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1 | Building New Lit. across the Curriculum 1

UNIT 1: BACKGROUND

1.0 Intended Learning Outcomes

The end of the Unit the student will be able to:
a. create a schema of the different Curriculum Models;
b. create a synthesis of the purpose of 21st-Century skills in teaching and
internalize its importance; and
c. compare and contrast new and traditional/conventional literacies.

1.1 Introduction
The continual modernization and globalization greatly affect the many aspects of hu-
man life. One of the affected areas is education if you can still remember that in the past
there was a technology-free classroom. We bring materials for writing for passing notes but
now cellphones will do. Because of the changes and integration of technology in teaching,
any already fully embraced the reality and brings with technology materials common for
the use of teaching (SingularityU Canada, 2018). These now open for new literacies that de-
velop and answer the call of 21st-century learning.
In this chapter we will be discussing the basic concept of the curriculum, revisiting its
process and models. Along the way of this, we will not forget what were the skills and lit-
eracies installed for that curriculum to be effective. This will not stop there because we will
see how the 21st century literacies are inculcated in the curriculum for the learners develop-
ment.
1.2 Topics
1.2.1 Basics of Curriculum and Its Process

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In this topic, we will first understand the basic concept of a curriculum, and
how does the process of the curriculum is done. In the massive turn of time, the
word curriculum never changed its roots in the Latin language. It originally means
―racing a chariot‖ and coming from the verb currere which means ―to run‖ (Stutt,
2018). But as time passes by, various scholars made a definition to clearly define the
curriculum. Below is the table showing the two schools defining curriculum:
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1 | Building New Lit. across the Curriculum 2

(Stutt, 2018)

The two schools of definition may have their difference but they greatly emphasize
two distinct criteria and that is by understanding the term as used by educators and it
should be useful to educators in making operational distinctions (Glatthorn, White-
head, & Boschee, 2019). And so, if we will try to define curriculum development as a
whole is defined as a planned, purposeful, progressive, and systematic process to cre-
ate positive improvements in the educational system. In every twist of time, there will
always changes and developments that will happen around the world that will greatly
affect school curricula (Bilbao, Dayagbil, & Corpuz, 2015).
7 School Curriculum types and their Classroom Implication:
In the many definitions that are being given, Goodlad and his associates were able
to analyze curricula and determined five (5) different forms of curriculum planning. In
the ideological curriculum, it is highly identified as the ideal curriculum which intend-
ed to reflect funded knowledge as interpreted by many scholars and teachers. While
the formal curriculum is that which is being approved by the state and local school
boards which are seen as a sanctioned curriculum that represents society’s interests.
On the other hand, the perceived curriculum is called to be the curriculum of the mind
which has been the collation of what the educators, parents, and other stakeholders
think about what the curriculum should be. Moreover, the operational curriculum is
called to be as the actual which is happening within the day of the delivery of learning.
Finally, the experiential curriculum is seen in the part of the learners which is called
learning (Glatthorn, Whitehead, & Boschee, 2019).
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1 | Building New Lit. across the Curriculum 3

What has been mentioned above is generally important, but not all terms men-
tioned by Goodlad are co-equal with what is important to curriculum workers.
Glatthorn with his associates (2019) presents context some slightly different denota-
tions with what has been presented above. Below are the following:
1. Recommended Curriculum- this is the curriculum that is being endorsed by ex-
perts and organizations working in a state or group connected to education. The
Department of Education, Commission on Higher Education, TESDA, and
UNESCO are examples of the recommended curriculum that recommends and
implements a curriculum.
2. Written Curriculum- this is the curriculum approved by state and district curric-
ulum guides. It primarily ensures that newly adapted educational goals of the
system are being accomplished and well managed. This allows students, regard-
less of differences can graduate and prepare for the next level of learning. This
practically refers to a lesson plan or syllabus written by teachers or a subject
teacher. A teacher should know that the written curriculum needs to be pilot
tested in a school to know its effectiveness.
3. Taught Curriculum- this is about how the written curriculum will be implement-
ed. Whatever is happening in the teaching process of the teacher is considered
part of the taught curriculum. And so, if a teacher gives a lecture, gives a group
work, or asks laboratory experiments under the teacher’s guidance then the
taught curriculum is being executed. In this process, it will always include the
teaching and learning styles to address the necessity and interests of the learners.
4. Supported Curriculum- in the process of life-long learning, support curriculum
is very important because it allows learners to have hands-on experiences of the
instructional materials like textbooks, audiovisual materials, blogs, wikis, and
many others. In much more effectiveness of support curriculum application, we
can identify the involvement of learners in playgrounds, zoos, gardens, muse-
ums, and real-life objects.
5. Assessed Curriculum- this is a set of learned knowledge and skills that assessed
in teacher planned classroom assessments; district-developed tests; and stand-
ardized tests. In the past, early problems in the student’s assessment preparation
have seen. Moreover, the tests in the past are concentrated purely on the compre-
hension and memory objective information construction of tests, and their at-
tempts to measure understanding of concepts brought out the multiple-choice
items that assessed students. Teachers on the other hand may use the pencil and
paper tests, and authentic assessments just like portfolio and performance-based
assessments to know if learners are progressing or not.
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1 | Building New Lit. across the Curriculum 4

6. Learned Curriculum-this is used to denote all the significant changes of learners

in terms of values, perceptions, and behaviors as a result of school experiences.
Also, it includes the student’s understanding, learns, and retains what is learned
in the intentional curriculum. Moreover, the learned curriculum can be meas-
ured through learning outcomes—which can be manifested by what students
can perform or do either in their cognitive, affective, or psychomotor domains.
7. Hidden Curriculum- this refers to the unplanned part of the curriculum but has
an important role played in the learning process. Often this is called to be as the
unstudied curriculum or implicit curriculum which might be best defined in var-
ious manners like schooling, intentional curriculum, and aspects that produce
values, perceptions, and behaviors.
The Curriculum Process:
In the study of curriculum development, it is very important to determine
and understand the type of information taught in the schools, how it will be
taught, and who will teach it. And to do this it is important to understand and ex-
plore the four basic stages involved in the curriculum development process
(Kimbrel, 2016).

Figure 1. The Curriculum Process (Stutt, 2018)

The Four Stages of Curriculum Development:

1. Curriculum Planning- this is the stage where the specific development steps
are being conceptualized. People in-charge of this stage visit and review chang-
es in the content area and assess the needs of the students (Kimbrel, 2016).
Moreover, the application of research here is very important to understand
what should be retained and what should be removed.
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1 | Building New Lit. across the Curriculum 5

2. Curriculum Designing- this is a term used to describe the purposeful, deliber-

ate, and systematic organization of curriculum within a class or course. Teach-
ers design each curriculum with a certain educational purpose in mind. The
purpose of this is to improve the student’s learning, but also there is a necessity
to consider how to employ curriculum design as well (Schweitzer, 2019).
Types of Curriculum Design (Stutt, 2018):
1. Subject- Centered Curriculum Design- is not a student-centered, and the
model is less concerned with individual learning styles compared to
other forms of curriculum design. This may have a problem with stu-
dents’ participation and motivation because it may cause them not to be
responsive to such a design.
2. Learner-Centered Curriculum Design- this is in contrast from the previous
because this revolves within the student's needs, interests, and goals. It
values the important role of the learner in the process and highlights the
diversity present in them. And so, the standardized curriculum in a
way will never be applicable in this design because it highlights or em-
powers the learners to shape themselves through the type of education
that they are choosing.
3. Problem-Centered Curriculum Design- in this type of design equipped
learners to look at a problem and formulate a solution. This is in a way
considered as an authentic form of learning because it exposes learners
to real-life issues and situations and allows them to develop certain
skills on how to deal out with those issues and situations. Moreover,
this curriculum design encourages creativity, innovation, and collabora-
tion inside the classroom. The huge difference of this is that this does
not support an individualized learning style.
3. Curriculum Implementation- during this phase of curriculum development, the
new design and methods are put into play. Curricularists must be carefully
trained in the new curriculum and any revisions should be made based on how
the new program is received. Openness is the key to successful implementation
for not all plan results according to the implementor's goals.
4. Curriculum Evaluation- as the curriculum’s use continues, it may require up-
dates as the process of modernization continues. Upon the seen results in the
evaluation, new contents may be added while old contents might be removed.
Moreover, the curriculum may start to fail with newer groups of students, thus
requiring another redesign.

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1.2.2. Basic Curriculum Models: Traditional, Thematic, Programmed,

Classical and Technological

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In a curriculum, it is always important to find where it was based and what

model has been used to pattern the curriculum. In this topic, we will be talking about
five (5) basic curriculum models that have been created and continually being used as
bases for the creation of every curriculum being crafted by curricularist.
Traditional Curriculum Model:
A traditional curriculum is a type of curriculum that usually portrays a teacher
conveying facts to learners. This type of curriculum specifically focuses on one body
of knowledge that would be transmitted to learners which will just purely focus on
the activity of memorization and drills of one fact and formula. This educational sys-
tem often focuses solely on the subject matter that will be taught and will be measur-
ing its objective by a great deal of testing (What Is the Definition of Traditional Cur-
riculum?, 2020).
Moreover, this curriculum is sometimes criticized for being too narrow, and sev-
eral professionals in the field of education developed other alternatives in education-
al methods or suggestions for teaching a traditional curriculum in a more expanded
way.
In a teacher's classroom, teachers present lessons in a form of blocks or units
which are chapped into smaller units of information for learners to easily understand
the lesson. The learner and teacher exchange is less encouraged and facilitating learn-
ers is not part of the curriculum. Also, these are seen as shortcomings by the educa-
tors, who think and foresee that it will develop critical thinking skills and to internal-
ize and apply the information in activities in the classroom that involves the process
of student learning (Mcmahon, 2020).
Thematic Curriculum Model/ Thematic Unit Study:
Thematic Curriculum/ Thematic Unit Study is an organized curriculum
around a central theme. In short, this is a series of lessons that integrate subject across
the curriculum that is tied in the main theme of a unit. It is much broader than just
picking a topic because they cover a wide range of topics, and each topic should have
an activity that focuses on one theme. Many teachers choose a different thematic unit
for their classroom each week and while others for two to nine-weeks (Cox, 2019).
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1 | Building New Lit. across the Curriculum 7

KEY COMPONENTS OF A THEMATIC UNIT (Cox, 2019):

1. Theme- select the theme of the unit based on Common Core standards, student's
interest, and experience.
2. Grade Level- choose the appropriate grade level.
3. Objectives- identify the specific objectives that teachers would like learners to
master during the duration of the unit.
4. Materials- identifying all the materials that will be used in the entire unit.
5. Activities- identify the activities that will be used relative to the entire unit assur-
ing that it covers the competencies across the curriculum.
6. Discussion Questions- create a variety of questions that will be used in the discus-
sion that will help learners to understand the whole unit.
7. Literature Selections- select a variety of books or literature that would correlate
with the activities and the central theme of the entire unit.
8. Assessment- there is a necessity to evaluate the progress of learners in the whole
unit. And it can be done through rubrics and other means of assessment.

TIPS FOR CREATING THEMATIC UNITS (Cox, 2019):

1. Find an engaging theme- in doing this it is important to know that it can be
planned around the existence of books, benchmarks, skills students need to devel-
op, and their interests. Identify a theme that will motivate and will capture the stu-
dent's interests. Units are typically longer than a week, and so, it is important to
identify themes that will keep students engaged within the lesson.
2. Create fun Activities- whatever activities that will be chosen, it will always be the
heart of the unit because it needs to cross the curriculum to maintain the interest
of the learners. Learning places and centers are great avenues for learners to have
hands-on experiences while learning important skills.
3. Evaluate Students Learning- finding a central theme, and creating cross curricu-
lum activities are important, and also, evaluating what the students have learned
is co-important. A portfolio-based assessment is a great way to see students pro-
gress throughout a period.
Programmed Curriculum/ Instruction (EduGyan, 2017):
Scholars in the person of Smith and Moore defined Program Instruction as a
process of arranging the material to be learned into a series of sequential steps, usual-
ly, it moves from a familiar background into complex and set of concepts, principles,
and understanding. Moreover, other scholars defined that programmed instruction
as the arrangement of materials that will be learned by students in graded steps of
difficulty. By this process along the way of graded steps what will remain is the most
efficient rate of understanding and retention. This is also a method of giving individ-
ualized instructions in which learners will do the learning process within their own
pace and the teacher’s presence will not be that effective in this process (EduGyan,
2017).
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CHARACTERISTICS OF PROGRAMMED INSTRUCTIONS:

As far as characteristics of programmed instructions, these are as follows:
1. It is not an audiovisual device. It is a part of education technology, i.e. instructional
technology.
2. It is a method of giving or receiving individualized instructions. It keeps in view
their differences.
3. The learner moves at his/her speed.
4. It clearly defines the entering and terminal behavior of the learners.
5. It is not the solution to educational problems. It is a new instructional strategy for
the modification of the behavior of the learner.
6. It is systematic and sequenced.
7. It cannot replace the teacher.
8. It provides immediate feedback to the learners.
PRINCIPLES OF PROGRAMMED INSTRUCTION:
In the creation of good programmed instructions, one must remember that it
must be based upon the principles of learning. These principles are based on psycho-
logical theories. And, there are five fundamental principles of programmed instruc-
tion:
1. Principle of Small Steps- this principle pertains to a program that is being pre-
pared with a large number of small and easy steps and the subject matter is bro-
ken down into a sequence of small steps. A learner can take a step at a time and
can do step-by-step activities. Learners find it easier to learn if it is chopped into
chunks and reduces the rate of committing errors and encourages further learning.
2. Principle of Active Responding- this principle allows learners to actively in-
volved in the learning material. The learner does not remain passive because there
is a necessity for active involvement in learning. Moreover, learners have to con-
struct the response which is an integral part of learning. The frames of the pro-
gram should be arranged and designed in a logical sequence that learners may
show interest in responding to the frames.
3. Principle of Immediate Reinforcement- this principle then highlights that Pro-
grammed instruction involves immediate reinforcement to the learners. When
having the programmed curriculum one thing that would be considered that
learners would engage themselves in the process and so, there must be immediate
reinforcement or confirmation to the learner's participation so that they would
know what is correct and wrong because if they are correct then they build confi-
dence in every participation that they will do. Remember that learner learns best if
they get a response immediately and it provides reinforcement to the learners.
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4. Principle of Self-Pacing- program instruction rests on the principle of self-pacing.

This recognizes the individual differences present among learners and they (the
learners) can learn and work quickly upon their own pace. They can freely move
according to what they want which they can feel satisfaction in learning.
5. Principle of Continuous Evaluation- in every programmed curriculum there’s al-
ways the necessity for continuous evaluation by recording the responses of the
learners. Through the evaluation, learners improve the quality of programmed
material and its errors at each step. This also helps to identify how is the progress
of the learner in each unit by looking into the various types of responses produces
by the learners.
Classical Curriculum/ Education:
This is an approach in education that is based on a three-part process to train the
mind or the so-called ―Trivium‖. The type of instruction made here is based on a
method developed by Martianus Capella, a Latin writer in the Middle Ages, and was
popularized during the Renaissance Period. Its original intention was to form and
develop a type of education with a uniform way of teaching in all human knowledge
(Times4Learning, 2020).
The Trivium was the name for the lower division of liberal arts, these include
grammar, logic, and rhetoric. The development of these three becomes the founda-
tion of the higher division of liberal arts or the Quadrivium which includes arithme-
tic, geometry, music, and astronomy (Life's Key, 2020). Moreover, this is a methodol-
ogy of learning how to learn and learning how to think, unlike other methodologies
like science the Trivium means three paths or ways where the three roads meet.
The illustration below shows how the three mentioned foundations meet in the
process of learning. The positions in the illustration refer to the same aspects of the
trinity that the Trivium Method can be looked at as following these three steps each
having words symbols that present what is happening (Krnel, 2017):
1. Grammar – Input – Knowledge - Ontology/Metaphysics
2. Logic – Processing – Understanding – Epistemology
3. Rhetoric – Output – Wisdom - Ethics

Figure 1. Trivium Method (Krnel, 2017)

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Technological Curriculum/ Learning Technology:

Learning Technology is considered to be the umbrella term to describe the role
played by communication, information, and technological tools to enhance the teach-
ing, learning, and assessment process in the classroom. This includes the range of
digital tools and media used for teaching and learning. For educators, they must bear
in mind that learning technologies must enhance their teaching and learning goals.
Moreover, these learning technologies must increase the self-responsibility of each
learner and empower them to collaborate in any classroom activity to reach the high-
er order of thinking skills that they need (Top Hat, 2020).
Through this technological learning, it creates firm and acquired technological
knowledge from both internal and external sources. Furthermore, integrating mech-
anisms to manage and strategize technology and link them, it could develop skills
and abilities to proactively use technological knowledge to innovate. These efforts
can produce core competencies and ultimately sustain competitive advantage (Hitt,
Ireland, & Lee, 2016).
Features and characteristics of educational software (Rist & Hewer, 2017):
1. Drill and practice- this offers structured reinforcement of previously learned con-
cepts. This may use games to increase motivation.
2. Tutorials- this is used to teach new concepts and processes. Materials are present-
ed to learners in a structured way. Softwares like this usually include examples
and allows learners to assess their understanding with questions, answers, and
feedbacks.
3. Information Retrieval System- this stores knowledge in a structural way and al-
low the learner to browse or search for information as required.
4. Simulations- is an experimental, real-life, or imaginary situation. The context may
be made in a plan or laboratory experiments. It is based on interactive graphics
and gives the learner the ability to visualize a process and explore the effect of
changing parameters on the operation of the system.
5. Microworlds- this usually done with the aid of computers to create a problem-
solving environment derived from the work of Jean Piaget.
6. Cognitive Tools for Learning- this one is based on the constructivist principle that
learners need to construct their understanding of new concepts. The tools give a
chance for learners to have a representation of what is their understanding of the
new knowledge and concepts. In a more advanced system, it can do a more ad-
vanced way for learners to create and formulate their learned concepts and
knowledge.
7. Productivity Tools- these tools include applications such as word processors,
spreadsheets, databases, graphics, desktop publishing, and presentation packages.
Furthermore, these tools are not specific to learning technology, if used within a
pedagogical framework, they can support learning by enhancing the quality of the
learning process and by improving student productivity.
8. Communication Tools- a computer-mediated communication takes several forms
including electronic mail, electronic conferencing, video conferencing, and the
World Wide Web. These tools allow learners to share ideas and information, to co-
operate to collaborate on joint work and can also be used for submission and publi-
cation of students’ assignments.
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1.2.3 21st Century Literacies and the Curriculum and its Development

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21st-Century is more what is the usual reading and writing, this technically co-
vers the part of how to learn and know. It is important to mark that research has a very
important tole on the quest of cognition and meta-cognition, learners in a way need
to understand how the brain creates and uses subjective knowledge together with
the different processes that create objective knowledge (Beach, 2016).
Literacy has always pertained to the collection of cultural and communicative
practices shared among members of a particular group. Like the view and perspec-
tive of society and technology, literacy also changes because technology has in-
creased the intensity and complexity of literature environments. 21 st-century de-
mands that a literate person possess a wide range of abilities and competencies and
many other literacies. These literacies that should be posed must be multiple, dynam-
ic, and malleable. Way back, these literacies are labeled as inextricably linked with
particular histories, life possibilities, and social trajectories of individuals and
groups.
21st-century learners and individuals must possess the following for global society
(NCTE, 2016):
 Develop proficiency and fluency with the tools of Technology;
 Build intentional cross-cultural connections and relationships with others so to
pose and solve problems collaboratively and strengthen independent thought;
 Design and share information for global
communities to meet a variety of purposes;
 Manage, analyze, and synthesize multiple streams
of simultaneous information;
 Create, critique, analyze, and evaluate multimedia texts;
 Attend to the ethical responsibilities required by these complex environments.
Bri Stuffer (2020) identified three (3) categories of 21st-century skills:
1. Learning skills- teach students about the mental processes required to adapt and
improve upon a modern work environment.
2. Literacy skills- focus on how students can discern facts, publishing outlets, and the
technology behind them. There’s a strong focus on determining trustworthy
sources and factual information to separate it from the misinformation that floods
the Internet.
3. Life skills- take a look at intangible elements of a student’s everyday life. These in-
tangibles focus on both personal and professional qualities.
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1.2.4. Traditional and Conventional Literacies

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Traditional literacy is about print on a page, or decoding and making sense of

words, images, and other content that a reader can string together to have comprehen-
sion. These mentioned words and pictures are textbooks, novels, standardized tests, and
even comic books where students/learners read. If this is the case then it becomes the
jumping board to understand clearly what is in the new literacies because here one must
remember that it compasses more what is traditional. What is being identified in the new
literacies is the use of online reading comprehension and learning skills which is an-
chored in the 21st-century skills. These 21st-century skills require the integration of ICTs
and other variety of internet media. Furthermore, they are not just required to read but to
navigate the vast ocean of wide web to locate information, evaluate the web critically,
synthesize and communicate all skills that are becoming vital to success in this century’s
economy and workforce (Miners & Pascopella, 2017). To further understand it, Conven-
tional Literacy refers to reading and writing that follows a certain format, content, and
use of standard conventions. It built on discoveries and understandings made during the
emergent literacy phase of development (Alvior, 2015). In the table below illustrate the
comparative skills and literacies a traditional learner and 21st-century learner:

Would these
new literacies
change the
way young
learners do
their daily
tasks in the
classroom?

Table 1. Comparative Perspective of Traditional and 21st– Century Learners.

For a more comprehensive discussion, visit this link: https://www.google.com/url?sa=i&url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fwww.pinterest.com%

2Fpin%2F291959988318944366%

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1 | Building New Lit. across the Curriculum

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Let’s Try this:

If K to 12 aims for learners to be globally competitive, use the two illustrations be-
low to label skills needed by Filipino learners and teachers to be globally competitive in-
dividuals.

Let’s Try to Reflect:

Why do learners need new literacies for them to respond to the 21st-century society?
And what should a teacher do to deliver the necessary skills and literacies for the 21st-
century society?

Let’s Try this out:

Directions: Identify the following which part of the curriculum process (Curriculum Plan-
ning, Curriculum Designing, Curriculum Implementing, Curriculum Evaluation) do it
belongs to.
1. Identify the Issue. 6. Form Curriculum Development Team
2. State Intended Learning Outcomes 7. Design Experiential Methods
3. Produce Curriculum Product 8. Test and Revise Curriculum
4. Reporting and securing resources 9. Implement Curriculum
5. Select Content 10. Conduct Needs Assessment & Analysis

Personal Reflection:

How would you make a situation where we can integrate the 7 types of curriculum?

Let’s Try this:

Direction: Illustrate in your own understanding how does a child learn. Label the illus-
tration and explain.

Let’s Try to Reflect:

In your experience during elementary, Junior High & Senior High, What do
you think is the best way to learn?

Let’s Try this out:

Directions: Give at least 5 characteristics of the basic curriculum. And Identify what
type of classroom/learners it is best used.

Personal Reflection:

If you become a teacher, What type of Curriculum are you going to us? Why?

Let’s Try this:

Directions: Using the illustration below. Identify at least five (5) things that
properly observed in the past and state what is being done in the present. Use
NOON at NGAYON Tables.

Let’s Try to Reflect:

In the activity above, what did you observe with the activities happening in the
classroom?
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1 | Building New Lit. across the Curriculum

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Let’s Try this out:

Directions: Identify if the situation manifest a learner/classroom environment/teacher
who is a traditional or a 21st-Centruy. Write TL if it is a traditional learner and 2L if it
is a 21st-century learners.
1. Uses Prezi for lesson presentation.
2. Highlights being an honor student.
3. Initiate the group discussion/activity.
4. Always listen to the teacher in the whole duration of the class.
5. Uses internet to get pluralistic, broad perspective of a topic.
6. Misbehavior is disciplined by the teacher.
7. Technology seamlessly integrated into the curriculum.
8. One-size-fit-all Curriculum
9. Perfection is explicitly and implicitly expected by &for both students and teachers.
10. Learners produce as well as consume content.

Let’s Try Reflect:

As you have seen the difference of the Traditional and Conventional Literacies.
What do you think will be the best way to deal out students within your com-
munity, municipality, Samar or Philippines as a whole?

UNIT TEST
Part I. Create a schema of the curriculum models/designs indicating also their high-
lighted purpose using a graphic organizer. You can use the space below (15
points).
Criteria: Organization—5
Summarization—5
Content—5
Part II. Create a synthesis of not less than 100 words explaining the purpose and im-
portance of 21st Century skills (15 points).
Criteria: Relevance—5
Mechanics (grammar and spelling)—5
Content—5
Part III. Compare and contrast new and traditional/conventional literacies through
a Venn Diagram.

Adopted from: https://www.pdffiller.com/jsfiller-desk10/?

projectId=611f750f49d84b2f79571fb6&lp=true#7b3b1ab466a740138d5a06bbcec37ad5
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1.3 References
21st Century Skills. (2016). Curriculum of the 21st Century. Retrieved from WorldStride: Edu-
cational Travel and Experiences: https://www.envisionexperience.com/blog/
curriculum-of-the-21st-century
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from SIMPLYEDUCATE.ME: https://simplyeducate.me/2015/01/07/seven-school-
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Baska, J., & MacFarlane, B. (2016). Enhancing Creativity in Curriculum. Springer, 1061-1083.
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http://21centurylit.org/introduction
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Glatthorn, A., Whitehead, B., & Boschee, B. (2019). Curriculum Leadership: Strategies for Devel-
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1.4 Acknowledgment
The images, tables, figures and information contained in this module were taken from
the references cited above.

Use a paper on answering the activities, short quizzes, and Unit Test.
And please send it back to me for record purposes.
Thank you and Keep Safe!