the issue of territorial claims?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
5. What best initiative should the Philippine government do to settle such disputes and arguments?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
_______________________________________________________________________________________

ABSTRACTION
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 21st 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 21st Century (Boutte).

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 16 of 27

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 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 ques assumptions about cultural knowledge and how to critique and critically think about these
important cultural issues, which is what essentially makes multicultural literacy a 21st Century literacy (Banks,
2003).
Global Literacy
Global literacy aims to address issues of globalization, racism diversity and 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

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 17 of 27

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.
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 student’s 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., UNESCO. 2014b). Thus,
education can teach students the need to
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

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 18 of 27

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
student’s 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 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, 20.11).
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 concept 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 cultural identity while becoming aware of the cultural values and beliefs 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 II 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., 20h4),
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 development, while considering challenges and
limitations. It has two components: 1) a cognitive test exclusively focused on the construct of "global
understanding"; and 2) a set of questionnaire items self-reported information on students' awareness on global issues
and cultures, skills (both cognitive and social) and attitudes, as well as information from schools and teachers on
activities that promote global competence (OECD, 2018).

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 19 of 27

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 differences and relations among culture. 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.
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 context' 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 of 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).

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 20 of 27

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 global competence because they constitute
critical filters through which individuals 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
understanding is the ability to use knowledge to find meaning 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 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

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 21 of 27

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 (Suårez-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 organize d activities that are based on what has been learned in the classroom
and that benefit their communities. After the activities, learners reflect critically on their service experience to gain
further understanding of course content, and 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 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),

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 22 of 27

APPLICATION
Direction: From the perspective of global competency below in the context of instruction along lesson content,
assessment, teaching strategy, materials, and learning outcomes. Write your answer in the arrow below.

Assessment Content

Materials
Global Competency Concepts

Learning Outcomes
Subject

Teaching Strategy
Lesson Content

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 23 of 27

KEY POINTS
 Multicultural literacy depicts diversity, equity and social justice 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.

LOOKING AHEAD

Congratulations for making it till the end of this module! If you aced the assessments, I am happy for you. If you
have not reached your desired level of competence, just keep going! Remember that an expert was once a beginner.
The next topic will be Social Literacy. Happy learning!

REFERENCES

Ariola, M. (2014). The Meaning and Importance of the Art. Introduction to Art Appreciation, 14-27. Philippines:
C&E Publishing, Inc.

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 24 of 27

END OF MODULE ASSESEMENT

(Please don’t forget to provide information on this part)

LFM Name: _____________________________________________ Course& Year:________________

Module Number and Title: _________________________________ Date accomplished: _____________

Contact number:____________________________ E-mail Address or Fb account:_________________

Now that you have finished the review of the various concepts outlined above, it is now time for an
assessment to see how far you have improved. Write your answers on the blank space provided for
each question.
A. Answer the following questions.

3. What are multicultural and global literacies?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

4. 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?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 25 of 27

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5. How can you integrate multicultural and global literacies in the lesson using appropriate delivery strategies,
assessment tools and instructional materials?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
6. How can the use of multicultural text impact students understanding and acceptance of diverse cultures?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Task 2. 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

Prepared By: __________________ Section/Major: ____________________________

_

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 26 of 27

SELF AND MODULE EVALUATION

Name: ______________________________________________ Course & Year: __________________________

Address: ____________________________________________ Contact No. _____________________________

MODULE EVALUATION
Rate the module using the following:
5- Strongly disagree
6- Disagree
7- Agree
8- Strongly agree

The learning module: 1 2 3 4

Please check appropriate column

was engaging
allowed for self-checking (SAAs)
developed in gradual, manageable steps
provided independent, self-paced learning
contained relevant information I needed

SELF-EVALUATION
Rate the extent of your learning in this module using the scale blow. Check the column corresponding to your rating
in the space provided. Do not hesitate to contact me if you need further assistance.
4- I’m an expert. I understand and can teach a friend about it.
3-I’m a Practitioner. I understand and can cite examples on the topics given.
2- I’m an apprentice. I understand if I get help or look at more examples.
2- I’m a novice. I do not understand the topic.

My learning: 1 2 3 4
I can now

Please check appropriate column

Discuss global and multicultural literacy
Illustrate the Global Competence Framework
Explain the dimensions of multiculturalism
Draw relevant life lessons and significant from personal experience in values
demonstrating multicultural literacy
Draft relevant policy in addressing multiculturalism in school

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Building and Enhancing New Literacies Across the Curriculum │ MIDTERM MODULE. │Page 27 of 27

OSMEÑA COLLEGES Module prepared by: Jeslene L. Pusing, LPT, MAT (CAR)