21st Century Learning Plan

Building and Enhancing New Literacies Across the Curriculum

Duration: 4 weeks | LO Code: BEL-2, BEL-3, BEL-4, BEL-5

Note to the Teacher

Hello Teacher! In this activity, we seek to arrive at a deeper understanding of how
Filipino teachers define 21st century skills and how we might design learning
experiences that can develop and assess these across subject areas. This project aims
to have our students collaborate with in-service teachers to answer the following
questions:

● How do Filipino teachers define 21st century skills?

● What do the 21st century skills look like in the context of different subject
areas?
● How can these skills be integrated into the existing curricula of a subject
area?
● How might these skills be assessed?

At the end of 4 weeks, our students will present their learning plan through a
teaching demonstration or an in-class presentation. They will also have a group
reflection activity to share their experiences working with an in-service teacher and
what they learned about 21st century skills in the Philippine context.

The Subject Library project can be used to support the development of this project;
students may integrate resources from the Subject Library into their learning
experience.
Learning Outcomes
By the end of this project, learners will:

BEL-2 Demonstrate knowledge of teaching strategies that promote literacy

skills;

BEL-3 Apply teaching strategies that develop learners’ critical and creative
thinking and/or other higher-order thinking skills.

BEL-4 Show skills in the selection, development, and use of a variety of

teaching and learning resources, including ICT, to address learning
goals.

BEL-5 Demonstrate skills in the positive use of ICT.

Product Description
21st Century Learning Experience

There are two end products of this project: a class presentation that features an
overview of the learning plan, and a learning plan that integrates a 21st century skill
with the essential knowledge, skills, and attitudes that the learner is expected to
develop by the end of a particular learning unit.

To identify the unit that the learning plan will be designed around, the student will
collaborate with an in-service teacher who is teaching a subject that may or may
not be related to the student’s specialization.

The learning plan should include the resources and materials necessary to
implement the learning experience in the teacher partner’s context.

The class presentation should include the student’s reflections on the process of
collaborating with the in-service teacher, as well as how 21st century skills are
defined in the Philippine context.

Product Rubric
Substantial The learning plan should integrate at least one 21st century skill
category (Learning, Literacy, and Life). Multiple skills may be
integrated into the learning plan.

Accessible The learning plan should promote inclusion and address learner
and flexible diversity by decreasing barriers to access, or showcasing possible
 alternatives and contexts for use. Technologies, modalities, and
formats used should be appropriate for the target learners.

Clear The learning plan should clearly identify and cover the essential
learning knowledge, skills, and attitudes needed by the learners.
outcomes

Assessment The learning plan should include a way to assess both content
included knowledge as well as the 21st century skills being integrated into
the lesson.

Ready to The learning plan should include the materials and resources
implement necessary to implement it. The students may opt to design a
learning plan that their teacher-partner can implement within the
project duration but the students may also opt to do a live
demonstration in class.

Documented The learning plan should be submitted with a short write-up on

process the teacher-partner, their needs, and their contexts. The process of
working with the in-service teacher to design the learning plan
should be documented. Proper privacy guidelines and ethics
should be observed while documenting the process.

Sample work

http://bit.ly/BEL-21CLearningPlan
This is a presentation that includes the research process as well as a learning plan
designed for Grade 12 Social Sciences. The learning plan includes slides that talk
about the teacher partner’s context, their learners’ needs, as well as what the 4C’s of
21st Century Skills looks like to the teacher-partner, and in the context of his subject.
The learning plan also includes design parameters for the learning experience based
on insights about the learners. This presentation can be improved through the
inclusion of more photos and media with proper credit, as well as the resources used
to design the learning experience.

Overall Learning Journey

Detailed Learning Journey

Project Launch
The Project Launch is done to introduce a real-world problem or situation that
students can explore and try to solve. When done purposefully, the project launch
motivates the students to investigate authentic real-world problems and come up
with a product or solution. This is also the time to introduce and discuss what the
project or product might look like through the rubrics.

Entry Event (Practice) | 10 minutes

● Students will be presented with the 12 21st century skills. Without looking at
outside references, they will be asked to list down indicators that these skills
are present.
● This activity may be done during a face-to-face session through a gallery walk
- you may post the skills around the room and the students will walk around
the room using sticky notes to list down their indicators.
● This activity may also be done asynchronously - you may use Padlets or
Jamboards to simulate the gallery walk.
● You may spend some time during the activity to cluster similar indicators
together. The students may also cluster as they go along.
● The inventory produced should be documented either by the teacher or the
student so that it may serve as a reference for future activities.

Pair Share (Inquire/Discuss) | 10 minutes

● Students will do a pair-share using the following questions to guide their
initial reflection:
 ○ Which of these indicators do I agree with?
○ Which of these indicators do I disagree with?
○ How do I define this 21st century skill?
○ Looking back on my pre-college life, how did my teachers teach me
these skills? If not in class, how did I pick up these skills?
● Establishing a safe space is important for this activity as students may not be
willing to share personal experiences. You must assure the students that
whatever they share will be kept confidential and are requested to further the
discussion.

Lecture (Acquire) | 20 to 30 minutes in class

● Students listen to the overview of the project, its specifications, and rubrics.
● Students learn about the target learning outcomes, the driving question, and
the authentic task. You may opt to briefly discuss the teacher observation as a
way to refine their research process and segue into responsible and ethical
research practices.

During
The next set of recommended activities are done to develop the necessary
knowledge and skills to address the project’s real-world problem. These activities are
a mix of lectures, individual work, group activities, reflection, and feedback sessions.
Feel free to add or remove activities to suit your students’ context and needs.
Remember to include checkpoints and feedback sessions to monitor and support
student progress.

Work Plan Mapping (Practice/Collaborate) | 15 minutes

● As a practice activity, the students map out their process for making
scrambled eggs on separate sticky notes or meta cards and try to put their
processes together. This activity is based on the Draw Toast activity by Tom
Wujec. This practice activity is a way for students to see the different ways that
one can achieve the same goal.
● Working individually at first, the students map out their work plan for
accomplishing the project. Once they have finished mapping out their work
plan, they sit with their project group to put together their work plan, adding
or subtracting steps as they see fit.
● As the students finalize their work plans, you may give feedback and
negotiate scheduled checkpoints with them.

Skill Spotting (Practice) | 30 to 45 minutes in class

● Implement the Respect and Boundaries lesson from Digital Tayo in class. You
may also select other lessons in the Digital Tayo modules.
● After the activity, take a moment to practice metacognition by answering the
following questions:
○ What teaching strategies were used in the learning experience?
○ What 21st century skills did the learning experience aim to develop?
○ Do you think the strategies used were effective? Why or why not?
 ○ What changes would you make to the learning experience to make it
more effective?
● When implementing the Respect and Boundaries lesson, you may also segue
into a discussion on norms and boundaries they can observe when
conducting their field research with their teacher-partners and their teacher
partner’s learners.

Classroom Observation (Inquire) | 35-45 minutes

● The students will conduct an observation of their teacher partner’s class to
understand more deeply their needs and context.
● Observations may be done during class time or during their free time,
● Insights from observation must be documented responsibly, keeping in mind
safe, ethical, and legal research practices.

Interview (Inquire) | 35-45 minutes

● The students must interview their teacher-partner to understand more deeply
their needs and context.
● This may be done before or after the classroom observation, as a way to probe
more deeply into the teacher partner’s definition and understanding of 21st
century skills and how these are developed in their subject area.
● The interview may be conducted live or over a call.
● The students may also conduct interviews with their teacher partner’s learners
to understand more deeply their needs and context.
● Insights from the interview must be documented responsibly, keeping in
mind safe, ethical, and legal research practices.

Learning Experience Challenges (Practice) | homework

● To practice their ability to design learning experiences, as well as to assess
their understanding of 21st century skills, students can be challenged to
design smaller learning experiences that integrate a 21st century skill in
particular learning units. (Ex: Design a learning experience that integrates
Leadership in a unit in their specialization)
● Students can use the Digital Tayo modules as references on how lessons can
be crafted around key literacy skills.

Media Making (Practice) | homework

● The students may practice making instructional materials through the use of
different tech tools.
● You may provide them with a list of accessible resources that they can use to
make their instructional materials. (Ex: Google Slides, Canva, Padlet, etc.)

Lectures (Acquire) | 30 to 45 minutes in class

● Students listen to a lecture on the different topics in the BEL syllabus.
● The teacher may opt to do this with a live lecture, a recording, or bring in
guest experts to share their knowledge and expertise with the class.
Desk Research (Inquire) | 30 minutes to 1 hour in class and/or
homework
● Before allowing students to accomplish their desk research, you may
implement the following lessons from Digital Tayo to ensure that they know
how to avoid misinformation and disinformation in their research:
○ Lesson 3: What is Verification?
○ Lesson 4: The Verification Steps
○ Lesson 5: Versions of Media Texts
● Students search and curate information and resources to build their
knowledge on a topic or a particular question relevant to the topic being
tackled. They may also do this as a way to find resources and strategies that
might support the design of their learning plans.
● Students may do this individually or collaboratively.
● An inventory (digital or on paper) can be an output for the desk research

Group Discussion (Discussion) | 15 to 30 minutes in class

● Students share their reactions, insights, and thoughts about a recent learning
activity in class (lecture, group work, homework, etc.) through different
discussion formats (pair-shares, fishbowl discussions, etc.)
● Students start to gather other insights and perspectives to help them process
their own learning.
● The teacher may opt to provide structure and comments to guide the
discussion, or offer prompts to promote more critical thinking.

Prototype Check (Discuss) | 30 to 45 minutes in class

● Students share their prototypes with each other to give and receive feedback.
This may be done through pair-shares, presentations, or a gallery walk activity.
● You may set aside time for students to ask follow-up questions or clarifications
on the feedback they received.
● Students document, process, and execute the feedback received by making
iterations of their prototype.
● Students are also encouraged to seek feedback on their prototypes from their
teacher-partner.

Post
The last set of activities serve as the project’s culmination. These activities allow
students to share their processes and product. This is also the opportunity to
facilitate a summative assessment of the intended learning outcomes and
encourage student reflection as they look back on their experience in solving
real-world problems.

Gallery Walk | 15 minutes in class or homework

● Students put up their learning plans on a digital repository like Padlet or
Google Slides (recommended for asynchronous feedbacking).
● Students take the time to browse each other’s outputs and provide
constructive feedback. The teacher may set aside time for students to ask
follow-up questions or clarifications on the feedback they received.
Teaching Demonstrations | 1 class period or more
● Students will implement the learning plan that they designed for their
teaching partner.

In-Class Presentations | 10 minutes per group

● If the teacher-partner implemented the learning plan in their own classes,
students must attend these classes to observe. These observation sessions
must also be documented, keeping in mind safe, ethical, and legal research
practices.
● In this case, the student may opt to present insights from implementation
instead of performing a demonstration of their learning plan in class. The
following guide questions may be used to structure their presentation:
○ What were the specifications of this learning plan? Which of our
teacher partners’ needs did this learning plan seek to address?
○ Which 21st century skills did we integrate into this learning plan?
○ What are our indicators for successful integration?

Final Reflection | 15 to 20 minutes in class or homework

● Students will reflect on their process and share insights with the rest of their
classmates. The following guide questions may be used to structure their
thinking:
○ How did my teacher-partner define these 21st century skills? How does
this definition compare to the existing literature?
○ What do these 21st century skills look like in the context of the subject
area?
○ What did I enjoy about working in this particular context? What did I
find challenging?
○ How might we effectively integrate the teaching of these 21st century
skills in our fields of specialization?
Digital Tayo Modules
The Digital Tayo modules are a great supplement to this project. Here are some
lessons that we recommend, but feel free to look through the Digital Tayo website to
select particular lessons that you want to use.

Digital Engagement Module

Topic Lesson Description

Social Lesson 1: Students will better understand others’

Literacy Respect and perspectives and feelings on sharing personal
Boundaries information online

Lesson 2: Students will identify qualities that constitute

Healthy healthy and kind relationships, and how online
Online behavior plays a role in both healthy and unhealthy
Relationship relationships.
s

Media and Lesson 3: Students will learn what information verification is,
Information What is and learn about the responsibilities that news
Literacy Verification? organizations, audience members, and social
media companies have in promoting a safe,
truthful, and ethical media landscape.

Lesson 4: Students will learn about a five-step checklist they

The can use to verify the veracity of a news image or
Verification video. They will learn the limitations inherent in the
Steps verification process and consider different tools
they can use to support their pursuit of the truth.

Lesson 5: Students will be introduced to the concept of

Versions of “scraping” and how this contributes to the difficulty
Media Text in verifying news events.

Social Lesson 6: Students will reflect on their lives 10-20 years from
Literacy Best Possible now. This activity can be used to support the
Self writing of their teaching manifesto.
Digital Empowerment Module

Topic Lesson Lesson objective description

Social Lesson 2: Students will learn how social networks can be

Literacy, Building leveraged to promote advocacy efforts.
Cyber Your
Literacy Advocacy
Network

Social Lesson 3: Students will learn about and identify ways in which
Literacy, Raising various types of media can be used to promote
Communi- Awareness awareness around an issue.
cation Through
Media

Social Lesson 6: Students will reflect on their personal values and how
Literacy Exploring these impact their lives and future plans. This activity
Your can be used to support the writing of their teaching
Personal manifesto.
Values

Suggested Resources
The following are suggested resources we curated that can be used as support
material for the different topics and units in the curriculum, or for the conduct of the
project.

Topic Resources

Key Concepts on 21st century Changing Education Paradigms

literacy education
Skills Every Child Will Need to Succeed in the
21st century

Deeper Learning: Defining Twenty-First

Century Literacy

Literacy Challenges for the Twenty-First

Century: Introducing the Issue

Teaching Strategies for the From Written to Digital: The New Literacy
Development of Literacy Skills
and Teaching resources Teaching Methods for Inspiring the Students
of the Future
 6 Elementary Reading Strategies That Really
Work

Assessing 21st Century Skills

Student-Centered Learning: It Starts with the

Teacher

21st Century Skill Categories What are 21st century skills?

● Learning Skills
● Literacy Skills What are the 4C’s
● Life SKills

Globalization and Multicultural 6 ways to implement a real multicultural

literacy education in the classroom

The OECD GLOBAL Competence The OECD PISA global competence

framework framework

Social Literacy In the Age of the Smartphone, Students

Need Help with Social Literacy

21 Simple Ways to Integrate Social-Emotional

Learning Throughout the Day

Media and Information Literacy What is Media Literacy?

Information Literacy

Building a healthy cognitive immunity

system

Online Toolkit | Verification Toolbox

Media Literacy - The Power (and

Responsibility) of Information

Financial Literacy Resources and Downloads for Financial

Literacy

MoneyMagic

Stax
Eco-literacy Teaching strategies

Eco-literacy resources

Arts and Creativity Literacy Arts-based teaching of Literacy

What should teachers know about visual

literacy?

Visual Literacy Toolbox

The Role of Artistic Literacy in Teaching and

Learning