21st Century Literacies Across the Curriculum

Copyright © 2022 by Bukidnon State University

ALL RIGHTS RESERVED. No part of this book

may be reproduced in any form or by any means
without the written permission of the copyright
owner and the publisher

ISBN: 978-971-0317-40-0

Published and exclusively distributed by

Bukidnon State University
Fortich St., Malaybalay City, Philippines
www.buksu.edu.ph
INTRODUCTION

The move towards a more functionally literate society has given birth to the proliferation of
emerging literacies. Literacy has come to be seen as a significant aspect in a nation’s
development. In the changing context of the global community, functional literacy is deemed
fundamental to all forms of success, in whatever realm of life. Literacy is highly demanded for
people to participate actively in the larger society and to understand one’s role and contribution to
society and the world in general.

Basic to a teacher’s job is the building of functional literacies amongst the learners. Your
deliberate knowledge and understanding of literacy, as a social construct, is a critical factor and of
prime importance towards complying with your role of responding to the needs of the educative
community. This requires you, education students, as prospective educators, to be well-equipped
with the essential research-based knowledge about the evolving social phenomena, the 21st
century.

This worktext features the concepts of new literacies in the 21st century, including shared
cultural practices across learning areas. These new literacies include (a) globalization and multi-
cultural literacy, (b) social literacy, (c) media literacy, (d) financial literacy, (e) cyber literacy
/digital literacy, (f) eco-literacy, and (g) arts and creativity literacy.

It is designed to provide inter-disciplinary explorations and learning experiences that

enhance your skills in promoting learners’ literacy and critical and creative thinking skills. It
further intends to provide you with knowledge and understanding towards developing your skills
in using appropriate teaching strategies and resources, including the positive use of ICT, to
address learning goals and teaching strategies that promote 21st-century literacies.

It offers varied tasks and activities such as online library reading, modified interview, and
classroom observation, research, reading, and most significantly, reflection and self-
rating/assessment. It aims to expose you to appropriate learning experiences that maximize your
understanding of concepts included in the course Building and Enhancing Literacies Across the
Curriculum.

In this worktext, reputable materials authored by esteemed personalities in literacy education

are used as sources of content. The author does highly recognize and appreciate the academic
works of others as significant benchmarks in coming up with this material.

i
NOTES FROM THE DEVELOPER

Hello Users!

This worktext is designed as a learning material for the course, Building and Enhancing
New Literacies Across the Curriculum, one of the theory and concept courses in the new teacher
education curriculum.

It offers varied tasks and activities such as virtual interview, modified classroom
observation, research, reading, and most significantly, reflection and self-rating/assessment. It
aims to expose you to actual experiences to augment your understanding of the knowledge and
application of 21st-century emerging literacies.

One of the bugging problems faced by the different teacher education institutions is the
appropriate hooking of theories and practices. The unlinking of theories and practice created a
crack in the teacher education curriculum. Undeniably, many education students have fallen into
the cracks, and YOU might be one of them too. This has even heightened with the spill-over
effects of the COVID-19 pandemic to the academic realm. At this period of your educational
pursuit, you may experience a shift in modality and paradigms of educational delivery.

To the students, take this literacy learning experience seriously and sincerely. Tasks are
specifically designed to better prepare you as literacy advocates in the future, considering the
need to adjust to remote learning. Moreover, you are encouraged to perform the desired and
required tasks with excellence and utmost honesty. Since we are on remote learning, you are to
accomplish most of your learning tasks independently, in your own place and pace. Consider
excellence and ethical work a priority.

To the teacher, you will have challenging yet fun tasks of facilitating remote learning to
your college students. You are encouraged to refer and reflect on the Philippine Professional
Standards for Teachers to maximize the competencies that you may provide in this course and on
the University Flexible Learning Manual for activities that you may wish to conduct.

STUDENTS, please don't fall within the cracks.

TEACHERS, please remember

“We open the door. Learners enter by themselves”

ii
User Guide: How to use this Worktext

This workbook is designed in a modular approach. It contains three units. Unit 1 is an

introductory unit, while Units 2 and 3 present the different literacies, which is the flesh of this learning
material. The units are made up of varied modules, consisting of the different important topics in the
course “Building and Enhancing New Literacies Across the Curriculum” as Professional Education
subjects of the New Teacher Education Curriculum. Each module contains different activities that
require varied actions and actual executions from you, the students.

The material uses the developer-modified 5 Es Approach. Moreover, each module is divided into
different sub-parts and sub-activities.

This Excite part is a preliminary phase that engages the users in varied tasks that gain
their attention and stimulate recall of prior knowledge stimulating their curiosity.

Explain is the input phase. It presents research-based inputs of both declarative and
functional knowledge (facts, concepts, theories, and principles) of the content focus of
the module
In the Experience part, you will be processing the content through interactive activities.
Tasks elicit performance/practice which would require the users to explore varied
sources to deepen their understanding of the input.

The Elaborate includes activities/questions/situations and even reflections requiring

analytical, critical, and creative application of concepts learned from the inputs and
enhanced by the experience phase.
Examine part includes varied assessment methods and styles that are aligned to the
desired learning outcomes of the module.

At the end of every unit, the users will be asked to answer a set of multiple-choice questions
in the Unit Test. This will provide the users with the practice of LET-inspired assessments. Unit
Tests are available in the Google Classroom. After each unit test, the part called Passport to Leave
shall be complied as a performance/product/output tasks which are aligned to the Unit outcomes
(covers the Course Outcomes).

For the students who have internet connectivity and opt to take the online modality, a
corresponding Google Classroom was created where videos, references, and other activities are
available. It is to be noted that this material, whether printed or electronic, already contains the
entire semester’s coverage. It is designed so that the students, upon completion of the modules, will
obtain the necessary competencies expected from the course. Yet, it is also encouraged that if
possible, the students may also be able to join the online learning activities for more interactive and
meaningful learning experienced through varied, enhanced, and pandemic-modified activities.

While the preliminary intention is to provide you with formal learning experience, it is also
the developer’s wish for you to have a meaningful learning exploration as you go over the entire
material. Congratulations in advance for finishing this material.

ENJOY!

iii
Table of Contents

I. Introduction i

II. Notes from Developers ii

III. User Guide iii
IV. Table of Contents iv
Unit 1- Introduction of Key Concepts 1
Module 1:
The Essentials of Traditional and 21st Century Literacies 2
Module 2:
The 21st Century Teaching & Learning 10
Unit Test 18
Unit Passport to Leave 19

Unit 2- The 21st Century Literacies (Part 1) 22

Module 3:
Global and Multicultural Literacy 23

Module 4:
Social and Emotional Literacy 35

Module 5:
Financial Literacy 43

Module 6:
Eco- Literacy 52

Unit Test 59
Unit Passport to Leave 60
Unit 3- The 21st Century Literacies (Part 2) 64
Module 7:
Art/ Creativty Literacy 65
Module 8: 74
Media Literacy

Module 9: 82
Digital/ Computer Literacy
Unit Test 87
Unit Passport to Leave 89
IX. Terminal Outcome Deliverable 91
X. PPST- Heat Map: Self-Assessment 93

iv
About the Author

RITCHELEE B. ALUGAR,
MAEd, is a passionate college
instructor specializing in elementary
education and professional
education. She served as the program
chairperson of BukSU-Bachelor of
Elementary Education. She is
currently finishing her advanced
degree in Doctor of Education major
in Research and Evaluation in Cebu
Normal University. Aside from being
an instructor, she is also an
extensionist, instructional material
developer and a researcher.

She served as resource speaker and a local curriculum audit specialist of

her college. She has also presented in local, and international paper
presentations, and won best paper award. She has published qualitative
researches in the field of curriculum, educational administration and
social science. She is a member of research ethics and intellectual
property committees.

iv
UNIT 1
Introduction of Key
Concepts
Unit Outcome:
At the end of this unit, you are expected to exhibit mastery of content
knowledge and application of traditional and 21st century literacies.

1
Module The Essentials of Traditional
1 and 21st Century Literacies
Towards Becoming a Curricularist Ritchelee B. Alugar

Desired
Module
Overview
OUTCOMES
Module 1 introduces you to the essential and basic concepts relating to
literacies. This introductory module identifies the different existing and
emerging literacies you should be aware of as prospective educators. Further,
• Define literacy.
Module 1 will bring you to the understanding of why you need to update
yourself to the changing demands of society and how one’s social context
• Explain the
requires a certain type of literacy that might be different to that of another
basic concepts
person from a different context. As you start, fasten your seatbelt and take a
of traditional
deep breath.
and 21st-
century
literacies

• Differentiate
traditional and Think about the kind of society you had during your childhood years and the
21st century kind of society today. What are your needs to survive and keep with the changing
literacies context of our society? Read this Vignette of a group of students and their learning
experience.
• Cite concrete
illustrations in
applying the
four pillars of
learning

• Analyze the
significance of
building the
21st century
literacies
amongst
learners

A group of students was staying in a lounge to study for their next subject.
One of them opened her phone and noticed a notification from Google-
classroom. A new “Classwork Announcement” was posted by their course
instructor. She shared the message to the girls seated next to her, and the
other girls opened their phones to read the post.

2
 With a partner, share your ideas about the vignette presented. Discuss how the
vignette relates to the word “literacy.” You may contact a classmate through
Messenger or Google Classroom. A directory is available in the classroom to help
you contact your classmates.

My idea:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

My partner’s idea:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Explain
Changing Definitions of Literacy

Literacy is a notoriously difficult concept to compose and define

(DSE/CEOV, 1994, p.329). There are many definitions of literacy since it is a
social construct, an idea that means different things to different groups and at
different times.

Traditionally, literacy is denoted to being the ability to read and write print
“Literacy is a texts. But the definition of literacy has changed over time by the needs of the
social construct”
global society, the demands for economic development, the advances of
research, and even the measurement of literacy itself. Moreover, topics about
the measurement and exact definition of literacy will never be reached (
Wickert, 1992, p.30). Even with the fact that a several definitions exist, it is
still a necessity to have a certain degree of commonality in the coherence of
our understanding of literacy.

The study of Rintaningrum (2009) explained the changing concepts and

definitions of literacy. It was highlighted that the concept of literacy and
illiteracy differs from one context to another. Example: A person may deal
with tasks involving words but may have difficulties dealing with numerical
figures. In this case, one cannot automatically judge that such a person is
illiterate since the concept of literacy and illiteracy depends in the measuring
procedures used. In this note, literacy can no longer be simply defined in terms
of reading, writing, or numeracy, nor can it be seen as an end in itself
(UNESCO, 1997).

Before you go to the next page, did you understand why definitions of literacy
differ from one context to another?

3
 Remember:
Linking the Traditional Literacies and Literacies in the 21st Century
“You need
to develop
the 21st
In our highly industrialized community, the 21st-century requires students to know century
more and do more than they did in the past. Students need 21st-century literacy. Now, do you literacies
think this means traditional literacies are no longer in demand and have to be replaced by yourself
the new one? before you
can impart
them to
NO! the answer is NO!
others.”
This new literacy includes traditional literacy skills, such as reading, writing, and
arguing. But more importantly, it includes adding the new literacy skills into the cart. With the
wealth of information that can be easily accessed through various media - the Internet, TV,
radio, printed materials, formal and informal instruction - how do we guide our students in
learning skills or competencies that have great use for them to adjust to the demands of the 21st
century?

As a 21st century teacher, you must be familiar with the new literacies, or new areas of
learning, that you have to emphasize and prioritize when handling teaching and learning
activities. But first, you need to develop these literacies yourself before you impart them to
your students.

Reading, writing, and arithmetic stand as classic literacies in the educational

paradigms. In the different philosophies of education, these three compose the 3Rs in
essentialism. In language and communication, reading and writing are even included in the
Macro-skills. "Reading" is the process of looking at a series of written symbols and getting
meaning from them. Reading is a fundamental foundational literacy by which an individual
receives information and goes through the complex process of communication where our brain
converts them into words, sentences, and paragraphs that communicate something to us.
Writing is also an equivalent literacy. It involves the use of symbols (letters of the alphabet,
punctuation and spaces) to communicate thoughts, and ideas in a readable form.

Arithmetic and argument are literacies that exist even as we trace back to the primitive
times and were formally constructed during the proliferation of the Greek civilization.
Authority, mono-cultural cannon/paradigm, and mono-cultural knowledge have been used by
society, especially in the past, as a mode of passing one’s culture to it’s kind in the next
generation. In the past, indoctrination and enculturation were given way more emphasis.

4
21st Century Literacies
The table below provides a brief definition of the new literacies. Though each literacy
will be discussed in detail for the succeeding modules, you will be still be introduced to their
basic definition to jumpstart your understanding of the shift of paradigms.

21st Century Literacies Description

Globalization and You and your students need to develop a culture of respect for
Multicultural Literacy cultural diversity. There is value in having a perspective as a global
citizen whose local actions can impact on the wider global arena.
You also have to understand how world events may affect you,
and your community at the local level.

Social/Emotional Literacies You and your students need to acquire social skills that are attuned
to the norms of your current society. Emotional intelligence must
also be developed to effectively manage the stresses of a fast-
paced 21st-century society.

Media Literacy Teachers and students are expected to be knowledgeable and

skilled in the area of communications, particularly the media.
Teachers and students must learn how to discern news and
information based on the form and content as to how these
information is transmitted via various forms of media.

Financial Literacy Teachers and students are expected to know the basics of
economics and financial management. This way, you, as a teacher,
can extend the skill into livelihood activities, entrepreneurship, and
wise handling of personal finances.

Cyberliteracy/Digital This competency is based on the reality that societies and

Literacy (Information and workplaces have become more information-driven. Workplaces of
ICT Knowledge) the 21st century rely heavily on electronic (digital) forms of data
storage and management as well as in the area of communications.
Teachers and students need to develop familiarity and skills in
using computers, the internet, and other information technologies.

Eco-literacy Eco-literacy entails acquiring knowledge about climate change,

pollution, loss of natural habitats, and biodiversity as well as the
impacts of environmental problems on human lives. Moreover,
solutions on how these environmental problems could be addressed
must also be practiced. Teachers and students need to develop an
awareness of the environment.

The Arts and Creativity This literacy can be manifested in creative ways of problem-
solving and expressed through various artworks. Teachers and
students need to be more adept in the arts and manifest creativity in
various activities.

5
Four Pillars of Education

Aside from understanding the shifting paradigms, focus and demands, you also have to
understand that whether it be traditional or 21st-century paradigms, both are anchored on the same pillar,
The Four Pillars of Learning . It is a proposed framework of the International Commission on Education
for the Twenty-first Century to UNESCO, headed by Jacques Delors, to identify learning throughout life
as a key to meet the challenges of the 21st century. The framework is used to understand what students
need to acquire and develop in themselves. Knowing these pillars and applying them to your learning can
help you develop the Knowledge, Skills, and Attitudes (KSV) required to fulfill your tasks and roles as a
provider of quality and relevant education to your students.

Source: Graphics adapted from “Four Pillars of an Effective Sales Service (2011)."

The following are brief descriptions of the Four Pillars of Learning.

Learning to Know
• Learning to Know involves the acquisition and the development of knowledge and skills that are needed to
function in the world. Examples of skills under this pillar of learning include literacy, numeracy, and
critical thinking.

Learning to Live Together

• Learning to Live Together involves the development of social skills and values such as respect and
concern for others, social and interpersonal skills, and an appreciation of the diversity among people.
These skills would enable individuals and societies to live in peace and harmony.

Learning to Do
• Learning to Do involves acquiring skills that would enable individuals to effectively participate in the
global economy and society. These skills are often linked to occupational success, such as vocational and
technical skills, apprenticeships, and leadership and management competencies.

Learning to Be
• Learning to Be involves activities that promote holistic personal development (body, mind, and spirit) for
a ‘complete person.’ These include cultivating one’s self-analytical and social skills, creativity, personal
discovery, and an appreciation of the inherent value provided by these pursuits. An example under this
pillar is a teacher who participates in training workshops to enhance his/her knowledge and skills in the
teaching-learning process.

6
 Surf the net and search for three people who defined the word literacy. Record their
definitions in the matrix below. Examine their given definition and identify if it is in the
traditional or 21st -century perspective. Put a check on the perspective column of your
answer. Be sure to include the source where the definition was taken. Use the APA you
learned from your research class in Senior High School. Use the template below as a
guide. You may use a separate sheet if needed more space.

Author Definition of Literacy Perspective

Traditional 21st Century

You did a good job in surfing the net. For sure, you were able to read a lot of definitions that
enhance your understanding of the word literacy. While reading through different people’s definition,
you might have started constructing your own definition in your mind. Review the definitions you
have indicated above and write your own in the box provide below. Do metaphorical thinking in
defining literacy.

Literacy is like
_________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
7
 Elaborate

A 20th-century secondary English

classroom. A teacher gives a presentation
on a novel under study, using handouts,
the chalkboard, and a poster; students
take notes using pens and paper in A 21st-century English classroom that uses
preparation for an essay assignment. 21st-century literacies. Here, students and
teachers are grouped around computers, where
they are collaboratively using movie-making
software to edit a video book trailer about a
Scene 1 novel, which will be posted on a classroom wiki

Scene 2

Examine the two scenarios given above. Which of the scenarios depicts the development of
traditional literacies and which depicts the 21st-century literacies. In your understanding of the differences
of the two scenarios, differentiate traditional and 21st century literacies in the Venn Diagram below.

How was your Venn Diagram? Is this the first time you made one? I assume its not.
Congratulations on doing simple analytical thinking. Brace yourself for more of this as you
progress in this subject. For now, take another deep breath and prepare yourself for the
examine section.

8
 Let us examine your practical learning from this module
Examine
A. Reflect on how you would apply your knowledge of the four pillars in your
day-to-day living. Cite concrete illustrations by filling in the matrix below.

Pillar Examples

Learning to
Know

Learning to do

Learning to live
together

Learning to be

B. Write a paragraph expressing your analysis on why it is significant to build 21 st-century literacies
among learners?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

9
Module The 21st Century Teaching
2 and Learning Towards Becoming a Curricularist Ritchelee B. Alugar

Desired
Module
Overview
OUTCOMES A dramatic paradigm shift has ushered in the coming of the 21st century.
Changes encompassed all aspects of life; in the individual, local, national and
global range. Spill-over effects of societal changes primarily affected the
educational realm. The current education that we have today breaks the mold
▪ describe the
that we know of the past. This module will orient you to the changes that 21st -
critical
century has brought to teaching and learning. The module will broaden your
attributes of
understanding with regard to your changing roles as educators. Take note of the
the 21st -
new concepts you will be learning in this module, and take the freedom to
century
search the web for reinforcements.
literacies;

▪ analyze the
new Excit
Excite
parameters for e Have you heard of the word 21st Century Education? What do you feel
teaching and
learning in the every time you hear this word? Does it give you excitement? Or it brings you to
21st -century; fear? Watch this YouTube video entitled “What is 21st Century Education” on
and the link provided. If you don’t have internet access, you may also watch the
video using the CD-Tape that comes with this material.
▪ illustrate
teachers’
Access this link:
practices in
teaching basic
literacy and https://www.youtube.com/watch?v=Ax5cNlutAys
integration of
How do you feel about your roles as a future educator while watching the
21st-century
video? Share your feelings in the box provided. If you weren’t able to view the
literacies in the
video due to internet connectivity concerns, just try to imagine what your roles
classroom.
may be and share your feelings here.

While watching the video, I feel

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________

10
 Explain

The Changing Landscape of the 21st Century

Changes in the 21st century encompass all aspects of life. Many change theorists try to
categorize these changes. In this module, we will explore the categories of change that James Kyler
introduced in 2003. He introduced a model that describes these changes. He called it the STEEP
Model. STEEP is an abbreviation of Social, Technological, Economic, Environmental, and Political. In
the succeeding paragraphs, you will be acquainted more with the details of each element. As you read,
reflect on the challenges of each category of change to teaching and learning.

Category Description Examples

Social This category includes the changes in the social Student population in a certain
environment., the society as a whole. Changes school may become more
about lifestyles, religion, education, diverse due the increase of
demographics, and population distribution migration of people from one
describe this category. country to another. This has
brought challenges on how the
school may address individual
needs.

Technological The paradigm shift is described primarily by the Due to the proliferation of
widespread technological revolution. technological devices and
Computer, Smart Televisions, and other digital computer-assisted education,
and modern devices have aided us in our day- many students opt to enroll in
to-day activities. Just look around you, and this distance learning/online classes
category of change is not hard to find. instead of going to school for
residential learning.

Economic Globalization, which eases the mobility and The rapid growth in the
exchange of goods from one country to another, economy in most countries in
has impacted the economy. the Southeast Asian region.
Environmental/ Ecological factors are always part of the picture. Due to the increasing
Ecological The biological /physical environment affects the environmental concerns, schools
school system. And the existence of can promote eco-friendly
environmental concerns such as global warming, programs such as going
pollutions, deforestation, etc., shall be addressed paperless.
by the school curriculum.

Political Political and Legal changes in the community The changes in the
where the school is situated may also affect how administrative setup of one’s
the school operates. 21st-century educators must locality can affect the support
also be aware of the political and environment and that the local government gives
respond as instructional leaders. The school to your school. Some public
always functions together with its contextual officials are education
factors. champions, while others
relegate education as their least
priorities.
11
Critical Attributes of 21st Century Education
Let’s take this part differently. Let’s explore the critical attributes in the 21 st century. Identify which
critical attribute is referred to by the statements. Choose your answer from the word bank provided.

A. Global B. Relevant, rigorous C. Student-Centeredness D. Project-Based &

Classrooms and real world Research Driven

E. Technologies & F. 21st Century skills G. Creating/ Adapting to Constant H. Integrated &
Multimedia personal and social change, and Interdisciplinary
lifelong learning

Students are placed at the core of every educational endeavor. Education in the 21 st -century
_____________ is tailored to address individual differences. Providing differentiated instruction helps the
___________ teacher address various learning styles, interests, needs, and abilities found in your
classroom.

For example: Instead of providing a long lecture on the topic in Science, the teacher
provided a group activity using the discovery Approach.
Establishing linkages among various subject areas and fields of disciplines describe the
nature of the 21st -century. Subjects are no longer segmented as separate fields. This
_____________ approach increases meaningfulness and utilization if learning from various fields.
___________
For example: Literature and history can be linked together in the discussion of the life of
Rizal. The class can already explore the works of Rizal as they go through the topic of
Philippine History.

In the 21st -century, digital literacy, the ability to find, evaluate and utilize and create
_____________ information using technologies and media, is becoming a demand. Most of the teaching and
___________ learning activities are assisted by computers.

For example: Students doing reporting through the use of PowerPoints

Classroom concerns are no longer just limited to the local concerns or concerns of their own
_____________ country. The 21st century aimed to produce global citizens who responds to issues as part of
___________ their roles being global citizens

For example: Inclusion of climate change, global warming, peace, and respect for cultural
diversity in classroom discussions.
Learning does not just happen inside the classroom and within their schooling years.
_____________ Learning is possible anywhere, anytime, and regardless of one’s age.
___________
For example: Authentic and real-life learnings are emphasized instead of focusing only on
academics.

Educators in the 21st century must be knowledgeable about research to guide their students’
_____________ learning through self-directed activities, such as learning projects within and outside their
___________ classrooms.

For example: Requiring students to do investigatory projects

12
 It is not enough for students to learn the basic skills of reading, writing, and numeracy, but
they should develop skills that would help them cope with life and work in 21 st-century
_____________ communities. These skills include, among others, critical and creative thinking skills,
___________ problem-solving and decision making, and ICT literacy and skills.

For example: Students were engaged in school activities requiring community projects
which necessitate their skills in decision making, communication, and collaboration.

The global context in the 21st century requires a kind of education that can be applied to the
_____________ realities of the present and what the students need to develop to enable them to become
___________ productive members of the 21st century.

For example: Using real-life scenarios as examples in a certain topic in science.

Suppose you have tried identifying the critical attributes, good! Here’s the sequence of the answers (C,
H, E, A, G, D, F, B). As a 21st century teacher, you must understand these critical attributes so that you can
integrate them into your class. You may read more of this from the web.

New Parameters for Teaching and Learning in the 21st Century

Observe the photos provided below. As you observe them, imagine the schools around your locality, or even
the school you just had attended. Examine the changes that you can observe from the traditional type of
classrooms and the 21st century.

Traditional Classrooms

21st Classrooms

Source: Google Photos

13
From the observation done, please briefly discuss the specific changes you have noticed.

According to Zhou (2006), the changes and developments in the 21st-century education fall
into the categories. These categories are:

New Spaces of Learning

Modern-day classes are now
New environment of also being held in such places
learning as parks, school yards,
Innovation and modern New museums, workplaces, homes,
ways of teaching and dimensions / and other venues to enhance
learning has changed the spaces the real-life experience of
learning environment of learners.
the 21st century. The
massive use and
integration of ICT has
brought education out
from traditional chalk-
talk modality. New
New Parameters for 21st Process
Century Teaching &
Learning
New Environment
New Process of
Learning

In the 21st century,

there are other ways
New to gain knowledge
Content aside from formal
academic settings
such as schools and
New types universities.
of learners
New content of learning
New methodologies allow
new learnings to occur in the
New types of learners 21st century. Learning
Generational changes also are content is more integrated
evolving phenomenon. Learners and interdisciplinary. It’s
from different generations possess based on the intellectual
peculiarities amongst each other habits and focuses on the
focuses on the acquisition of acquisition of learning tools.
learning tools.
14
Interview a school leader/administrator. It may be from your university, a school in your locality, or a
school of your choice (in terms of convenience). Interview them about their school practices relating to
the critical attributes of 21st-century education. Ask them what mechanisms their school is implementing
to keep on track with the changes in the 21st century. Record their responses using the interview
template below.

Note: Your interview may be online or face-to-face, depending on what’s more convenient and safe for
you.

Name of School Administrator: ______________________________________________

Name of School: _______________________ Date of Interview: _____________

Critical Attributes Practices of the School

Integrated and
Interdisciplinary

Technologies and
Multimedia

Global Classrooms

Creating/Adapting to
Constant Personal and
Social Change, and
Lifelong Learning

Student-Centered

21st Century Skills

Project-based and
Research-driven

Relevant, Rigorous, and

Real-world

15
 Analyze the response from the interview you did; if you are to give recommendations to
the administrator, what are those? In the space provided, describe the kind of
recommendations you will give to the administrator to improve the alignment of their
school to the critical attributes of 21st -century education.

1. Analyze your own university/school in terms of the evidence you observed about to
the new parameters of teaching and learning. On a scale of 1- 10 (with one as the lowest
and ten as the highest), rate the level of responsiveness of your school to the five
discussed parameters.

Your rating of your school: _______________________________

Explanation of your analysis:

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________

16
2. Reflect on the importance for educators to adapt to the demands brought by the paradigm shifts in the
21st century. Provide a 3-sentence answer.

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
__________________________________

A. Let us check your knowledge: Identify the parameters described. Mark D for
dimensions, C for content, P for process, E for the environment, and L for the types of
learners.

1. Instead of the usual instruction being done inside the “four walls of the classroom,” interactive
technologies allow the exchange of ideas between teachers and students in various schools in
“real-time.”
2. From emphasis on subject knowledge to the focus on intellectual abilities.
3. In the 21st –century, learning can be acquired through informal and non-formal means, such as
online learning modalities and distance learning.
4. From heavy emphasis given on core subjects (math, science, language) compared with
literature, arts, and social sciences to balance of scientific-technological and social-humanistic
cultural content of education
5. Opportunities to learn are not limited to the school-going population, and one’s age should not
hinder anyone to continue learning.

6. 21st -century learners come from diverse backgrounds and cultural identities (age, ethnicity,
etc.)
7. Learning in the 21st century has also become more engaged and has evolved from rote
learning to more teacher-pupil, pupil-pupil interaction/dialogue, and collaborative team learning.
8. The 21st century is also characterized by being more student-centered than teacher-centered. It
also entails learning that goes beyond the confines of the classroom.
9. From technical and vocational learning being relegated to the background, while academic
subjects are at the forefront to having a balance of general vs. vocational components of
education and general vs. specialized training
10. Learning in the 21st-century cuts across various media - from lessons done in real-life to
computer-based or online learning via the internet.

References

Borado, M. (2012). What Skills Do You Need for the 21st -century. Vol. 1. Q.C. Lorimar Publishing, Inc.

Facilitating the Development of 21st Century Skills for Southeast Asian Teachers., Guro 21 Course: Available
at http://iflex.innotech.org/GURO21/module1/l1_4.html
Vega, V.A., Prieto, N.G. & Carreon, M.L. (2015). Social Dimensions of Education. Lorimar Publishing, Inc.
Quezon City: Metro Manila
https://www.youtube.com/watch?v=Ax5cNlutAys
17
Unit Test:

Directions:
In every unit, you are required to answer the Unit Test. This portion includes multiple-choice items
on the different concepts and topics discussed throughout the unit. Encircle the letter that best
corresponds to your answer.

1. Among the choices below, which illustrates the paradigm shifts in education?
a. Knowledge as the only outcome c. Traditional pedagogies
b. Lifelong education for all d. Rigid subject matter boundaries

2. When Lyn, a first-grader shows changes in her behavior, attitude, and knowledge; she is now in the
process called__________?
a. Education c. Enculturation
b. Learning d. Teaching

3. Teacher Sian, a Grade 6 teacher, emphasizes on providing instruction highlighting students’

awareness of the environment and helping address the environmental dilemmas. What type of 21st
century literacy is developed by Teacher Sian?

a. Media Literacy c. Digital Literacy

b. Eco-literacy d. Art and Creativity Literacy

4. In developing this literacy, teachers extend skills in livelihood activities, entrepreneurship, and wise
handling of personal finances. The literacy referred is called ________________?
a. Media Literacy c. Digital Literacy
b. Financial Literacy d. Art and Creativity Literacy

5. In her daily teaching, Ms. Liza makes sure to integrate activities and lessons which develop emotional
intelligence to enhance students functioning in a social community. The literacy developed is called
_________________?
a. Media Literacy c. Digital Literacy
b. Financial Literacy d. Social Literacy

6. Which feature of the 21st-century teaching and learning is illustrated when teacher Nimfa views her
students as Tecno-savvy, thus directing her actions to use media and devices to enhance her teaching.
a. Integrated and Interdisciplinary c. Technologies and Media
b. Global Classroom d. Project-based and Research-driven

7. Which feature is seen when a teacher puts a link and connection between health literacy and
environmental literacy as he teaches Science?
a. Integrated and Interdisciplinary c. Technologies and Media
c. Global Classroom d. Project-based and Research-driven

8. The statement “With the advent of information and communication technology, learning has become
borderless” means?
a. The use of the internet, modern laptops, tablets, I-phones, and other gadgets has borders
b. Teaching and learning nowadays are expensive and unaffordable
c. Boundaries and limitations are set about the acquisition of knowledge and education
d. Information acquisition and dissemination, as well as delivery of education, has been made easy
with ICT.

18
9. What should schools do to enable learners to respond to the demands of the present world?
a. Teach information and concepts
b. Offer a fixed Curriculum
c. Teach application-based, creative, critical, and innovative thinking
d. Prepare students for the present

10. Teacher Annie makes sure to link health and environmental literacy when he conducts lessons on her
Science subject. Which feature of the 21st -century education is being shown here?
a. Integrated and Interdisciplinary c. Technologies and Media
b. Global Classroom d. Project-based and Research-driven

Unit Passport to Leave:

In every unit, you will be asked to present your passport as you board a new unit
(imagine you are riding an airplane and leaving a country). To have your passport approved, you
should accomplish the unit major deliverable. This deliverable is a task you will accomplish,
which will aid you and your course instructor on the extent to which you have acquired the course
outcomes intended for this unit.

For this unit, the deliverable for your “passport to leave” is to make an Infographic
exhibiting your understanding of the basic concepts included in this introductory unit.
For those who opt to submit online, you may submit a PDF copy of your infographic. While for
those who would submit using this printed material, you may place your infographic in the space
provided on the next page.

A rubric will be used to assess your output.

19
Place your infographic here!

20
 Rubrics in rating the Infographic

Criteria Exemplary Satisfactory Needs Improvement Score

Comprehensivene The infographic The infographic presents The infographic’s

ss of the Content thoroughly presents the topics but are bit’ broad presentation of
intended topic(s) on for the viewers to contents are very
curricuculum essentials understand. broad and are hard to
and highly informs the understand.
viewer.

20
10
15

Appropriateness The type of infographic The type of infographic

of the Type is highly appropriate supports the content The type of
and supports the being presented but infographic is not
content being another type can be more appropriate and does
presented. appropriate. not support the
content
15 10
5

Relevance of All visuals and graphics Most of the visuals and Visuals and Graphics
Visuals and used are relevant and graphics used are do not relate to the
Graphics do highly support the relevant and most of it information and points
information and points supports the information presented.
presented and points presented

10 7 5

Creativity The infographic shows The infographic shows Little

great creativity and is creativity but more thought/planning was
carefully planned thought/planning could done
be placed.
5 4
2

Instructor’s Over-all score:

Comments:

21
UNIT 2
The 21st Century
Literacies - Part 1
Unit Outcome:
At the end of this unit, you are expected to examine strategies in
promoting learner’s personal, economic, environment, and social
literacies.

22
Module Global and
Multicultural Literacy
3 Towards Becoming a Curricularist Ritchelee B. Alugar

Desired Module
Overview
The changing educational landscape in the global context and the increasing
OUTCOMES interconnectedness and interdependence of the world have placed
unprecedented demand on teacher education programs in preparing teachers to
educate for 21st-century. Module 3 will make you aware of the heightened
▪ Discuss concepts importance given to the global community and how it changes the roles of a
of globalization, teacher. You will be introduced to the basic concepts of Global and Multi-
global literacy, Cultural literacy, Multi-culturalism, etc.
and multicultural
literacy;
In the box provided below, doodle your thoughts about the
• show applications phrase “Unity in Diversity”
of the dimensions
of multicultural
education;

• describe a
globally literate
individual; and

• reflect on the
impacts of
multiculturalism
and globalization
on one’s role as an
educator in the
21st century.

23
In three sentences, explain what you have doodled.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________________

Explain
What is Global Literacy?

The understanding of how the world is organized and is interconnected comprises what Global
literacy is. It includes the ability of the individual to think critically about the world and the roles they
play in it. With the inevitability of diversity amongst nations and countries, a person who is globally
literate possesses understanding and appreciation of this diversity that may come in the form of one’s
culture, customs, systems, and relationships. In short, this literacy brings ones awareness to the different
possibilities, issues, and even concerns facing the world’s people

Guo (2014) emphasized that global literacy aims to address issues of globalization, racism,
diversity and social justice. This necessitates one’s awareness and actions that are consistent with a
broad understanding of humanity, racism, diversity, and social justice.

Teaching Global Literacy

Educating learners with global literacy aims to equip them with an understanding of global
systems, circumstances, and relationships that influence their lives. Moroever, Global Literacy must
endeavor to empower students with the knowledge and make a positive impact in the world and their
local community (Guo, 2014).
In teaching global literacies, teachers have to remember that it’s not just as easy as simply telling
the students how the world around them is changing and interconnected. Still, students themselves need
to uncover this learning on their own. In this sense, discovery learning will aid students to develop deep
connections, and they will likely learn more from the experience.
Global literacy is incorporated across subjects in many creative and realistic ways. For example,
they are engaging the students with global issues and realities when teachers ask them to check on the
labels of their belongings and what countries these were made from. The discussion could be a good
jumpstart to have an interactive discussion on the impacts of international flow and exchange of goods
and services in the economy, being one aspect of Globalization.

Students may also be engaged in meaningful debates about the Cultural and Social Impacts of
Globalization, such as the booming emergent popular culture like the increase of “Milk tea” industry in
the Philippines, or increasing subscription of Filipinos to Korean dramas and music. Debates can be a
good activity to involve students in evaluative and analytical thinking with regards to global concepts.

24
According to Jamestown Public Schools, Global literacy promotes and encourages:

▪ Inquiry, reasoning, and problem solving;

▪ Collaboration;
▪ communication and an understanding of world languages and cultures;
▪ an understanding of globalized systems and political realities;
▪ responsible global citizenship;
▪ respect for diversity;
▪ an understanding of the skills and technologies that are necessary for life in the 21st century;
and
▪ the ability for students to become advocates for themselves and their city/state/country.

The teaching of Global Literacy aims to help develop individuals into global citizens who are globally
literate. With various schemes of promoting global literacy, the Ontario Ministry of Education (2015)
explicated that a global citizen should display most or all of the following characteristics:

▪ Respect for humans no matter their race, gender, religion, or political perspectives.
▪ Respect for diversity and various perspectives.
▪ Promoting sustainable patterns of living, consumption, and production.
▪ Appreciate the natural world and demonstrate respect for the rights of all living things.

Rapid Checker!

Now that you were introduced to what Global Literacy is, how teaching and learning
. look like, and what the characteristics of a globally literate individual are, write one
word that describes Global Literacy and one sentence to explain the word.

Word: ___________________
Sentence:_____________________________________________________________
Photo:
https://drusilla
crearer.wordp
ress.com/
--------------------------Now let’s go to Multi-cultural literacy -------------------------------------

What is Multi-cultural Literacy?

The concepts of Global and Multicultural Literacy are interconnected; thus, they are placed on
the same unit. The teaching and learning of Multicultural literacy is a response to the phenomenon of
Multi-culturalism (which will be discussed in the next sub-topic). If Global Literacy talks about
understanding and awareness of the interconnectedness and organization of the world,; Global literacy
is consists of the skills and ability to identify the creators of knowledge and their interests (Banks,
1996), to uncover the assumptions of knowledge, to view knowledge from a diverse ethnic and cultural
perspective, and to use knowledge to guide actions that will create a humane and just world (Boutte,
2008).

25
 Boutte (2008), explains that Multi-cultural literacy aims to help in
addressing issues such as discrimination and oppression towards other
ethnicities by emphasizing equity, diversity, and social justice in fostering
cultural awareness. 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 towards achieving social justice within our
communities. Because of the growing racial, language, and ethnic diversity
in our country, Multicultural Literacy needs to be transformed in substantially
Photo:
to prepare students to function effectively in the 21st Century (Boutte, 2008).
https://drusillacrearer.
wordpress.com/

By making small changes within the classrooms, it can create big changes globally (Boutte, 2008). As
diversity grows, there is a need for the emergence of multicultural education that is more representative of
the students in today’s classrooms. By teaching students to be advocates for multiculturalism, we are also
sending a message of empathy and tolerance in schools as a need to develop a deeper understanding of
others and appreciation of different cultures (Banks, 2003). With this being said, for students to develop
these attitudes and skills, it requires basic knowledge before teaching students how to question assumptions
about cultural knowledge and how to critique and critically think about these important cultural issues,
which is what essentially makes Multicultural Literacy a 21st Century Literacy (Banks, 2003).

Multiculturalism

Multiculturalism is a philosophy that emphasizes the unique characteristics of different cultures,

especially as they relate to one another in receiving nations. It is considered a systematic response to cultural
and ethnic diversity, with differences in educational, linguistic, economic, and social components and
specific institutional mechanisms.

Broadly, the term is used to describe societies that is composed of various cultural groups, resulting
from the increase of immigration and border mobility. Multi-culturalism necessitates changes in the many
sectors of life, including education. This has increased the need to address concerns about cultural and ethnic
diversity, through Multi-cultural education.

Multi-cultural Education

Multicultural Education, as defined by Banks (2001), is an emerging discipline that serves as a

tool in the creation of equal educational opportunities from diverse racial, ethnics, social class, and cultural
groups. Moreover, the aim of Multicultural Education is to transform schools so that the male and female
students, the exceptional students, and the students from diverse cultural, social, ethnic, and ethnic groups may
experience an equal opportunity to learn.

Multicultural education supports the learner-centered paradigm as it posits the idea that the
students, their experiences, and diverse backgrounds should be the center of their education, where learning
responds to multiple ways of thinking.

26
 The inclusion of Multiculturalism in education can be done using these four approaches given by James
Bank. The approaches are presented in the illustration below.

The Social Action

Approach - Students
make decisions on
important social issues
and to help solve them. The Transformation Approach - The
structure of the curriculum is
changed to enable students to view
concepts, issues, events, and themes
The Additive Approach-0 from the perspective of diverse
Content, concepts, themes, ethnic and cultural groups
and perspectives are added
to the curriculum without
changing its structure.
The Contributions
Approach- Focuses on
heroes, holidays, and
discrete cultural elements.

Aside from approaches, Banks also provided five dimensions of multicultural education that teachers and
administrators must attend to in implementing multi-cultural education effectively. The dimensions include:

Dimensions Description
1. Content Integration This dimension deals with the extent to which the teacher uses examples and
content from various cultures and groups to illustrate key concepts,
generalizations, and issues within their subject area or disciplines.
2.Knowledge relates to the extent to which teachers help students to understand, investigate, and
Construction Process determine how the implicit cultural assumptions, frames of references,
perspectives, and biases within a discipline influence how knowledge is
constructed within it.
3. Prejudice In this dimension of education, the teacher engages the learners in activities or
Reduction learning experiences that help lessen the amount of prejudice within students.

4. Equity Pedagogy Equity Pedagogy happens when the teacher uses teaching styles to meet the
diverse needs of the students. Adjusting their ways to facilitate the academic
achievement of students from diverse racial, cultural and social class groups.

5. Empowering This dimension is created when the culture and organization of the school are
School Culture and transformed in ways that enable students from diverse racial, ethnic, and gender
Social Structure groups to experience equality and equal status. This dimension uses the other four
dimensions to create a safe and healthy educational environment for all.

Source: Banks (2002), An introduction to multicultural education

27
For more information and examples of the different dimensions of Multi-cultural Education, you may
read this on-line article from the link:

http://educ625spring2011.pbworks.com/f/Five+Dimensions+of+Multicultural+Education.pdf

Every classroom contains students of different race, religion, and cultural groups. Students
embrace diverse behaviors, cultural values, patterns of practice, and communication. Yet they all share
one commonality: their educational opportunity (Guo, 2014).

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 a respect for diversity and enables
students to learn exciting information. As classrooms become increasingly more diverse, it is important
for educators to acknowledge an address diversity issues and to integrate multiculturalism information
into the classroom curriculum (Guo, 2014).

Rapid Checker!
At this point, the concepts of Multiculturalism and Multicultural-literacy has already been
introduced to you. In one short sentence, give an example of a learning experience that you
will provide to your learners to foster multi-cultural literacy.

___________________________________________________________________________
___________________________________________________________________________
_______________________________________

Globalization and ASEAN Integration

As we talk about global and Multi-cultural literacy, the concepts of Globalization and
ASEAN Integration are important phenomena that every prospective educator must be oriented
with.
Globalization in the simplest sense refers to the growing interdependence of the world’s
economies, cultures, and populations which is brought about by the increase of cross-border
mobility and trade of goods and services, as well as the technology and the flow of investment,
people, information and knowledge.

Moreover, Stiglitz (2003) described globalization as the increasing interconnectedness and

convergence of activities and forms of life among diverse cultures throughout the world. Though
one may think that globalization deals only on the realm of business and industry, it is just
appropriate to let the people understand that education and the educational systems constitute the
core of globalization process.

28
 Think about the mushrooming of developments with the opening of online educations where
students from different countries may enroll in cross-border nations. Why do you think the development
of mega-universities, promoting university networks, and offering of open universities are given
importance nowadays? Don’t you think it’s because of the wide-range effects of globalization? I want you
to take teacher’s Winnie’s situation.

Teacher Winnie was a former intern /

student teacher of a certain university.
Teacher Winnie was one of the student-
teachers sent to Thailand to experience
clinical exposure and practice teaching
in a foreign country. Teacher Winnie
served as a student-teacher in a
Bilingual Program where elementary
learners learn English as a foreign
language. Today, Teacher Winnie is
already a full-fledged teacher at that
school. Take teacher Winnie as an
example, what are do you think are the
dominant forces that allow teacher
Winnie to have an international off-site
experience? Photo taken from Ms. Winnie

Rapid Checker!

In your understanding, briefly discuss how Teacher Winnie’s experience relates to

globalization.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________

One big impact of globalization is the internationalization of education which provides global
opportunities and promotes goodwill, and will to encourage the exchange of scholars. Like the case
of Teacher Winnie, she was involved in an international program of her school. This clinical
exposure has opened doors for employment opportunities.

Globalization and Education

In the previous section, you knew that globalization has its effects to the educational
paradigm. In this section, you will be introduced on how globalization specifically impacts
education. According to Vega., et.al (2015), globalization necessitated education to pursue reforms
within the educational system. These reforms are enumerated in the next paragraph.

29
 1. Content of Education
a. Curriculum Upgradation
- Education for globalization nurtures higher-order cognitive and interpersonal skills required
for problem-finding, problem-solving, articulating documents, and deploying verifiable facts
or artifacts.

b. Productivity Orientation
-The basic objective of globalization is to enhance productivity and make the educational system
and instrument in preparing students who can compete in the world markets as productive
members of society.
- Selecting the best human and giving them education of the highest quality.

2. The Fall Out of Globalization

a. Internationalization of Education
- provide global opportunities and promote goodwill, and will to encourage exchange of scholars

b. Finance-related issues
- To be a part of global configuration, the requirement of funds for social services, including
education, will increase manifold. For this purpose, it will be necessary to augment government
funding for these sectors.

c. Privation of secondary and higher education

- “It will mean a more competitive and deregulated educational system modeled after free market but
with more pressure on it assure that the next generation of workers is prepared for some
amorphous job market of 21st century. It also means “that the educational system will increasingly
provide the sites of struggle over the meaning and power of national identity and national culture.
Schools will no doubt also be the sites of various counter-hegemonic movements and pedagogies.”
(Wells., et al, 1998)

Results include the integration of research, the use of English as the lingua franca for scientific
communication, the growing international labor market for scholars and scientists, the growth of
communication firms and multinational and technology publishing, and the use of information technology
(IT).

ASEAN integration can also be a strong driving

force behind the increase of cross-border mobility,
regional market employment, exchange and flow of
goods, etc. The ASEAN integration, like globalization,
has been one of the central issues of public debates in
recent years. ASEAN, which stands for the
Association of Southeast Asian Nations, includes the
convergence of ten countries namely, Indonesia,
Malaysia, Philippines, Singapore, Thailand, Brunei
Darussalam, Vietnam, Lao PDR, Myanmar, and
Cambodia. The figure at the right displays the ASEAN
Community Blueprint, which gears towards the
accomplishment of the ASEAN Charter- One Vision,
One Identity, One Caring, and Sharing Community.

Photo: http://globalasiablog.com//

30
Experience Surf the web on research journal articles about globalization and multiculturalism.
Find what these researches say about these concepts. In the box provided, create your
graphic organizer to show the s you got from your web-surfing.

Briefly explain the idea behind your graphic organizer. Be sure to discuss the concepts
of multiculturalism and globalization in your own terms.

31
 Graphic Organizer Rubric:
In rating your work, the class instructor will use the rubric below. Thus, this
portion will be filled by your instructor.

Criteria 5 3 2 Score

Organization Organized structure Somewhat organized Poorly organized. A

allows readers to structure allows reader to clear sense of
move through move through some of direction is not
content without the content without evident. Flow is
confusion. Flows confusion. Flow is frequently
smoothly sometimes interrupted. interrupted.

Content Complete Shows some Shows incomplete

understanding of understanding of content understanding of the
content material

Creativity Use of materials and Shows some use of Shows minimal effort
ideas for materials and ideas for enhancement of
enhancement materials and ideas

Total:

You have received a considerable amount of input and experienced reading into different
researches on the concept of global & multi-cultural literacy; now it’s time that you express your
understanding by elaborating the items required below.

1. A globally literate individual is:

1.1. ____________________________________________________________________________
1.2. ____________________________________________________________________________
1.3. ____________________________________________________________________________
1.4. ____________________________________________________________________________
1.5. ____________________________________________________________________________

2. Among the five dimensions of multicultural education, choose two and provide ways of applying it in
teaching and learning
2.1. _____________________________
Application: ____________________________________________________________________
____________________________________________________________________________

2.2. ______________________________
Application: ____________________________________________________________________
____________________________________________________________________________
32
Examine For this lesson’s examine section, the depth of your reflection will be assessed. Reflect
on the impacts and implications of globalization, ASEAN Integration, &
Multiculturalism to 21st -century teaching and learning. Consider these questions as
you do your reflection:
➢ What challenges do it brings to me as a future educator?
➢ How will I equip myself to be prepared for it when my time comes?

33
 Rubric for Reflective Writing
Criteria Unsatisfactory- Developing Accomplished Exemplary Total
Beginning
Content 3 points 6 points 88 points 10 points /10
Reflection Reflection lacks Reflection Reflection Reflection
critical thinking. demonstrates demonstrates some demonstrates a high
Superficial limited critical degree of critical degree of critical
connections are thinking in thinking in applying, thinking in applying,
made with key applying, analyzing, analyzing, and/or analyzing, and
course concepts and and/or evaluating evaluating key course evaluating key course
course materials, key course concepts concepts and theories. concepts and theories.
activities, and/or and theories. Connections made Insightful and
assignments Minimal through explanations, relevant
connections were inferences, and/or connectionsare made
made. examples. through contextual
explanations,
inferences, and
examples.
Personal 3 points 6 points 88 points 10 points /10
Growth Conveys inadequate Conveys limited Conveys evidence of Conveys strong
evidence of evidence of reflection on own evidence of reflection
reflection on own reflection on own work with a personal on own work with a
work in response to work in response to response to the self- personal response to
the self-assessment the self-assessment assessment questions the self-assessment
questions posed. questions posed. posed. Demonstrates questions posed.
Personal growth Demonstrates less satisfactory personal Demonstrates
and awareness are than adequate growth and significant personal
not evident. Lacks personal growth and awareness. Some growth and awareness
enough insights, awareness Minimal thought of the future of deeper meaning.
and/or future thought of the future implications of Synthesizes current
implications are implications of current experience. experience into future
overlooked. current experience. implications.

Writing 2 points 3 points 4 points 5 points /5

Quality Poor writing style Average and/or Above-average Well written and
lacking in standard casual writing style writing style and clearly organized
English, clarity, the that is sometimes logically organized using standard
language used, unclear and/or with using standard English, characterized
and/or frequent some errors in English with minor by elements of a
errors in grammar, grammar, errors in grammar, strong writing style
punctuation, usage, punctuation, usage, punctuation, usage, and basically free
and spelling. Needs and spelling. and spelling. from grammar,
work. punctuation, usage,
and spelling errors.

/25
TOTAL POINTS (sum of 3 Criteria)

References:

Banks, J. A. (2002). An introduction to multicultural education (3rd ed.). Boston: Allyn and Bacon
21st Century Education Blog. Multicultural & Global Literacy. Retrieved at:
https://21stcenturyliteracy214.wordpress.com/

Vega, V.A., Prieto, N.G. & Carreon, M.L. (2015). Social Dimensions of Education. Lorimar Publishing, Inc.
Quezon City: Metro Manila
34
 Module
Social Literacy
4
Overview Towards Becoming a Curricularist Ritchelee B. Alugar

Now that you have gained basic knowledge on global and multi-
Desired Module cultural literacies from the previous module, I also assume that you
OUTCOMES have grasped the necessity of one’s ability to interact and understand
emotions in a social setting. This leads us to the present module.
Educators have to acknowledge themselves and their learners as social
• Articulate the
aspects and
and emotional beings within the educational context. Thus, alongside
dimensions of a the development of cognitive skills and literacies, the move towards a
person as a more functional literacies and the recognition for the social construct
social being; nature of literacy necessitates the inclusion of emotional and social
literacies in school. In this module, you will be introduced to what
▪ Determine one’s social and emotional literacies are. It is hoped that you will better
emotional understand yourself and your future learners as social beings.
intelligence; and

▪ Demonstrate
social and Read Today’s Headline
people skills.

1. “Nigeria declares a State of Emergency on rape and sexual assault.”

2. “Vietnamese Authorities arrest four land right activities”
3. “25 Shot dead in a School.”
4. “US targets Chinese Officials for Xinjiang human rights abuses.”
5. “Racist trolls tried to prevent three NASA finalists from winning”

What can you say about these headlines? Do these reflect what is going
on in the world today? What do you think these headlines say about
people’s ability to live in harmony with one another? What do you think
the people involved in the given headline needs? Answer briefly.

35
 Take out your highlighters for you are about to do a long-reading activity. Have a fun
reading time!

Social Literacy

What comes to your mind when you hear of Social Literacy? Are
you thinking of yourself and others being social animals? If so, you have
good hindsight into what this section will focus.

Social literacy is an individual’s ability to understand and interact

within a social context. If contextualizing it to the school setting, social
literacy refers to a student’s successful performance and understanding
of social skills, organizational skills, and communication skills. It is seen
in how a student connects effectively with those around them. Social
literacy spans from the individual’s micro to the macro-environment. It
extends from one’s interaction with their family, peers, teachers, co-
workers, people in the community, and even people in the other corners
of the world, whether we interact with them face to face or virtual. In
today’s context, where stay-home protocols are implemented, one’s
social literacy is also tested with how that person interacts with others in Photo:
the digital space. Keeping social skills even when the modality of https://www.google.com/sear
interaction is virtual. ch?q=human+as+a+social+a
nimal&tbm=isch&ved=2ahU
KEwj6v_6FyJfrAhVaxYsBHcs

Social literacy is the student’s ability to connect effectively with those around them. Social
literacy is so crucial in a person’s success. The ability to communicate and voice opinions and thoughts,
as well as listening to the opinions and thoughts of others, is essential in learning. Firmly grasping social
cues, and norms is extremely beneficial. Every single setting of our lives: school, home, work, clubs and
activities, interacting with people (whether face to face or behind the technology), we use our social
literacy. We play so many roles every day, and we socially need to understand how to play those roles
appropriately. For example, I would speak differently with my friends than my mother, or I would chat
on Facebook differently than I would while emailing a professor. Without an understanding of this
communication, one cannot function with success in society.

The Greek philosopher Aristotle said that human is social creature. Man belongs to society, and
anyone who either cannot lead the common life or is so self-sufficient as not to need to and, therefore
does not partake of society, is either a beast or a God. The social dimensions of man are founded on
nature. What does that first sentence mean? It simply means that by its social nature, man possesses the
following dimensions/aspects:
1. Man needs society to live life comfortably and safely.
2. Against natural and other dangers, he needs protection only from society.
3. Alone, man cannot arrive at the height of art, music, literature, history, philosophy, and religion,
etc.
4. But the overwhelming proof of man’s natural tendency towards social life is his speech capacity.

36
Emotional Literacy

Emotional literacy is the ability to recognize one’s feelings and those of others and to respond to
emotion displays in socially appropriate ways (Goleman, 1995; Sorin, 2004). It is one of several literacies
that have been identified as critical skills to be taught and learned. Emotional literacy is "a way of
managing your interactions with others so that you can build an understanding of your own emotions and
those of others, then find a way of allowing this understanding to inform your actions" (Antidote, 2000,
p3).

The concern about emotional literacy is that unlike the other literacies, which are given prime
significance and emphasis in the curriculum, emotional literacy has been left to chance or the learners'
own devices to develop as overcrowded curricula demand more and more cognitive learning. Emotion
understanding and expression should be taught alongside cognitive skills for deeper, more engaged
learning and development. Within an educational context, this can happen in many ways. According to
Sorin (2009), these are some of the ways by which emotional literacy can be taught:

▪ Teachers can model emotion display;

▪ Offering words and language for feelings;
▪ Reading and discussing stories where emotion issues are explored; and
▪ Introducing various toys or games such as facial expression puzzles or feelings lotto to their class.

In the discussion of the importance of emotional literacy, it was argued that emotional literacy, the
ability to appraise, express, understand, and regulate emotions (Mayer & Salovey, 1997, in Weare, 2000),
has lagged behind other new literacies in recognition of value and the design and implementation of
programs to teach the skills. This is evident in education systems today, where children as young as eight
are required to design web pages, art classes explore symbols and graphics, and programs.

Emotional Literacy is a developed awareness and understanding of one’s own and others’ emotions.
This information guides our thinking and is expressed in our communication and behavior. Further, it is
the understanding that individuals feel emotions in differently and, therefore have different responses
depending on their life experiences (Parkhead Nursery Staff, 2004)

Emotional Intelligence

As you explore the topic of Emotional Literacy, it would also be a beneficial foundation to
understand what emotional intelligence is. Please continue this reading section.

Emotional Literacy (EL) is still a relatively new and growing area in education. It is based on the
theory of Emotional Intelligence (sometimes referred to as EI or EQ), the ability to process emotional
information. This theory is usually considered to have been developed by Salovey & Mayer in 1990, the
term ‘Emotional Intelligence’ making the simple link between the affective and the cognitive domains.
The following are the domains for Emotional Literacy laid out by Goleman (1996). The DCSF Seal
strategy (2005) is based on similar five core aspects: self-awareness, managing feelings, empathy,
motivation, and social skills, which are considered basic to the development of Emotional Literacy.

37
 Domains of EI Description

Self-awareness The capacity to recognize your feeling as they happen

Emotional Control The resilience to self-manage your emotional reactions

Self-motivation Perseverance and determination to work with your emotions
to overcome a challenge
Empathy Emotional sensitivity to other people’s feelings

Handling Relationships Self-confidence and social skills to work collaboratively or to

lead people,

Conclusion:

Recall Maslow’s Theory of Needs and it emphasized in his representation of the hierarchy the
need of satisfying social and emotional needs before intellectual pursuits (Weare, 2000), and with the
1982 introduction of Multiple intelligences, Gardner named Intrapersonal (or Emotional) intelligence as
one of the multiple intelligences humans which can possess.

Do you want to experience taking an emotional intelligence test and check your level of
emotional intelligence? Answer the Emotional Intelligence Questionnaire developed by the
organization “Leading Across London” The questionnaire is a self-assessment questionnaire
designed to get you thinking about the various competencies of emotional intelligence as they apply
to you. Since the questionnaire requires various pages for printing, you may just access the
questionnaire through the link below. The PDF copy of the questionnaire is also available in the
Google classroom. If Google classroom is not feasible due to internet connectivity, you may also
ask the course instructor to send the questionnaire in messenger. Submit your EI filled-
questionnaire in a separate sheet.

https://www.drugsandalcohol.ie/26776/1/Emotional_intelligence_questionnaire-
LAL1.pdf

38
39
40
After your EI Test experience, What did you realize about yourself?

41
 Socially and Emotionally Literate Person Pizza
Think of a socially and emotionally literate individual. What do you think are their attributes?
Fill the slices of the pizza with those ideal attributes.

As a person and a professional (future teachers), what are the ways by which you can
show social and people skills considering the current situation we are facing, the
CoVID-19 pandemic crisis?

As a person
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________

As a professional
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________

References:
Goleman, Daniel. (2000). Working with Emotional Intelligence. New York: Bantam Books, 2000. Print.
Retrieved at: https://www.accipio.com/eleadership/mod/wiki/view.php?id=1835

Improving Emotional Intelligence (EQ). retrieved at: https://www.helpguide.org/articles/mental-

health/emotional-intelligence-eq.htm
https://prezi.com/6dhdmoooxm7-/social-literacy/
https://www.literacyworldwide.org/blog/literacy-now/2016/01/26/taking-on-social-literacy-in-the-classroom
https://www.drugsandalcohol.ie/26776/1/Emotional_intelligence_questionnaire-LAL1.pdf
42
 Module
5 Financial Literacy
Overview
Towards Becoming a Curricularist Ritchelee B. Alugar
Desired Module
OUTCOMES
The need for financial literacy has become a national topic of interest.
Economists, financial professionals, educators, and government officials recognize
• define financial
a deficit of financial knowledge. Financial literacy has been integrated into the
literacy;
curriculum to provide students with the skills and competencies to deal effectively
with one’s spending, budgeting, and other processes related to financial literacy.
• identify the
This module provides input and various activities that would engage you to real,
benefits of
and authentic activity.
financial
planning;

• design a
financial plan;
The figure below shows some key components which is said to have
• describe a contributed to students’ lack of financial literacy. In this figure, the pig
financially represents the bank of financial literacy, and the coins outside of the piggy
literate citizen; bank represent the barriers hindering students from behaving as financially
and literate individuals.

• show
significance of
financial
literacy to them
as students; as
future
educators.

Figure: Students’ lack of financial literacy

Source: Manselle (2015)

43
 Which among the six coins apply to you? Choose your top 3 and write a short reason
why you think it is the barrier that affects you most.

Top 1: ________________________________________

Reason:
_________________________________________________________________

Top 2: ________________________________________

Reason:
_________________________________________________________________

Top 3: _________________________________________

Reason:
_________________________________________________________________

Tap your shoulder, for you did a good job reflecting the barriers that affect
your financial freedom and decisions. Now, you may proceed on knowing the
concepts that would let you better understand financial literacy.

“Teaching
financial literacy Financial literacy (FL)
in the classroom
is one promising Financial literacy is the ability to use
way to improve knowledge and skills to manage financial
resources effectively for a lifetime Photo;
financial capacity (Jumpstart Coalition, 2008). In other words, https://www.edsurge.com/news/20
for today’s young financial literacy means you know where 18-04-16-why-it-s-important-to-
your money is coming from, teach-your-students-financial-
people.” literacy-and-three-ways-to-do-it

where it’s going and why its going there. To be financially literate means, you
control your money, not the other way around. In other words, financial literacy
is understanding how you can build your personal wealth. Financial literacy
helps individuals become self-sufficient so that they can achieve financial
stability. The main steps to achieving financial literacy include learning the
skills to create a budget, the ability to track spending, learning the techniques to
pay off debt, and effectively planning for retirement.

Moreover, financial literacy is the ability to understand and effectively

apply various financial skills, including personal financial management,
budgeting, and investing.

44
 The Basics of Budgeting, Saving, Investments

Necessary to building your skills in handling your financial wellbeing is

to perform budgeting, saving, and investing. The next paragraphs will provide
you a basic definition of these processes.

A budget is a spending plan, a tool to put you in control of your money.

It shows how much money you have, where it needs to go to meet your needs,
and wants and when you will reach your financial goals. A successful budget Photo:
plan clearly defines: https://www.googl
• How to follow a monthly spending plan e.com/search?q=fi
• Ways for lowering your monthly bills nancial++literacy
&source
• How to handle accrued debt
• Debt pay-off options like the snowball and avalanche methods
• How to distinguish between short-term, medium, and long-term goals
• A breakdown of family needs

Saving, on the other hand, is setting aside the money you don’t spend now for emergencies or a
future purchase. It’s money you want to be able to access quickly, with little or no risk, and with the least
amount of taxes. Financial institutions offer several savings options.

While investing is buying assets such as stocks, bonds, mutual funds, or real estate with the
expectation that your investment will make money for you. Investments usually are selected to achieve
long-term goals. Generally speaking, investments can be categorized as income investments or growth
investments. Budgeting, saving, and investing all encompass what you call Personal Finance.

The 5 Key Components of Financial Literacy

Hoyt (2019) explicated five key components of financial literacy. He emphasized that the sooner you
master these financial concepts, the better. These components are as follow:

1. The Basics of Budgeting

▪ Without following a budget, it’s difficult to hold yourself accountable on where your money is
coming from and what it’s going toward, so mastering the basics of budgeting is where any financial
novice should begin.

2. Understanding Interest Rates

• While you may touch upon the concepts within a mathematics course, it’s important to understand
different aspects, like compound interest. Why? Not only can it help you save even more, but it can
make the difference between borrowing a small amount and paying back much more than you need to
for years to come.

3. Prioritizing Saving
• Beginners can start working on this concept simply like saving money for a higher-ticket item they
desire. Working toward a goal is key here, and students need to understand that there’s a lot of value
in paying yourself first – because the bills will always be there. Do you have peace of mind? Well,
that comes with practice, diligence, and patience, all qualities you’ll develop when mastering your
savings skill set.

45
 4. Credit-Debt Cycle Traps
• Credit can be an extremely useful tool – if it’s managed correctly. Making rash decisions when
you’re young can end up costing you throughout adulthood, so it’s important to grasp the concepts
and tools behind responsible credit practices as early on as possible.

5. Identity Theft Issues & Safety

• In this modern-day and age, identity theft is more prevalent than ever. Since everything is digital
and just about everyone has shopped online at one point or another, your financial information is
more vulnerable to fraud. Understanding this concept, along with preventative measures, like
password protection and limiting the amount of information shared online, can be the key to
maintaining safe accounts or, inversely, lead to financial ruin.

After knowing how financial literacy is defined by different individuals, you might now be asking
yourself how important financial literacy is. The next topic will introduce you to the advantages of
personal financial planning.

Advantages of personal and family financial planning:

1. Increase effectiveness in obtaining, using, and protecting resources throughout the adult life cycle.
2. It reduces economic uncertainty about whether a desired product or service can be afforded.
3. Increase control of financial affairs to prevent excessive debt, bankruptcy, and dependence on
others for economic security.
4. It improves family relationships resulting from a well-planned and communicated financial
decisions.
5. It instills sense of freedom from financial worries obtained by looking to the future, anticipating
expenses, and achieving economic goals.

The life cycle theory of Modigliani and Brumberg (1954) explains that people make intelligent choices on
how much they want to spend limited only by the resources available over their lives and so with tailoring
their consumption patterns to their needs at different ages (Deaton, 2005 & Modogliani 1986).

Photo:
https://www.google.com/search?biw=1366&bih=662&tbm=isch&sa=1&ei=ec97W5PaDMjzvgTeiZXwAg&q=financ
ial+life+cycle&oq=financial+life+cycle&gs_l=img.3.
46
Financial Planning Process

Financial planning is also the process of deciding how to obtain, protect, and use your sources. Here are the
steps in doing personal financial planning.

1. Analyze your current personal and financial situation

✓ Ask the questions, Financially, where am I today? where am I going, &Where do I eventually want to
be?
✓ Determine your expenses
✓ Identify your financial problem by conducting SWOT Analysis or a simple Fishbone analysis

2. Develop financial goals

✓ It must be observable and measurable. End result having one or more objectives to be achieved
within a more or less fixed timeframe.

3. Create a financial plan of action

✓ Action plans, or road maps to accomplishing a set goal

4. Implement the financial plan

5. Evaluate and revise your action

47
Experience creating your own Personal Financial Plan. Here are the tasks you need to do in creating
your own financial plan:

A. Write down your short-term, intermediate and long-term goals. This will inspire you in planning
for your monthly or even weekly financial decisions.

B. Establish your weekly budget plan. As you do this, think of your goals and assess if your style of
budgeting will help in achieving your financial goals.

C. Make a pie chart of the categories you created in your budget.

D. Reflect on this financial planning activity by answering the questions indicated.

Task A. Financial Plan Goals Worksheet

Short-term Goals (Less than 1 year)

Goal Total Cost Duration Monthly Cost Target Date

Intermediate Goals ( 1-10 years)

Long-term Goals (Over 10 years)

48
 Task B: Establish your weekly budget plan

Daily/Weekly/Monthly Allowance P 300.00 Daily/Weekly/Monthly Allowance P

Tithes (10%) 30.00
Tithes (10%)
Savings 30.00 240.00
Savings
Debt Payment 50.00 190.00
Expenses
Debt Payment
Photocopy 20.00 170.00
Snacks 25.00 145.00 Expenses
Meals 125.00 20.00
Fare 60.00 -40.00
Load 30.00 -70.00

Template 1 (Left): Sample Weekly Budget

plan
Template 2 (Right): Blank Template for your
own Weekly Budget Plan

Task C. Using the expense categories and amounts you created in your budget, draw a pie chart showing
how you spend your money. Make sure you include the key to the side.

Task D. Write a paragraph evaluating how realistic your budget is and what changes you need or want to
make.

49
 For elaborative thinking, perform some reflection and discussion on the “short answer” questions
asked below. (You may answer in bullet form or continuous text format)

1. Based on the numerous inputs on financial literacy, its key components, its essential processes and
personal financial planning, how do you imagine a financially literate individual? Describe your idea of
a financially literate individual.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
________________________________________________

2. Conduct a research on different news or magazine articles featuring financial status of Filipino teachers.
Discuss what it says about their financial literacy. Suggest practical ways to better their situation.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
________________________________________________

3. Recall the coins that you have indicated to apply to your financial literacy status at the beginning of the
module. Which among the benefits of financial planning has/have helped you overcome those barriers?
Explain.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_______________________________________________________

A. Let’s examine your learnings in this module through the objective-type assessment
below. Fill in the blank with the term/word that is being described.

1. The personal finance practice by which millennial students create a financial

blueprint on how to spend and save their financial resources is ________.
2. It is the act of exchanging funds for goods and services.
3. In this phase of the financial planning process, an individual develops a road
map or action plan to how they will reach their financial goals
4. The ability to use knowledge and skills to manage financial resources
effectively for a lifetime is called ____________
5. ______________ refers to the excess amount from a student’s allowance or
other sources of the fund after debt repayment and spending.

50
 Pair Work!

If you are to write a position paper to the Philippine’s Secretary of Education about the
importance of integrating/incorporating financial literacy in the curriculum, how would you
write it? Write a 3-paragraph brief but direct position paper. You may attach the same
output with your pair.

To facilitate the pair work, you may contact a pair (classmate) through the Google
Classroom or Messenger.

References:

Alanna, R., (2020)., Financial Literacy. Annuity.org. Retrieved at: https://www.annuity.org/financial-

literacy/

Bachrach, B. (2006). Values-Based Financial Planning. Aim High Publishing: California

Nacino, S. (2014). Money and Me. Write Conversations

Smith, A., (2016). Financial literacy for millennials: a practical guide to managing your financial life for
teens, college students, and young adults

51
 Module
6
Eco-literacy
Ritchelee B. Alugar

Overview
Towards Becoming a Curricularist
Desired Module
OUTCOMES

▪ Describe The development of ecological understanding is not just a simple subject to

home/school/co be learned in school, but a fundamental change in how we see the world. In
mmunity developing such, it necessitates individuals to be aware of its roles in building
practices that more sustainable living. Eco-literacy/Ecological literacy is now placed in the
shows eco- spotlight. The never-ending environmental concerns clamor for the attention and
knowledge and actions of not just the environmental advocates but everyone.
intelligence;
“The great challenge of our time is to build and nurture sustainable communities –
▪ Demonstrate communities that are designed in such a way that their ways of life, businesses,
ways of economies, physical structures, and technologies do not interfere with nature's
preserving the inherent ability to sustain life. The first step in this endeavor is to understand the
environment; principles of organization that ecosystems have developed to sustain the web of
life. This understanding is what we call ecological literacy.” – Fritjof Capra
▪ Explain the
roles of eco-
literacy,
teachers,
learners, and What does this quotation say to you?
citizens for
sustainable Reflect on the quotation in the box. What is it telling you?
development; Write your thoughts in the note below.

▪ Articulate the “The volume of education has increased and continues to increase, yet so do
importance of pollution, exhaustion of resources, and the dangers of ecological catastrophe. If
environmental still, more education is to save us, it would have to be an education of a different
education for kind: education that takes us into the depth of things.”
sustainable
development;
and

▪ Provide ways
to integrate
eco-literacy
into the
curriculum.

52
 Photo:
https://us.jscinteractivo.com/

Essential Terminologies on Eco-literacy

Think about the words “Ecological/Environmental Literacy” What do you think these words
means? Do you imagine education about the environment? Well, if that is so, you are on the right
track.

Eco-literacy is a way of thinking about the world in terms of its interdependent natural and
human systems, including considering the consequences of human actions and interactions within
the natural context. The term is first used by American educator David W. Orr and physicist Fritjof
Capra in the 1990s to introduce into educational practice the value and well-being of the Earth and
its ecosystems. Eco-literacy is founded on a new integration of emotional, social, and ecological
intelligence—forms of intelligence popularized by Daniel Goleman. While social and emotional
intelligence extends students’ abilities to see from another’s perspective, empathize, and show
concern, ecological intelligence applies these capacities to an understanding of natural system. It
melds cognitive skills with empathy for all of life. By weaving these forms of intelligence together,
eco-literacy builds on the successes—from reduced behavioral problems to increased academic
achievement—of the movement in education to foster social and emotional learning. And it
cultivates the knowledge, empathy, and action required for practicing sustainable living.

Ecological literacy equips students with the knowledge and competencies necessary to
address complex and urgent environmental issues in an integrated way. It enables them to help shape
a sustainable society that does not undermine the ecosystems upon which it depends. Eco-literacy
aims to develop learners who are eco-literate, have Eco-knowledge, and acquire Eco-intelligence
through varied eco-experience.

An eco-literate individual can understand the interactions between human systems-

transportation, energy, building, commerce, industry, and the natural systems. Educating individuals
about eco-literacy is a way to shape awareness and engagement with these issues for life. An eco-
literate individual possesses eco-knowledge, which pertains to the knowledge across all aspects of
conservation so that critical thinking, system understanding, and transferable skills are developed.
Along with eco-knowledge is the need to acquire eco-intelligence. This concept is similar to Howard
Gardner’s Theory of Multiple Intelligences, where we apply a range of intelligence to build
knowledge. Eco-literacy suggests cultivating a deeper connection to ecosystems an emotional
connection to our wider world. This in turn, shapes sustained attitudes and beliefs around the value
and importance of the environment for human existence. Eco-literacy is made possible by providing
learners with eco-experience, which is primarily facilitated by embedding the use of natural
resources, learning about life cycles, and the wonder of the changing seasons, which allows children
to connect with and contribute to their wider world.

The following are core aspects of ecological literacy: 1. Principles of Living Systems 2.
Design Inspired by Nature 3. Systems Thinking 4. Ecological Paradigm and the Transition to
Sustainability, and 5. Collaboration, Community Building, and Citizenship

53
Seven Principles of Environment

In developing and building eco-literacy, you must first acquire enough

understanding of how the environment functions and the principles that exist. We
need to learn about our ecosystem because this is the only way to protect and take
care of our planet and take action against our environmental problems. The seven
principles are the following:
Photo:
https://omicspublishing
group.wordpress.com/
Principles Short Explanation

1. Nature knows This is the most basic principle. History and our experiences are full of
best examples to prove the validity of this principle. Humans have to understand
nature and abide by the rules nature dictates. In essence, one must not go
against the natural processes if one wants to ensure a continuous and steady
supply of resources.
2. All forms of life Each organism plays a fundamental role in nature. All living things must be
are important considered invaluable in the maintaining the homeostasis of the ecosystem.

3. Everything is In an ecosystem, all biotic and abiotic components interact to ensure that the
connected to system is sustained. Any intrusion from outside may cause an imbalance and
everything else collapse of the system.

4. Everything The environment is constantly changing. Organisms also develop through

changes time. However, because of man’s technology, the natural changes in the
environment have been affected.

5. Everything must Everything ends up elsewhere. It doesn’t just disappear. For example, if you
go somewhere throw a piece of candy wrapper away, it disappears but does not cease to exist.
It ends up elsewhere. Gases released in the atmosphere may spread, but they
will end up a component of the atmosphere and can be brought down by rains.
Any particular type of waste should always be a concern to us. It may be a
pollutant or a resource, depending on certain factors. Be a responsible person
and throw your trash in a proper place.

6. Ours is a finite Earth’s resources can be classified as either renewable or non-renewable.

earth Renewable resources are those that can be replenished by natural cycles (e.g.,
water, air, plants, animals), while non-renewable resources are those that
cannot be replenished through natural cycles. Although renewable resources
can be replenished, it is important to vital that these are renewable only if they
are not overused and not destroyed from factors such as pollution.

7. Nature is Among all creatures, humans are the only ones made in God’s image and have
beautiful, and we been given the right to have dominion over all His creations. Being gifted with
are stewards of reason, humans are capable of manipulating creation to their own advantage.
God’s creation! Humans cannot exist without nature. They are co-natural with the environment
they inhabit.

*Adapted from Barry Commoner, as compiled by Miriam College

54
Teaching Strategies in the Teaching of Eco-literacy

The Center for Eco-literacy promotes a various of teaching strategies based on practices matched to
students' levels of development and on brain-based research to foster the knowledge, skills, and values
essential to sustainable living. We recognize that students learn best when teaching strategies are varied to
include hands-on activities, time for reflection and thoughtful discussion, a mix of indoor and outdoor
environments, and opportunities to participate in interdisciplinary projects.

Place-based Learning

"Where am I? What is the natural and social history of this place? How does this place fit into the
larger world?” These are some examples of questions asked in providing Place-based learning. Successful
place-based programs involve students as participants in the life of their communities. The Center for Eco-
literacy encourages place-based learning through mapping the local environment to learn key ecological and
cultural principles, studying the interplay between local society and the environment, supporting habitat
restoration projects, and working with local citizens to improve the quality of life in their communities.

Project-based Learning

While many teachers involve students in projects after exposing them to traditional instruction, project-
based learning is not an extension or add-on but is central to the curriculum. Based on challenging questions
requiring complex thinking and skills, project-based learning is often interdisciplinary. The Center for Eco-
literacy has supported teachers in designing project-based learning experiences such as habitat restoration,
modeling the evolution of agriculture, and changing the food in schools.

Interdisciplinary Learning

When teaching and learning are organized around themes, problems, or issues, students seek knowledge
and skills from various disciplines to provide an expanded and more complex understanding of the topics they
are studying. Interdisciplinary learning emphasizes connections between traditionally discrete disciplines such
as math, science, history, and language arts, rather than limiting learning to one content area at a time.

Socratic Inquiry

Questions is where this strategy revolves. "Socratic inquiry" is named for the Greek philosopher
Socrates, who believed that questions — not answers — stimulate learning. Rather than teaching facts and
information, Socrates encouraged young people to question their assumptions, values, and preconceptions.

Experiential Learning

This strategy recognizes that learning is an active process, an experiential process. Hinging on the work
of John Dewey and Jean Piaget, Experiential Learning is deemed vital to schooling for sustainability. Only
through direct contact with the natural world will students develop an in-depth understanding of fundamental
ecological principles. By working with others to solve real-world problems, they also develop skills at the
heart of sustainable living. The Center for Eco-literacy promotes experiential learning by giving emphasis on
school gardens, food and cooking, civic engagement, and the schoolyard as a learning laboratory.

55
 Scavenger Hunt!

Look at the items listed below. Look around your home, locality, or school and fill in the form
indicating where you found each item, or check the box indicating that you couldn’t find it. The
first one has been done for you. You don’t have to list more than one place for each item, but if
you do, it will make your chart more interesting.

Practice Where I found one I couldn’t find

one

a bin for recycling paper At the faculty room of my

college.

a bin for recycling paper a bin for recycling cans and

bottles

a sign encouraging students to recycle

a sign saying to keep fluorescent lamps/bulbs out of

the trash

a sign asking people to keep the door closed to

conserve energy

a sign relating to Earth Day

a student putting waste in the right place

an Office of Sustainability

a classroom with a green course in session

a handout that makes good use of paper

someone with a stainless-steel water bottle

a picture showing what should go into the compost

bin

a picture showing what should go into the recycling

bin

a picture showing what should go into the garbage

bin

Describe your scavenging experience. What did you realize about your home, community and school’s
practices?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________

56
 1. In your own words, explain the roles of Eco-literacy, teachers, learners, parents, and citizens
for sustainable development.

Role towards sustainable development

Eco-Literacy

Teachers

Learners

Parents

Citizens

2. Environmental Education is of heightened significance in assuring sustainable living. Why is this

so? Articulate the importance of Environmental Education.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
___________________________________

Imagine yourself being a full-fledged teacher. Your administrator tasked you to organize a
school program that would advocate and develop eco-literacy in the school, homes, and in the
community where the school is located. In this program, you have to coordinate with various school-
based, home-based and community-based stakeholders. To assess your understanding of the concepts
and importance of eco-literacy, design a school project. Describe your program/project design through a
proposal in the space provided. You may search for examples of project proposals on the web. Feel free
to create/modify your own to suit the nature of your project. Please take note of the rubric provided.
Should you need more space, you may just attach/paste your work in a separate sheet of paper.

You may read for samples on this link.

https://www.template.net/business/proposal-templates/school-project-proposal-template/

57
 Your project proposal will be graded using the rubric below. Your course instructor will rate
this part.

Excellent Proficient Basic Below Basic

Subject The student shows a deep The student shows an Student shows some The student shows very
Matter understanding of the understanding of the understanding of the little understanding of the
subject matter and its subject matter, and is subject matter but subject matter.
implications. evident in the confusion is evident in
execution of the some aspects of the
proposal or plan. proposal or plan.

Creativity/ The project proposed is The project proposed The project proposed The project proposed is
Ambition very original, creative, is original, creative, is somewhat creative, not creative, nor original,
and ambitious. and somewhat original, or ambitious or ambitious.
ambitious. the student

Final Project The student shows The student shows The student shows The students show little
excellent effort, care, and good effort, care and some effort, care, and or no effort, care, or
creativity. The final creativity. The final creativity. The creativity. The project
output is complete and or plan is finished proposal or plan is proposal is sloppy,
well-presented. and turned in on finished and turned in, illegible, crumpled,
time. but is rushed unfinished, or
incomplete.

Structure The proposal or plan is The proposal or plan The proposal or plan The proposal or plan is
and Flow clear, concise, and has a is well organized and makes general sense vague, disjointed, and
logical structure and flow. has a sensible flow but requires some shows no sense, structure,
and structure. work to organize and or flow. Confusing to
structure in a logical read, and difficult to
and sensible manner. understand.

Total

Grand Total

References:

Nevin, E. (2008). Education for Sustainable Development. Center for Global Education.
Retrieved from: https://www.developmenteducationreview.com/issue/issue-6/education-and-
sustainable-development

The Seven Environmental Principles. Retrieved from https://www.wetlands.ph/wp-

content/uploads/2017/07/Handout-1_Module-1-The-Seven-Environmental-Principles.pdf

Sly, C. Teaching Strategies., Center for Eco-Literacy. Retrieved at:

https://www.ecoliteracy.org/article/teaching-strategies

Project Proposal Rubrics: https://www.rcampus.com/rubricshowc.cfm?code=YX62W64&sp=yes&

Seven Principles of nature retrieved athttp://cuadernoilocano.blogspot.com/2011/10/cuaderno-ilocano-

kdpy-7-principles-of.html
https://www.slideshare.net/enriccalvet/ecological-literacy

58
 Unit Test:

This portion includes multiple-choice items on the different concepts and topics discussed throughout
the unit. Encircle the letter that best corresponds to your answer.

1. As a practitioner of 21st-century teaching and learning, Teacher Lyle teaches her students the art of
handling money and the effective and efficient management of financial resources, which also includes
individual issues. This refers to ______?
A. Personal Financial Administration C. Personal Financial Management
B. Financial Literacy D. Personal Financial Panning

2. In financial literacy, which theory highlights that people make intelligent choices on how much they want to
spend, limited only by the resources available over their lives and tailoring their consumptions to their needs at
different ages?
A. The Theory of Supply and Demand C. The Life Cycle Theory
B. The Maslow’s Hierarchy of Needs Theory D. The Financial Freedom Theory

3. Teachers and learners need to acquire these skills that are attuned to the norms of the society. Emotional
Intelligence must be developed to effectively manage the stress of the fast-paced life of 21st-century.
A. Arts and Creativity C. Social Literacy
B. Financial Literacy D. Eco literacy

4. Teacher Sian, a Grade 6 teacher emphasizes providing instruction highlighting students’ awareness of the
environment and helping address the environmental dilemmas. What type of 21st century literacy is developed
by Teacher Sian?
A. Media Literacy C. Digital Literacy
B. Eco-literacy D. Art and Creativity Literacy

5. This term refers to the growing Integration of economics worldwide through an increase in trade investment
flows and technology transfer?
A. ASEAN Integration C. Internationalization
B. Globalization D. Standardization

6. We teach our students that nothing can be “thrown” away. It all ends up somewhere and has some effect on
the environment; we are teaching them the principle that_____________?
A. Nature knows best C. Everything Changes
B. Everything must go somewhere D. We are stewards of God’s creation

7. Among all creatures, humans are the only ones made in God's image and have been given the right to have
dominion over all His creations. In view of this, it is suggested that teachers should highlight the teaching of the
principle that _____?
A. Nature knows best C. Everything Changes
B. Everything must go somewhere D. We are stewards of God’s creation

8. Teacher Shaun makes sure that she is teaching so that her students would acquire the ability to understand the
interactions between human systems and natural systems. She is making sure that her students are
___________?
A. Ecologically Aware C. Environmentally Knowledgeable
B. Eco-literate D. Sustainable Development Literate

59
9. Teacher Mary teaches her students to practice the art of allocating personal income or allowance
towards expenses, savings, and debt repayment. This refers to ____________?
A. Investment C. Spending
B. Savings D. Budgeting

10. The following are nations comprising the ASEAN; which one is NOT?
A. Philippines C. Laos
B. Hongkong D. Brunie Darrusalam

Unit Passport to Leave:

In order to obtain your passport to leave unit 2, your task is to perform a comparative analysis
of schools’ practices in applying the literacies covered in Unit 2.

Mechanics:
1. Conduct online research for journal articles and research studies on new literacies (literacies
covered in this unit).

2. Reread your researched articles to assure that they focus on literacies. You must, at least,
have five (5) different schools/educational institutions and countries to compare. Understand
what you’re reading to be able to conduct a thorough analytical comparison.

3. Examine/evaluate the school’s/countries mechanisms, strategies/ways of building and

promoting the literacies covered. Accomplish the Comparative Analysis Matrix designed by the
course instructor. Explicitly indicate the observations you have noted regarding their
mechanisms and strategies.

4. Synthesize your entries in the matrix by writing a comparative analysis essay. In your essay,
also indicate how you will design your future classroom, curriculum, and teaching so that you
may correctly employ the building and enhancing of those literacies.

You can read more about writing a Comparative Analysis paper at the following online links:
A. Harvard College Writing Center. How to Write a Comparative Analysis :
https://writingcenter.fas.harvard.edu/pages/how-write-comparative-analysis

Instruction for Submission:

A space ( 1entire page) is provided for your Comparative Analysis Synthesis essay. But you are
still encouraged to have it encoded. If possible, you may encode your essay (1-3 pages only)
and attach the printed copy for submission on the scheduled module submission. If there are no
printing facilities and services in your locality, you may also send your essay output to the
instructor through email.

60
 Comparative Analysis Matrix
Perform an intensive reading of different researches that talk about the literacies indicated below.
Perform comparative notetaking to examine the varied strategies used by schools/countries in promoting the
literacies. At the end of each column, input your major observation. Please write the school’s name or the
country in the first column. You may attach another sheet if the space provided is not enough.

Global & Multi- Social and Financial Eco-literacy

cultural literacy Emotional Literacy
Literacy
Research 1

Research 2

Research 3

Observation

61
Comparative Analysis Synthesis Essay

After filling the matrix, you may now write your synthesis essay expressing your comparative presentation
of the evaluation that you did. Be sure to expound your significant findings and realizations about the literacies
are being developed and promoted. You may encode this activity. If you need more space, you may just attach
an additional page.

62
Rubrics for Comparative Analysis Activity

Excellent Good Poor Not Acceptable Score

Quality of Research is in- Research is of It is a surface Little to no research

Research depth and the sufficient depth. research. used in paper
beyond the construction
obvious. 11-12 5-7
13-15 8-10
Content The student The student is The student is The student does not
Knowledge demonstrates full at ease with uncomfortable with have a grasp of the
knowledge (more content but fails content and can information. The
than required) to elaborate demonstrate basic student wasn’t able to
concepts supply points needed
18-20 14-18 for some topics
10-13 6-9

Organization Information is in a The student The reader has The sequence of the
logical, interesting presents difficulty following information is
sequence which information in the work because difficult to follow.
reader can follow logical student Jumps
9-10 sequence, around.
which the 5-6 1-4
reader can
follow.
7-8
Grammar, The style is somewhat There are major
Mechanics, Consistent and The style is consistent and grammatical and
and Usage appropriate formal mostly appropriate for formal writing errors that
style of writing is consistent and writing. make the paper
evident. appropriate for difficult to read and
9-10 formal writing 5-6 understand
7-8 1-4
References Work displays the The reference Work does not have Work displays no
correct number of section was the appropriate references
references that completed number of required
were written incorrectly references
correctly. 3 3 1-2
5
Comments: Over-all score

63
UNIT 3
The 21st Century
literacies - Part 2
Unit Outcome:
At the end of this unit, you are expected to:
• Examine strategies in promoting learner’s personal, economic,
environment, and social literacies.

64
 Module Art & Creativity literacy
7
Overview
Towards Becoming a Curricularist Ritchelee B. Alugar

We are in the educational era with heightened importance given to the

Desired achieving high test scores in standardized examinations. Such emphasis has
Module resulted in the virtual elimination of art, music, drama, dance, and even recess in
the majority of schools. Researches indicate that even Social studies were also
OUTCOMES relegated to the sidelines as teachers focused on higher test scores in reading
and math.
• Describe the
In this module, you will be provided with basic facts and concepts,
aspects of arts
including the application and teaching of Art and Creativity literacy.
and creativity
literacy;

• Apply teaching
strategies that
promote Express Yourself!
learners’
creative Welcome to the 7th module. You are almost there. You have been
thinking; and introduced to varied activities for four different literacies already. Congratulate
yourself, for its already a job well done. Before you begin understanding art
and creativity, reflect on what you feel. How do you exactly feel today?
• Express
Express your feeling in any way you want. You may write a paragraph, a song,
creativity and poem, drawing, doodle, etc. Use the space provided below, and you may attach
critical another page if needed.
thinking in the
various art
forms.

65
Art & Creativity Literacy

Just like the previously discussed literacies, the acquisition of

literacy in the arts is similarly developed when students can demonstrate
and communicate their understanding of the basic concepts and principles
of the art form. The National Coalition for Core Arts Standards: A
Conceptual Framework for Arts Learning (2014) defined artistic literacy Photo:
as follows: https://www.sato
community.org/art
-literacy/

“Artistic literacy is the knowledge and understanding required to participate

authentically in the arts. While individuals can learn about dance, media, music,
theatre, and visual arts through reading print texts, artistic literacy requires that they
engage in artistic creation processes directly through the use of materials (such as
charcoal or paint or clay, musical instruments, or scores.) and in specific spaces
(concert halls, stages, dance rehearsal spaces, art studios, and computer labs).

Moreover, the Artistic Literacy Institute defined Artistic Literacy as a teachable skill and a
human art that allows individuals to connect both personally and meaningfully to works of art. It
enables the forging of connections to our humanity and the humanity of others. When we practice
artistic literacy by artist’s process, understanding artistic concepts, and learning skills within an
artistic discipline—we inspire contemplation on the human experience, challenge our beliefs and
perceptions, and cultivate our ability to revise what we think we know. We gain entrance to works
of art that may have seemed inaccessible; we experience a sense of ownership and belonging. The
chart below lists many process components found in the art standards.

66
 The Teaching of Artistic Literacy

The figure above shows a framework in the teaching of artistic literacy. This type of literacy
must be taught in a learner-centered approach. Accordingly, in active learning- or student-centered
arts classrooms, students not only engage in making the art, but they are also given time to make
connections with their cultural background, assess their technique and understanding, interact with
peers, and participate in evaluating their progress. “When placed on a continuum of active student
involvement, one end of the continuum represents little or some student involvement versus the
opposing end that represents mostly student-driven learning. In other words, if the beliefs, theories,
or perspectives of the instructor or governing bodies perceive that the student is at the center of the
learning experience, then those factors will serve as the center of how the curriculum is developed.
The process is cyclical as learning progresses. Teacher-led instruction is sometimes as necessary for
advanced learners as novice learners. Collaborative and independent learning opportunities often
occur fluidly within a single lesson. The chart below provides examples of active, student-centered
learning in art classrooms.

Examples of Student-centered activities in an Art Classroom

67
Art and Creativity Compared!

You might be wondering what the difference is when we talk about art and creativity. Art
is the application/expression of human creative skills and imagination. It is appreciated primarily for its
beauty, such as painting, music, literature, and dance. It can also be visual, auditory, and performing arts.

While creativity, according to UNESCO “the encouragement of creativity from an early

age is one of the best guarantees of growth in a healthy environment of self-esteem and mutual respect -
critical ingredients for building a culture of peace.” Creativity is an elusive and contested concept. There have
been many attempts to define it. Creativity has been described as a state of mind in which all our intelligences
are working together (Lucas, 2001)

Let’s also compare the two through the lenses of art and creative abilities.

Artistic Ability Creativity Ability

- Includes skills and talents to create fine works - Refers to the skills and talent to use our
of art: painting, sculpting, musical composition, imagination to create and solve.
etc.

- Artistic ability is not used in daily life; it is - Creativity manifests itself in common day-to-
through which you communicate. day situations when we face mundane problems
that require effective solutions.

-Artistic is being decorative -Creativity is mental; it’s the way a person thinks,
solves, and finds a solution to a problem or case.

Ex: Being Artistic is decorating a house or Ex: Being creative is building a house and or
decorating a pretty cake. baking tasty and yummy cake.

An artistic module can take the alphabet and A creative person can design icons that replace
create a new typeset for the characters. the alphabet.

68
 WHAT’S SO GREAT ABOUT ART??

The following are the advantages of including art in the classroom:

1. Art promotes hands-on, and self-directed learning;

2. Art engages children’s senses in open-ended play;
3. Art experience develops specific cognitive, emotional,
social and multi-sensory skills;
4. Art builds spatial relations and visual literacy;
5. Art promotes print awareness;
6. Art promotes symbol awareness;
7. Art enhances eye-hand- brain coordination;
8. Art enhances verbal & visual creativity; and
9. Art builds aesthetic awareness & self-esteem;

CHILDREN WHO ARE INVOLVED IN THE ARTS:

1. Imagine, create, express.
2. Interpret & reflect life.
3. Develop self-confidence & self-discipline.
4. Experience an important window to different cultures & values.
5. Think critically, solve problems, and make informed judgments.
6. Work cooperatively in groups.
7. Appreciate other’s points-of-view.
8. Are open to new pathways for learning all subjects.

Integrating and Supporting the Arts and Creativity

1. Physical Environment - design a physical environment to support creativity.

2. Emotional Environment – take time to create and maintain a climate of respect and caring that
supports making mistakes.

3. Project-based Learning – introduce choice, freedom, and space for creativity. The PBL units you
design should be a relevant, rigorous, and real-world in to achieve the highest levels of student motivation,
engagement, and learning.

4. Teach Creative Thinking Skills – first teach students about “metacognition” – “thinking about their
thinking.” You can teach that to the little ones, too; they love being able to know such a big word!

69
Integrating and Supporting the Arts and Creativity continuation….

5. Alternative Assessments – instead of a worksheet or an assignment in which every student creates a poster
(about the same thing), provide plenty of leeway for students to create products in a medium of their
choice! For example, a student-produced video, film, television or radio broadcast; etc.

6. Scheduling – project-based curriculum and performance-based assessments require adequate time.

7. Student-Centered and Personalized Learning – give students voice and choice as much as possible
regarding what they will learn, how they will learn it, and how they will demonstrate what they have learned.

8. Incorporate the Arts – seamlessly integrate music, art, drama, and dance into your PBL curriculum. Try
not to make creativity time separate from the rest of the curriculum.

9. Integration of Technologies – student blogs and websites, student publishing, video game design, coding,
filmmaking, photography, global collaborative classroom projects using Google Hangouts.

10. Preparing the Body and Brain for Creativity - offer students (and faculty) opportunities such as yoga,
tai chi, ballet, jazz, and Pilates.

We have come to the end of lessons on Art and Creativity Literacy; you are now ready to have
some activities and exercises.

Read more on Art and Creativity Literacy; you may go over some available research/journal
articles on the net. In a group of three members, discuss the aspects of Art and Creativity
Literacy and write the synthesis of your discussion using a word cloud.

70
1. What teaching strategies will you use to promote learners’ creative thinking?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________

2. Explain the quote of Albert Einstein saying, “Imagination is more important than knowledge,
for knowledge is limited while imagination embraces the whole world.”
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
___________________________________

3. “Art is a language… not a decoration” Explain briefly.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
___________________________________

The examine portion of this module allows you to go on a free and open activity. Reflect on
the current crisis, the COVID-19 pandemic, express your thoughts and feelings about it in any
form of art. You may compose a song, poem, essay, draw, make a slogan, collage, dance, or
perform a drama. You may also use the electronic platform to express creativity.

For performance art, you may record your performance and send it to your instructor. For
art and creativity expressions that require more space, you may take a photo of your output and
attach the photo in the space provided on the next page.

71
72
 Rubrics for the creative output!

Excellent Good Poor Not Acceptable Sco

re
Creativity and Exceptionally Thoughtfully A few original Shows little
Originality clever and and uniquely touches enhance creativity, originality,
unique in presented; the project to and effort in
showing a clever at times show some understanding the
deep in showing understanding of material
understanding understanding the material.
of the (9-11)
(18-20) material. (12-14)
(15-17)

Understanding Shows a Shows an Displays a Does not show

of Content sophisticated understanding limited understanding of the
understanding of the major understanding of text. Misses plot
of the themes themes of the the book. May points and has quite a
in the work book have a few few
misinterpretatio misinterpretations.
(18-20) (15-17) ns. (9-11)
(12-14)

Neatness and Exceptionally Attractive and Acceptably Distractingly messy

Attractiveness attractive and neat in design attractive but or very poorly
particularly and layout may be messy at designed. Do not
neat in design times and or show pride in work.
and layout show lack of (5-8)
(11-12) organization.
(13-15) (9-10)

Effort The student The student The student put The student put forth
put forth put forth the forth the effort the effort required to
extraordinary effort required required to finish finish the project;
effort to to complete the project; used used class time
complete the the project class time adequately.
project well as well; used adequately.
possible; used class time
class time well.
extremely
well.

Comment: Over-all Score

References

Creativity and Arts. Retrieved at: https://www.slideshare.net/FatimaQayyum1/creativity-and-arts-

presentation-1

The Role of Artistic Literacy in Teaching and Learning. Retrieved at: https://portal.ct.gov/-
/media/SDE/Arts/Guide-to-K12-Program-Development-in-the-Arts/Achieving-Artistic-
Literacy.pdf?la=en
73
 Module
Media literacy
8
Overview
Towards Becoming a Curricularist Ritchelee B. Alugar

Desired “We live in a Media Age” is a cliché. In our time now, there is a
proliferation of mediated messages from printed texts and broadcast media.
Module
Media is all around us, and in this media-saturated world, people spend so
OUTCOMES much time over their phones for social media, or online shopping.

The fact is this: young people today receive nearly all their information
▪ Discuss the through popular culture - mass communication, yet schools do little to help
basicconcepts them understand popular culture.
of media and
media literacy;
Create a Word Cloud!
▪ explain the
benefits, key
The topic of Media Literacy might be very familiar to you. If you are a K to
elements,
12 Basic Education Graduate, Media Literacy is a subject taught and learned in
outcomes, and
senior high school. Recall your learning from high school. The photos below speak
curriculum
framework of
something about Media Literacy. With the aid of these photos and your learnings
Media literacy; from high school, create a “Media Literacy” word cloud.

▪ design learning
opportunities
based on the
pedagogies of
Media literacy;
and

▪ evaluate
designed Source: Google Image
Media literacy
activities and
materials.

74
 You did a good job of recalling your high school lessons through that word
“Media Literacy is cloud. Now you are ready to have some more readings on the basics of Media
a perspective Literacy. Take note that there are so many concepts and sub-topics on Media
which we expose Literacy, this module merely focuses on the basic and essential concepts.
ourselves to the
Take this as a review lesson!
media and
interpret the
meaning of the
messages we
encounter”
(Media Literacy, What is Media Literacy?
SGAE
Publication:1998)P
Media Literacy is an individual’s ability to access, analyze,
evaluate and create messages of and from all kinds. It involves the
understanding of the many ways that information is produced and
distributed. The forms of media have exploded in the last decade, and
new media arrive every day. Figure 1 on the proceeding page shows the
elements of Media Literacy.

Students’ media use has far outstripped educational use, and

students will continue to adopt new media long before teachers can create
curricula about it. It is no longer enough to teach students how books,
periodicals, and TV shows work. Students need to learn to critically
analyze and evaluate messages coming to them through any medium.

75
 Media Literacy addresses the skills students need to be taught in school, the competencies citizens
must have as we consume information in our homes and living rooms, and the abilities workers must
have as we move toward the 21st century and the challenges of a global economy. Moreover, Media
Literacy is the ability to interpret and create personal meaning from television, radio, computers,
newspapers, and magazines and advertising. Media Literacy deals with the principle of inquiry. To
become media literate is not about the ability to memorize facts about media, but to be able to raise the
correct questions about what they have listened to, read, and watched.

What is Media Literacy?

Before you read through the different media types, watch this
YouTube video on Media Literacy available in the link below. You may Notes from the video
also write some notable concepts in the box at the right. watched:
https://www.youtube.com/watch?v=ng675Cm2m_0&t=40s
__________________
It is just necessary to be oriented to the different types of media. As __________________
explained earlier, media has evolved from a mere traditional print media to __________________
a more sophisticated and highly technical forms. This was brought by __________________
technological advancements and popular culture. There are three types of __________________
media, namely; Print, Broadcast, and New Media. __________________
__________________
__________________
A. Print Media
__________________
__________________
Print Media is the most traditional and __________________
classic type of media. In the old times, __________________
before the creation of the internet and __________________
television, print media is the only way __________________
to communicate with the mass public. __________________
There are various forms of print media __________________
which include; books, newsletter, __________________
magazines, journals, and other printed __________________
materials. _______________

Photo:https://www.marketing91.com/types-of-media/

B. Broadcast Media

Broadcast Media involves audio or videos, or

written content for a mass audience. This type of
media has various methods, such as television,
radio, and movies/films.

Photo: https://www.marketing91.com/types-of-media/

76
C. Internet Media

In the current generation, where more and more

people are relying on the internet go most of their daily
transactions, internet media has continuously transformed
the media world. Online websites can provide information
in the form of text, audio, and video comprising all the
ways of traditional media. The internet media has
incredibly a lot of different forms of sharing news and
information, such as:
▪ Social Networks ▪ Vlogging
▪ Bookmarking sites ▪ Online Forums Photo:
▪ Social News ▪ Podcast, etc. https://www.marketing91.co
m/types-of-media/
▪ Media Sharing
▪ Microblogging

For more details and information about these forms of internet media, visit this link:
https://www.marketing91.com/types-of-media/

Core Concepts of Media Literacy

5 Core Concepts 5 Key Questions

1. All Media messages are constructed 1. Who created this message?

2. Media messages are constructed 2. What creative techniques are used to attract my
using a creative language with its own attention?
rules
3. Different people experience the same 3. How might different people understand this message
media message differently differently?

4. Media have embedded values and 4. What values, lifestyles, and points of view are
points of view. represented in, or omitted from, this message?

5. Most media messages are organized 5. Why is this message being sent?
to gain profit and power.

Media Literacy in K to 12
Media Literacy education has entered the k-12 world through many portals such as:

▪ English Language Arts ▪ Educational Technology

▪ Social Studies ▪ Vocational Education
▪ Fine Arts ▪ Health Education
▪ Library-skills

77
 Some schools emphasize the study of media issues or the critical analysis of media messages, whereas
other schools primarily provide students with opportunities for media production.

Media Literacy
Framework

The Out of The Box Media

Literacy Initiative’s Theory of
Change (TOC) offers a
framework that defines media
literacy as a set of three distinct
yet overlapping practices: to
interrogate media texts, to create
with media tools, and to
participate meaningfully in the
digital media space. Moreover,
this framework maps out our
vision of mainstreaming media
literacy in the Philippines from
addressing media access, to the
fundamental prerequisites of the
practice of media literacy, to the
long-term societal outcomes of
media literacy for the Philippine
society.

Photo: https://www.ootbmedialiteracy.org/what-is-media-literacy/

Alone or with a partner, study the framework and reflect on how the elements would help achieve the stated
outcomes.

You may right your reflections here.

78
Tips for Integrating Media Literacy in the Classroom

Canada’s Centre for Digital and Media Literacy provided some advice
Notes from the
for making media education a meaningful and integrated part of a teachers
PDF or from the
classroom practice. Here are some tips:
link provided!
• Exploit “teachable moments.”
• Give students a chance to create media, not just analyze it
_______________
• Start and end with the key concepts
_______________
• Recognize that kids – and adults – enjoy media _______________
• Teach about media, not just with media _______________
• Make media education about asking questions, not learning answers _______________
_______________
• Fight the perception that “It doesn’t matter.”
_______________
• Assess and evaluate media literacy work _______________
• Let students bring their media to the table _______________
• Keep up-to-date with media trends and developments _______________
_______________
_______________
If you want to read more on the description and details of the tips _______________
enumerated above, you may read through the PDF material in the Google _______________
Classroom or ask the instructor through Messenger. For more information _______________
and details on Media Literacy, you may read this online article entitled, _______________
Digital Literacy Fundamentals available at: https://mediasmarts.ca/digital- _______________
media-literacy/general-information/digital-media-literacy- _______________
fundamentals/digital-literacy-fundamentals. ______________

Explore the Web (by group)

Form a five-member group. Choose a group leader. With all the group members, search for at least
five available media literacy activities. Observe and examine how these activities were made/constructed
and write an observation report. Explicate your observation in terms of the core concept, the outcome, the
approach by which it was made and the type of media it was generated/shared. Analyze your group’s
common observation and come up with an ideal criterion that must be used to evaluate a media literacy
activity/material. Write your evaluation-observation synthesis. Use the template provided as a guide. Write
your answer/output on a separate sheet of paper.

Note: To facilitate the grouping, you may reach your classmates through Google Classroom or through
messenger.

Media Literacy Activity/Lesson Reference/Source retrieved Observation

Title
1.

2.

3.

4.

5.

Evaluation-Observation Synthesis

79
1. In your own words, explain the benefits and advantages of being a media literate individual.

2. Considering the basic/core concepts, types, framework, and integration of media literacy
write five significant points that you realized in this module.

▪ _________________________________________________________________
▪ _________________________________________________________________
▪ _________________________________________________________________
▪ _________________________________________________________________
▪ _________________________________________________________________

To assess the effectiveness of your learning from this module, design your learning
opportunity (activity) based on the different tips presented in integrating media literacy in the
classroom. Consider the question; how will you teach/incorporate concepts or even topics about
media literacy in your classroom in the future? A guide is provided below. Write your output on a
separate sheet of paper. Guide found in the next page.

80
Construct your Media Literacy Activity/Learning Opportunity Here!

Name of the Activity:

________________________________________________________________

Topic of the Lesson :

________________________________________________________________

Objectives:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________

Materials needed:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________

Activity Steps/Procedure:

Criteria in rating your activity plan!

Appropriateness of the Activity (ies) – 30%

Content Knowledge -- 20%
Clarity of Objectives -- 15%
Coherence of the procedure -- 15%
Use of Material Resources -- 10%
Originality -- 10%

81
 Module Digital literacy
9
Overview
Today’s youth are often called “digital natives” by adults because of the
Desired seemingly effortless way they engage with all technological things. To be
Module literate in today’s media-rich environments, young people need to develop
knowledge, values, and a whole range of critical thinking, communication, and
OUTCOMES
information management skills for the digital age. In this module, your
knowledge and skills on working with computers will be enhanced. You will
• Enhance also be taught how to stay safe in the digital space.
students’
knowledge
and skills in Let’s start with these comic strips!
working with
computers & Look at the .comic strips taken from the internet. Write your sentence in the
other devices; box provided below.

• examine the
ethical
considerations
of using digital
media;

• provide ways
to integrate
digital literacy
into the
curriculum;
and

• create learning
materials using
their
knowledge on
Digital and
Media Photo: Google Images
Literacy

82
 What is Digital Literacy?

The ALA Digital Literacy Taskforce (2011) defines Digital Literacy as the ability to
use information and communication technologies to find, evaluate, create, and
communicate information, requiring both cognitive and technical skills. Moreover, digital
Literacy it refers to an individual’s capabilities which fit an individual for living, learning,
and working in a digital society; for example, the skills to use digital tools to undertake
academic research, writing, and critical thinking: as per personal development planning:
and as a way of showcasing achievements.” (JISC Definition)

“The ‘savviness’ that allows young people to participate meaningfully and safely as
digital technology becomes ever more pervasive in society.” (Future Learn). It is vital that
students and staffs develop critical, creative, discerning, and safe practices when engaging
with information in the academic environment.” (LSE definition)

Many have tried to define digital literacy, but it boils down to the basic definition
that digital literacy is the ability to use digital technology for living, learning, and working
in a digital society”

How does digital literacy look?

DIGITAL LITERACIES
include:
Career and Identity Manage digital reputation
Management and online identity
ICT LITERACY – is
knowing how to select and
Communication and Participate in digital networks
Collaboration for learning and research use digital devices,
Digital Literacy

applications, or services to
accomplish tasks requiring
Participate in emerging academic, the use of the internet.
Digital Scholarship professional and research practices that
depend on digital systems
COMMUNICATION
AND
Adopt, adapt and use digital COLLABORATION –
ICT Literacy devices, applications and
services are one’s capabilities to
participate in the digital
networks in the teaching
Find, interpret, evaluate,
Information Literacy manage and share information
and learning context.
IDENTITY
MANAGEMENT – is
Study and learn effectively in
Learning Skills technology rich environments, being able to understand
formal and informal how to ensure safety and
security in managing
Critically read and creatively online identity and foster a
produce academic and
Media Literacy professional comunications in positive.
a range of media
Note: Media and Information Literacy which was discussed in the previous
module, is also a part of the digital literacies.

83
 Eight digital literacy skills that are needed to INTERNET SAFETY & NETIQUETTE
become digitally literate, according to lynch (2017)
INTERNET SAFETY refers to the online
security or safety of people and their
1. CODING – Coding is a universal language. A basic information when using the internet.
understanding of HTML, CSS, and the like will create a
shared understanding of what can be done with the web
NETIQUETTE or network etiquette, refers
page.
the dos and don'ts of online
2. COLLABORATION – The use of Google Docs, among communication.
others, allows students to begin experimenting with
effective online collaboration 10 Internet Safety & Netiquette Rules
3. CLOUD SOFTWARE – This is an essential part of 1. The Golden Rule. - Treat others as you
document management. The cloud is used to store would like to be treated.
everything from photos to research projects to term
2. NO Flaming – Flame is a personal
papers and even music.
insult communicated through the
4. WORD PROCESSING SOFTWARE – Google, internet. One must watch their posts or
Microsoft Online, Dropbox are available for storage comments.
and management solution.
3. Don’t type in ALL CAPS - People may
5. SCREENCASTING – A screencast is a video recording misinterpret it.
using the computer screen and usually include audio.
4. Don’t Spam- Spam is any unsolicited
On another hand, when you take a picture on the screen
email from unknown sources.
of your computer, it is called the Print Screen.
5. Don’t talk with people you do not
6. PERSONAL ARCHIVING – Students should be taught
know - Do not arrange to physically
the concepts of meta-data, tagging, keywords, and
meet anyone you meet online.
categories to make them aware.
6. Obey copyright laws - Don’t steal
7. INFORMATION EVALUATION – Critical thinking to
someone else’s ideas, property, and
weed out fake news is crucial in 21st-century skills. The
rights.
tools and skills needed to process information are very
much needed. 7. Use proper grammar and Spelling -
errors diminish the credibility of the
8. USE OF SOCIAL MEDIA – Social media serves
message.
different purposes depending on the user, the
technology, and the need. For example, students should 8. Be HONEST / be yourself - Tell the
realize that Twitter can be useful for staying current on truth. Do not pretend to be someone
the latest news in the field. else.
9. Follow the TOS - TOS or Terms of
Service where rules and policy of the
sites.
A person who is digitally literate has the capability 10. Shop secure sites – Sites with
in the following areas. Transport Layer Security (TLS) or
Socket Layer Security (SLS).
✓ Information and education
possesses the variety of skills – technical and cognitive
– required to find, understand, evaluate, create, and A person who is digitally literate
communicate digital information in a wide variety of continuation…..
formats;
✓ Social networking
✓ Use of technology uses these skills and the appropriate technology
Can use diverse technologies appropriately to retrieve to communicate and collaborate with others; and
information, interpret results, and judge the quality of ✓ Digital citizenship
that information; uses these skills to actively participate in civic
society and to contribute to a vibrant, informed,
✓ Life-long learning and engaged community.
understands the relationship between technology, life-
long learning, personal privacy, and information
stewardship. 84
 The inputs provided in the previous pages (Explain section) of this module are just very basic. More detailed and
elaborative discussion of other topics and concepts about digital literacy is available in your Google Classroom.
Make sure to join. Explore the Web

At this point, you were already provided with some basic terms and concepts relating to Digital Literacy.
Now, take ownership of your own learning experience by searching for the different ways to which schools
integrate Digital Literacy in the curriculum. Please make sure to cite your sources. If you don't have an internet
connection, you may also just interview teachers in your locality.
Provide at least ten ways or steps. If the space provided below is not enough, you may write your answers on a
separate sheet of paper.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

1. What do you think are the challenges that the common population may encounter in working with
computers & other devices?

2. Explain the importance of Digital Literacy in this time of the pandemic. Explain the advantage of
being digitally literate in today’s context.

Identify different practices that you have observed in using the internet, specifically, social media.
Examine the ethical considerations that were violated in the observed practice. Provide at least five. If you
are given a chance to talk with them, what reminders will you give? Use the template as your guide. Write
your answer on a separate sheet of paper.

85
Template

Practice Observed Ethical Consideration/Rule Violated Your Advice/Suggestion

Practice 1

Practice 2

Practice 3

Practice 4

Practice 5

References:

Digital literacy skills in the 21 st century. Retrieved at:

https://www.slideshare.net/erwinmarlonsario/digital-literacy-skills-in-the-21-st-century

Internet safety and netiquette. Retrieved at: https://www.slideshare.net/cathrinarepalda/internet-

safety-and-netiquette-25082003

86
 Unit Test:

This portion includes multiple-choice items on the different concepts and topics discussed throughout the
unit. Encircle the letter that best corresponds to your answer.

1. A person who possesses the variety of skills required to find, understand, evaluate, create, and communicate
digital information in a wide variety of formats is a ______________ person?
A. Personally Literate C. Financially literate
B. Information Literate D. Digitally Literate

2. With the widespread use of technology in education, students must be taught with different cyber threats. A
cybercrime often for malicious reasons, by distinguishing as a trustworthy entity in electronic communication,
asking for sensitive and private data is called___________
A. Trojan C. Phishing
B. Spam D. Malicious code

3. When we teach students with a repertoire of competencies that enable them to understand how media
operates and how to evaluate information, this is called ____________?
A. Digital Literacy C. Cyber Literacy
B. Media Literacy D. Computer Literacy

4. In the classroom, we should give our students instructional opportunities to express their human creative
skills. This expression of ideas, feelings, and experiences is what we call______?
A. Literacy C. Logic
B. Science D. Art

5. Art experience develops specific skills. Which of the following is not included?
Cognitive C. Multi-Sensory
A. Emotional D. None of the B. B. mentioned

6. Which of the following isn’t enhanced by art?

A. Body Awareness C. Print Awareness
B. Symbol Awareness D. Eye-hand-brain coordination

7. If a teacher wants to assure that he/she is followed the features of media literacy, he/she should make sure
that the following are reflected on his/her teaching practices. Which one is NOT?
A. Critically Analyzes and evaluate media content.
B. Understand the role and functions of media.
C. Use of media for freedom of expression to a boundless extent.
D. Understanding the conditions in the use of ICT.

8. Is it correct to say that computers in education disable us?

A. Yes, they make the world our classroom.
B. Yes, when it creates a division between the first world and the third world countries.
C. No, computers enable people more.
D. It depends on how people use the computers.

87
 9. When education teaches the students to acquire the ability to use information and communication
technologies to find, evaluate, create information to fit for individual living, learning, and working, they are
taught ___________?
A. Digital Literacy C. 21st century literacy
B. Teaching skills D. Sustainable living

10. The statement “With the advent of information and communication technology, learning has become
borderless” means?
A. The use of the internet, modern laptops, tablets, i-phones, and other gadgets has borders.
B. Teaching and learning nowadays are expensive and unaffordable.
C. Boundaries and limitations are set about the acquisition of knowledge and education.
D. Information acquisition and dissemination, as well as delivery of education, has been made easy with ICT.

11. In the Beetham and Sharpe hierarchy, what is the highest developmental process in acquiring digital
literacy?
A. Access and Awareness C. Skills
B. Practices D. Identity

12. Ms. Aya teaches her students that digitally-literate individuals can use their skills and the appropriate
technology to communicate and collaborate with peers, colleagues, family, and on occasion, the general public;
this pertains to __________________?
A. Information and education C. Social-Networking
B. Use of technology D. Digital Citizenship

13. Digitally-literate individual uses their skills to actively participate in civic society, and to contribute to a
vibrant, informed, and engaged community. This refers to ___________?
a. Information and education C. Social-Networking
b. Use of Technology D. Digital Citizenship

14. A type of media consisting of paper and ink, reproduced in a printing process that is traditionally
mechanical.
A. Print C. Audio
B. Broadcast D. New

15. Teacher Elsa makes sure that she provides a meaningful learning experiences to her kindergarten pupils by
using radio, television, and film. These are examples of _____________ media?
A. Print C. Audio
B. Broadcast D. New

88
Unit Passport to Leave:

This is the final unit of the module; yet, this isn't your final output. After this activity,
you have to accomplish the terminal outcome deliverable. But don’t worry about that for now;
focus on accomplishing your task to obtain your passport to leave.

For this unit, your task is to develop/create a learning material incorporating your
knowledge on Media, Digital, and Art/Creativity Literacy.

Mechanics:
1. Choose a literacy where you’re learning material will be used.
2. Imagine yourself teaching, look for a topic on that chosen literacy, and design a learning
material that you will use to teach that literacy.
3. Your material can be a video, a PowerPoint, a worksheet, a storybook, a learning module,
or any instructional material that would be helpful. Example: You wanted to teach eco-
literacy, and you made an eco-literacy video discussion, or a brochure on what a financial
literate person is like.
4. Be sure that the element of art, media and digital literacy is found in your learning/
instructional material.

Instruction for Submission:

If it is written/encoded/printed, you may attach it with this worktext upon submission. But
if it is electronic, you may submit it in the Google Classroom or Messenger.

89
 Instructional Material Evaluation

The 10 Rs indicators KEY STATEMENTS (for the user/evaluator) RATINGS

1, 2, 3, 4, 5

RIGOROUS The instructional material requires a high level of

understanding and thinking (less of recall, more of
analysis, synthesis, creativity and innovation, HOTS)

REAL The instructional material replicates the activities of the

teacher-learner in the classroom setting.

REQUIRES The instructional material allows the user to make choices

INDEPENDENCE of what to do and self directed in their tasks.

RICH IN THINKING The instructional material requires more than

memorization of facts but higher order thinking.

REVEALING The instructional material uncovers the user’s level of

understanding and misconceptions.

REWARDING The curriculum material inspires the user to study more

and motivates to do the task.

RESPECTS DIVERSITY The curriculum material provides equal opportunity for

of LEARNERS learners regardless of gender, race, ethnicity and individual
differences.

REQUIRES The curriculum material allows learners to work together

COLLABORATION to succeed.

REFLECTIVE The curriculum materials allows the user to take time to

reflect on his/her learning for better performance..

RECOGNIZES SUCCESS The curriculum material provides rewards for learners

success.

Adapted from Bilbao (2019). Guide to Instructional Material Evaluation

TEN R’s of QUALITY CURRICULUM MATERIAL
Maximum points- 10 x 5 points = 50 points score
Minimum points 10 x 1 point= 10 points score
Scale and Interpretation
41-50 points- Highly acceptable (exemplar)
31-40 points- Acceptable needs slight improvement
21-30 points- Barely acceptable, needs substantial improvement
10-20 points- Not acceptable, major revision

90
 Terminal Outcome Deliverable

The terminal Outcome Deliverable is a major requirement and

will serve as your final exam. This is the expected competency to
Desired assess if the course provided you with an appropriate and quality
learning experience. Your terminal Outcome Deliverable is just a
Terminal continuation of the “Passport to Leave deliverable from the previous
OUTCOME Unit.”

Mechanics:
Present a lesson
that develops 1. Using the instructional material that you have made (from Unit
learner’s 21st- Passport 3), design an activity or a short lesson that develops the
century literacy. literacy that you have chosen. You may use the activity plan
template provided to you in one of your past modules, or you may
search for other examples of activity plans on the web.
2. After writing your activity plan, present your activity plan to the
teacher on a scheduled date of synchronous session. If you
couldn’t join the synchronous session due to internet
considerations, you may just do a recorded video of yourself
while presenting your designed activity. As you present the
activity, present as well how the constructed instructional material
will be used to help you in that activity.

A rubric for the terminal Outcome Deliverable may be accessed in

the Google Classroom. Just be reminded that you will be assessed in the
following criteria:

1. Quality of Content of the Activity Plan

2. Mastery
3. Delivery
4. Organization
5. Creativity
6. Length of Presentation

91
77777777777777777777777
PPST-based Self-Assessment “Heat Map”

77777777777777777777777
77777777777777777777777
Hi there! Howdy? In just a flip, you’ll land at the last activity of this
module. Congratulations for enduring. I hope it was a tough but meaningful
learning experience.

77777777777777777777777
Before you say goodbye to this module, please take some time to do a
self-assessment. One of the mechanisms used to evaluate the effectiveness
of your learning in this course is to conduct a self-assessment. The table on

7777777777777
the next page is the Philippine Professional Standards for Teachers. It
includes the different beginning Teacher Indicators that also serve as
competencies expected for pre-service teachers like you.

Reflect on your experiences from this course and highlight the

competencies which you think you have acquired already at this point. This
activity is called a “Heat Mapping.”

Enjoy assessing yourself.!!!!

92
Domain 1: Content Domain 2: Learning Domain 3: Diversity of Domain 4: Domain 5: Assessment Domain 6: Domain 7: Personal
Knowledge and Environment Learners Curriculum and and Reporting Community Growth and
Pedagogy Planning Linkages and Professional
Professional Development
Engagement
1.1.1 Demonstrate 2.1.1 Demonstrate 3.1.1 Demonstrate 4.1.1 Prepare 5.1.1 Demonstrate 6.1.1 Demonstrate an 7.1.1 Articulate a
content knowledge knowledge of policies, knowledge and developmentally knowledge of the design, understanding of personal philosophy of
and its application guidelines and understanding of sequenced teaching selection, organization and knowledge of teaching that is learner-
within and/or across procedures that provide differentiated teaching to and learning process use of diagnostic, learning environments centered.
curriculum teaching safe and secure learning suit the learners’ gender, to meet curriculum formative and summative that are responsive to
areas. environments. needs, strengths, interests requirements. assessment strategies community contexts.
and experiences. consistent with curriculum
requirements.

1.2.1 Demonstrate an 2.2.1 Demonstrate 3.2.1 Implement teaching 4.2.1 Identify 5.2.1 Demonstrate 6.2.1 Seek advice 7.2.1 Demonstrate
understanding of understanding of strategies that are learning outcomes knowledge of monitoring concerning strategies behaviors that uphold
research-based learning environments responsive to the learners’ that are aligned with and evaluation of learner that build the dignity of teaching
knowledge and that promote fairness, linguistic, cultural, socio- learning progress and achievement relationships with as a profession by
principles of respect and care to economic and religious competencies. using learner attainment parents/guardians and exhibiting qualities
teaching and encourage learning. backgrounds. data. the wider community. such as caring attitude,
learning. respect and integrity.

1.3.1 Show skills in 2.3.1 Demonstrate 3.3.1 Use strategies 4.3.1 Demonstrate 5.3.1 Demonstrate 6.3.1 Demonstrate 7.3.1 Seek
the positive use of knowledge of managing responsive to learners with knowledge in the knowledge of providing awareness of existing opportunities to
ICT to facilitate the classroom structure that disabilities, giftedness and implementation of timely, accurate and laws and regulations establish professional
teaching and engages learners, talents. relevant and constructive feedback to that apply to the links with colleagues.
learning process. individually or in groups, responsive learning improve learner teaching profession,
in meaningful programs. performance. and become familiar
exploration, discovery with the
and hands-on activities responsibilities
within the available specified in the Code
physical environments. of Ethics

1.4.1 Demonstrate 2.4.1 Demonstrate 3.4.1 Demonstrate 4.4.1 Seek advice 5.4.1 Demonstrate 6.4.1 Demonstrate 7.4.1 Demonstrate an
knowledge of understanding of understanding of the special concerning strategies familiarity with a range of knowledge and understanding of how
teaching strategies supportive learning educational needs of that can enrich strategies for understanding of professional reflection
that promote literacy environments that learners in difficult teaching practice. communicating learner school policies and and learning can be
and numeracy skills. nurture and inspire circumstances, including: needs, progress and procedures to foster used to improve
learner participation. geographic isolation; achievement. harmonious practice.
chronic illness; relationship with the
displacement due to armed wider school
conflict, urban resettlement community.
or disasters; child abuse

1.5.1 Apply teaching 2.5.1 Demonstrate 3.5.1 Demonstrate 4.5.1 Show skills in 5.5.1 Demonstrate an 7.5.1 Demonstrate
strategies that knowledge of learning knowledge of teaching the selection, understanding of the role motivation to realize
develop critical and environments that strategies that are inclusive development and use of assessment data as professional
creative thinking, motivate learners to work of learners from indigenous of a variety of feedback in teaching and development goals
and/or other higher- productively by groups. teaching and learning learning practices and based on the Philippine
order thinking skills. assuming responsibility resources, including programs. Professional Standards
for their own learning. ICT, to address for Teachers.
learning goals.

1.6.1 Use Mother 2.6.1 Demonstrate

Tongue, Filipino and knowledge of positive
English to facilitate and non-violent
teaching and discipline in the
learning. management of
behavior. You have come to the end of this learning
1.7.1 Demonstrate an material.
understanding of the
range of verbal and
non-verbal
CONGRATULATIONS!
classroom
communication
You did a splendid job.
strategies that
support learner
understanding,
participation, &
engagement
93