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Module 5.4 (The Global Teacher)

INTRODUCTION
Lesson 4 of this chapter is about the changing global landscape in teaching and
learning brought about by factors such as learning environment, content and processes of
learning, types of learners and other parameters of learning in the 21st century. Furthermore,
Lesson 4 presents how these changes are addressed by the principles underpinning the
UNESCO's Pillars of Learning: Learning to Know, Learning to Do, Learning to Be and
Learning to Live Together from Dolor's Report on Learning: The Treasure from Within.
(UNESCO, 1992)

Changing Global Landscape and the 21" Century Skills for Teachers
We are in an era of borderless "flat" world. Barriers have been broken by new
information and communication technologies. Globalization has opened doors that led nations
to co-exist and be interdependent. However, the common future will still be more dependent
on the knowledge, skills and values of its people, thus glocalization can be the response.
As future teachers of the 21st century, there is an urgent need to understand the new
landscape that is brought about by the changes in leaps and bounds of the century.
Furthermore, the development of the 21st century skills is a necessary tool for teachers.
Without these 21st century tools, no teacher can survive.
Zhou (2006) as mentioned in SEAMEO, INNOTECH 2011, identified some key
categories of the different changes and developments in the 21st century teaching and
learning. To understand the categories, we will attempt to:
1. describe the new learning environment,
2. identify the new learning contents,
3. explain the new processes of learning and how these will be facilitated,
4. describe the new type of learners, and
5. describe the new type of teachers.

The New Learning Environment. The idea of learning environment has broadened
from the confines of the four walls of the classroom to places and spaces that support
learning. It is a place where interactions of the learners among one another, with the teacher
and the surroundings happen. It is characterized by the following:
1) learner-centered;
2) new spaces and borderless;
3) enhanced opportunity for creativity and innovations; and,
4) use of ICT.

The New Learning Contents. With the new learning environment and the explosion
of knowledge, content or subject matter of learning has been modified. From a specific
discipline
or subject area, subject matter of learning has the following characteristics:
1) integrated/Interdisciplinary;
2) demand-driven;
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3) emphasis on learning tools on how to retrieve knowledge; and

4) balance of scientific, technological, cultural, global, local concepts.

The New Processes of Learning and How These will be Facilitated. With
advancement in the study of the mind and cognition, various processes of learning evolved
with human intervention of teachers and peers as well as non-human intervention of artificial
intelligence (AI) of robots. With these advancements, different processes of learning and the
methods to facilitate these have evolved. These include the idea of multiple ways of learning
which can be mediated by the following:
1) Face-to-Face when learners and teachers are confined in the same learning space at
the same time with the teacher facilitating learning.
2) Distance Learning - when teaching-learning is mediated by traditional (modules in
print) or modern technology (on-line or off-line) without the physical presence of the
teacher in a virtual class. It can be synchronous or asynchronous.
3) Blended modalities when teaching and learning is facilitated through face-to-face or
distance learning which enable the teachers and learners to have both physical
presence or physical absence in the teaching-learning process.
4) Experiential and lifelong when learners are immersed into the real life situation, such
that learning becomes more authentic and meaningful.

The New Types of Learners. The new breed of learners does not have age boundaries.
Learners maybe in an informal, formal or informal setting. The new type of learner is:
a) a confident person who thinks independently and critically and who communicates
effectively;
1) self-directed and who questions, reflects and takes responsibility for his/her own
learning;
2) a concerned citizen, informed about the world and local affairs, has a strong sense of
civic responsibilities and participates actively in improving the lives of others;
3) a member of the new generation: pop-culture, different ways of thinking, responding.

Furthermore, the new types of learners, are those coming from diverse background,
multi-cultural, and multi-generational as coming from different age groups of lifelong
learners. In order for every learner to address the challenges of the century, he/she has to
develop life and career skills. Life and career skills are enhanced in schools as part of the
learning outcomes.
Life and career skills include the following: (www. P21.org.; OECD, 2008).
1) Flexibility and Adaptability
Learners adapt to various roles, responsibilities and schedules. Despite the complex
condition, they are able to do the different tasks at one time. Recognition of this potential will
give a signal to the teacher to provide all learners the opportunities to develop their individual
potential of being adaptable and flexible. Rigidity runs counter to the development of this
skill.
2) Initiative and Self-direction
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A self-directed learner demonstrates life and career skills. Goals are set and managed
by themselves. There is a commitment to learning as a lifelong process. Many of the young
learners are capable of doing things without being told. They take initiatives. They do not
need to be given detailed instructions. They plan and work out their plans. Like the learners,
the teachers should also possess the same skills.
3) Social and Cross-cultural skills
This life and career skills require learners to respect cultural differences and work
effectively with others, to be open-minded to different ideas in order to innovate and improve
quality of work. If one understands the other's culture, it will be easy to respect. Disrespect
may spring from ignorance and bias. To be able to appreciate the mores, tradition, history of
others, one needs to be open and willing to accommodate and compromise.
4) Productivity and Accountability
Individuals who possess these skills are able to produce results. They respect
teamwork and cooperation. They manage time very well and can do multitasks. The most
tangible proof that one has done something is the product or result. It can be an idea, or a
material product. When one is tasked to do something, that person has an accountability to
produce results as evidence of a job done. Better results are accomplished if done together
through collaboration and cooperation.
5) Leadership and Responsibility
Good leaders use interpersonal and problem-solving skills with integrity and ethical
behavior to influence and guide others. Leadership and responsibility are life skills that
should be developed by all learners and teachers. Leadership is not assigned, it is earned. As
the saying goes: Leaders are born, but they can also be made. "

The New Type of Teachers. As teachers are currently preparing students for jobs and
technologies that don't even exist yet, the challenge then is to produce the new type of
teachers. Teachers for the 21st century learners teach within the context of new environment,
new content or knowledge and new processes of teaching and learning. Hence the new type
of teachers must possess the following characteristics:
1) Clear standards and accountability that their learners should know and be able to do at
the end of their schooling.
2) Use broad pedagogies including inquiry-based learning, cooperative learning, other
pedagogies;
3) Skillful in the integration of ICT in pedagogy;
4) Skillful in the use of assessment to guide teaching and learning
5) Great understanding of local and global cultures;
6) Skillful in action research to diagnose and solve classroom problems based on
evidence;
7) Practice the core values of inspiring teachers; and
8) Develop life and career skills for the 21st century and beyond.

B. UNESCO's Four Pillars of Learning from Delor's Report: Learning: A Treasure

from Within
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Our common future will depend on the degree to which we all become better world
citizens. There are huge changes that take place in our world. Too much is being asked of
schools and teachers, hence, there is a greater demand to cope and strike a balance between
what is unchanging and what is changing. What is unchanging must remain, and so what is
changing, should be dealt with.

When Jaques Delor wrote a report for the UNESCO entitled: Learning: A Treasure
from Within, it was because he believes that “within each child lies a treasure." (Delors,
1996). The four pillars are seamlessly linked to each other.

1) Learning to Know. This implies thirst for knowledge and acquisition of such
knowledge. More so, it is learning how to learn throughout one's life. After
completing formal education, there should be a great desire to gain more
understanding of the world and other people. An individual who is knowledgeable is
literate. Being literate is always related to being knowledgeable. Thus the definition of
the word literacy evolved through time. Here are some definitions made by the
UNESCO.

How is Literacy Defined?

In 1958, UNESCO defined literate as one who can, with understanding, both read and
write a short simple statement on his or her everyday life. However, in 1970, a functionally
literate person is one who can engage in all the activities to use reading, writing and
calculation for the community's development. Further on, in 2000 literacy was defined as the
ability to read and write with understanding a simple statement related to one's daily life. It
involves a continuum of reading and writing skills and often includes, numeracy. However,
the UNESCO international expert meeting in 2003, redefined literacy as the ability to
identify, understand, interpret, create, communicate and compute using printed and written
materials associated with varying contexts. Literacy involves a continuum of learning in
enabling individuals to achieve their goals, to develop their knowledge and potential, and to
participate fully in their community and wider society.
But with the changing global landscape, literacy in the 21 st century is not limited to
the definitions given previously. Let us look at the 21 century literacies as presented by
SEAMEO Innotech in Guro 21 Module, 2011

The 21st Century Literacies

21st Century Literacies Brief Descriptions

The Arts and Creativity Creativity and innovation are 21" century skills, thus in
solving problems and creating art works are part of this
literacy.

Ecoliteracy Acquisition of knowledge about climate change. pollution,

loss of natural habitats and biodiversity. Solutions on how
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these environmental problems could be addressed must be

practiced.

Cyberliteracy/ Digital Being in the rapid changes in the use of technology |for
Literacy (Information and teaching and learning, teachers and learners need to develop
ICT Knowledge) and enhance the use of digital gadgets whether on-line or off-
line.

Financial Literacy Basic knowledge about the basics of economics and financial
management. This.is necessary for every learner and teacher
to be able to handle income expenses and investments to be
economically secure.

Media Literacy Teachers and learners must learn how to discern about any
information which are transmitted via various forms and
media.

Social/Emotional Literacy Knowledge about social dimensions and social skills| that are
appropriate in the context of society. Emotional intelligence
must also be developed to be able to effectively manage the
stresses due to the changing environments of the 21st century
society.

Globalization and Multi- If you respect multi-cultural diversity, aware of the| global
cultural Literacy trends, acknowledge differences and similarities,| respect each
other's dignity, then you are multi-cultural| literate.

Learning to Do. How can the knowledge and the methods be incorporated and
enhanced towards the development of skills? To apply knowledge, one must have the 21st
century skills. Qualifications now is equated to skills and not to knowledge alone. Can the
knowledge gained be translated to application? Learning by doing is a pragmatist's view of
life. Knowledge acquired is nothing unless applied in daily life.

Learning to Be. One of the most difficult things to do among the pillars is Learning
to Be. It implies developing the potentials of each individual. Continuing education must
improve self-knowledge and self-esteem. What would you like to BE? The answer to this
question will require self-analysis, reflection, social skills, creativity and personal discovery.
At this point in time, have you decided that you should really BECOME a TEACHER? Do
you have now the skills that enable you to become one?

Learning to Live Together. This refers to the relationships among people. It is

bringing in together a community to work harmoniously, to live in peace and prosperity and
to show respect and concern for others. It also refers to interpersonal skills that will enable
people to live side by side with others at home, in school, in the community and the whole
world.
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All the pillars are interrelated with each other as basic principles. One pillar will not
function if it stands alone. There is a need to connect in order to address the 21st century
demands for teaching and learning.

Learning Activities:
In this activity, you are expected to answer the tables that are given below and
upload your answers in the google form.
1) As a “New Type of Learner”, evaluate yourself in terms of your manifestation (Are you
this kind of learner) of the different characteristics by filling up the table below.
Table 1. Characteristics of New Types of Learners
Characteristics Personal Evaluation

a confident person who

thinks independently and
critically and who
communicates effectively;

self-directed and who

questions, reflects and
takes responsibility for
his/her own learning;

a concerned citizen,
informed about the world
and local affairs, has a
strong sense of civic
responsibilities and
participates actively in
improving the lives of
others;

a member of the new

generation: pop-culture,
different ways of thinking,
responding.

2) Evaluate yourself in terms of the different life and career skills (Do you have them, if not,
how can you develop them?) by filling up the table below.
Table 2. Life and Career Skills
Characteristics Personal Evaluation

Flexibility and
Adaptability
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Initiative and Self-

Direction

Social and Cross-Cultural

Skills

Productivity and
Accountability

Leadership and
Responsibility

3) Rate yourself in terms of the following characteristics of new teachers. Justify your rating.
Complete the table below.

Table 3. Characteristics of the new type of teachers

Characteristics Rating (1 – 10, with Justification for the Rating
10 as the highest)

Clear standards and

accountability that
their learners should
know and be able to
do at the end of their
schooling.

Use broad
pedagogies including
inquiry-based
learning, cooperative
learning, other
pedagogies;

Skillful in the
integration of ICT in
pedagogy;

Skillful in the use of

assessment to guide
teaching and
learning

Great understanding
of local and global
cultures;
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Skillful in action
research to diagnose
and solve classroom
problems based on
evidence;

Practice the core

values of inspiring
teachers; and

Develop life and

career skills for the
21st century and
beyond.

4) Considering the four (4) pillars of learning, as a teacher-to-be, what do you plan to do to
develop these pillars? Complete the table below
Table 4. The Four Pillars of Learning
Pillars of Learning What will do to develop these pillars?

1. Learning to know

2. Learning to do

3. Learning to be

4. Learning to live
together

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5) Make a comparison of the global teaching-learning landscape by describing the following,
before and in the 21st Century. Complete the table below.
Table 5. The Global Teaching and Learning Landscape Before and in the 21 st
Century.
Parameters Before 21st Century

1. Learners

2. Teachers

3. Learning Environment

4. Ways of Learning

5. Learning Content
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6) Rate yourself in terms of the following 21st Century Literacies. Justify your rating.
Complete the table below.

Table 6. 21st Century Literacies

21st Century Rating (1 – 10, with Justification for the Rating
Literacies 10 as the highest)

The Arts and

Creativity

Ecoliteracy

Cyberliteracy/
Digital Literacy
(Information and
ICT Knowledge)

Financial Literacy

Media Literacy

Social/Emotional
Literacy

Globalization and
Multi-cultural
Literacy

7) After learning about global teaching and global learning, what are your realizations about
teaching?

Submit/upload your answers for this activity using this link:

https://docs.google.com/forms/d/1EQWgOuWkQkzEGogzorm7j_QPXFIponEPhDA7Q3gvo
bc/edit