EDUC 95 REVIEWER

LITERACY

- “ LITTERA” – letters / script

- Traditionally understood as the ability to read and to write
- Process of expanding one’s knowledge and develop one’s thinking and learning for the purpose
of understanding oneself and the world.
- Capacity to communicate using inscribed, printed, or electronic signs and symbol for
representing language
- Involves continuum of learning in enabling individuals to achieve their goals to develop their
knowledge

3 SUB CATEGORIES

 BASIC LITERACY – you are capable TO READ and IDENTIFY LETTERS/WORDS

- Ability to corresponds to VISUAL SHAPES and TO SPOKEN
SOUND in order to make written materials and to translate
them to oral language ( MILLER, 1973 )

 COMPREHENSION LITERACY – understanding what you are reading

- Having the ability to understand the meaning of verbal
materials

 FUNCTIONAL OR PRACTICAL LITERACY – how you apply what you have learn
- Ability to read, decode, comprehend materials needed to
perform everyday vocational tasks
- Being literate in order to do real life tasks necessary to
survive in our society
- TRADITIONAL LITERACIES NEW LITERACIES

FOCUS Emphasize READING, - Emphasizes SKILLS BEYOND

WRITING, NUMERACY SKILLS READING AND WRITING, including
using PRINT BASED MATERIALS DIGITAL MEDIA, AND
INFORMATION LITERACY
MEDIUM Relies on PHYSICAL BOOKS, Engaging with DIGITAL and
NEWSPAPER, and WRITTEN MULTIMEDIA PLATFORMS such as
TEXTS for INFORMATION the INTERNET, SOCIAL MEDIA,
CONSUMPTION and E-BOOKS, PODCASTS, VIDEOS,
COMMUNICATION INTERACTIVE APPS
SKILLS Traditional skills include New literacies encompasses skills
DECODING WRITTEN such NAVIGATING ONLINE
LANGUAGE, COMPREHENSION, INFORMATION, CRITICALLY
GRAMMAR, SPELLING, BASIC EVALUATING SOURCES, DIGITAL
ARITHMETIC COMMUNICATION, MULTIMEDIA
CREATIO, AND UNDERSTANDING
ALGORITHMS.
 OPEN WEBSITE
– just require
you to click the
link.
 GATED
WEBSITE –
requires you to
create an
account in
order to access
it.

 HIDDEN
WEBSITE –
 requires you to
download files

-
LEARNING Often taught in FORMAL INFORMAL LEARNING
ENVIRONMENT EDUCATIONAL SETTING, LIKE EXPERIENCES; SELF DIRECTED
SCHOOL and LIBRARIES EXPLORATION, DIGITAL MEDIA
LITERACY PROGRAMS
COMMUNICATION Often occurs through FACE TO Often occurs through DIGITAL
FACE interaction, letters, or PLATFORMS; E-MAIL, INSTANT
printed documents MESSAGES, SOCIAL NETWORKING
SITES, BLOGS, VLOGS, AND OTHERS
allowing for instant and GLOBAL
INTERACTIONS.

IMPORTANCE OF ACQUIRING NEW LITERACIES

1. ACCESS TO INFORMATION – learning new things online helps you find and understand
information easily
2. CRITICAL THINKING AND EVALUATION – can evaluate the credibility and reliability of
information you gather online, which helps you away from misinformation
3. COMMUNICATION AND COLLABORATION – enhance your ability to communicate and
collaborate digitally
4. CREATIVITY AND EXPRESSION – able to develop our sense of creativity
5. PROFESSIONAL AND CAREER DEVELOPMENT – knows to navigate digital media and attend
seminars that might help to your work
6. LIFELONG LEARNING – learning new things online, you can keep growing and adopting
throughout your life
7. EMPOWERMENT AND PARTICIPATION – makes you feel more confident and able to take part in
the digital world
LITERACY DEVELOPMENT

- process of a child takes in learning letters ,sounds, and comprehension of written language

- it includes learning basic phonic skills and reading comprehension, writing, and analysis of literature

- foundation skills

IMPORTANCE OF LITERARY DEVELOPMENT

- children with confident reading abilities, struggle less with their studies and have confidence with their
education

- strong literacy skills= encourages consistent growth in and out of the classroom

- affects the way students communicate and solve problems

5 STAGES OF LITERACY DEVELOPMENT

STAGE 1: EMERGENT LITERACY

- not age dependent

- 4 to 6 years old

- describe the READING AND WRITING EXPERIENCES of young children before they learn to write
conventionally

– this stage is crucial and includes the 2 fundamental concepts

- phonemic awareness – ability to hear, identify, and manipulate the smallest sounds in words

- individual sounds

- phonological awareness – ability to recognize and work with sounds

- recognizing larger chunks

 PRETENDING to be able to read children’s books

 The ABILITY TO RECOGNIZE the 1st letter of their name
  TRYING TO MEMORIZE certain books to “read” them
 The ability to RECOGNIZE SOME LETTERS and potentially their sounds
 The ability to FIND WORDS IN THEIR ENVIRONMENT

STAGE 2: ALPHABETIC FLUENCY

- 6-7 years old

- as the child grows older and more comfortable with learning their words and letters

- alphabetic understanding – recognizing the written letters corresponds to specific sounds and
combining those letters to form words.

- FIRST WORD ATTACK SKILLS

 NO LONGER “ PRETENDING “ reading

 FINGER-POINTING TO WORDS while reading them
 BEGINNING TO RECOGNIZE words
 ADMITTING that they are UNABLE TO READ certain words
 USING PICTURES/CONTEXT CLUES to figure out some words
 READING OUT LOUD word by word

STAGE 3: WORDS AND PATTERNS

- 7-9 years old

- children BEGIN TO DEVELOP STRONGER READING SKILLS

 LESS DECODING OF WORDS and STRONGER ABILITY TO COMPREHEND READING MATERIALS

 MORE SELF-CORRECTION when what is read unclear
 LESS SOUND BY SOUND READING and EASIER TIME GROUPING LETTERS
 Able to RECOGNIZE WORDS that POP UP MOST OFTEN AUTOMATICALLY
  LESS RELIANCE on CONTEXT CLUES to FIGURE OUT UNKNOWN WORDS

STAGE 4: INTERMEDIATE READING

- 9-11 YEARS OLD

- child begin to RELY LESS ON EDUCATIONAL CRUTCHES/pictures.

- child are able to WRITE OUT SENTENCES WITH LESS ERROR and DEVELOP STRONGER FLUENCY
OVERALL

 READING TO LEARN NEW INFORMATION and WRITING FOR MULTIPLE PURPOSES

 LESS DIFFICULTY with INDEPENDENT READING
 READING to EXPLORE NEW CONCEPTS from NUMEROUS PERSPECTIVES
 READING LONGER MATERIALS such as TEXTBOOKS with LITTLE DIFFICULTY
 An INTEREST in WRITING TO LEARN and DEVELOP NEW VOCABULARY

STAGE 5: ADVANCED READING

- 11-14 years old

- child become MORE FLUENT and CAPABLE OF RELYING on INDEPENDENT READING to LEARN NEW
INFORMATION.

- READING and WRITING provide LITTLE DIFFICULTY and STUDENTS CAN ABSORB COMPLEX READING
MATERIALS during this stage

 The DESIRE TO READ NUMEROUS TYPES of READING MATERIALS

 READING BECOMES A DAILY TOOL for LEARNING NEW INFORMATION
 The ability to FORMULATE LONGER TEXT such as ESSAYS OR BOOK REPORTS
 READERS usually have a STRONG UNDERSTANDING of the MEANING AND SEMANTICS OF
WORDS
  The ability to UNDERSTAND AND RETAIN COMPLEX READING MATERIALS

TYPES OF NEW LITERACIES

1. TRADITIONAL LITERACY
- contains the traditional literacies of READING, WRITING, SPEAKING, AND LISTENING
- fundamental skills throughout history ESSENTIAL FOR PERSONAL, EDUCATIONAL, AND
PROFESSIONAL DEVELOPMENT

2. INFORMATION LITERACY
- the ability to IDENTIFY WHAT INFORMATION IS NEEDED and the ability TO LOCATE, EVALUATE,
AND USE INFORMATION.
- it includes the PRACTICAL SKILLS involved in EFFECTIVE USE OF INFORMATION TEACHNOLOGY
and INFORMATION RESOURCES, either PRINT or ELECTRONIC

3. VISUAL LITERACY
- The ability to UNDERSTAND AND PRODUCE VISUAL IMAGES
- ability to MAKE SENSE of a whole range of VISUAL INFORMATION
SKILLS
- INTERPRETATION – understand the picture
- CRITICISM – judging the picture
- CREATION – producing images
- COMMUNICATION – can communicate through picture

4. CRITICAL LITERACY
- ability to QUESTION, CHALLENGE, and EVALUATE the MEANINGS and PURPOSE OF TEXT
- encourages reader to question the power relationships that exists between authors and
readers
- promotes reflection, transformative change, and action.
- fostering critical thinking skills
 5. MEDIA LITERACY
- ability to question, analyze, interpret, evaluate, and create media messages
- it is important because it will protect the consumer from manipulation and allow them to be
informed citizens
- means of communication that reaches and influences people

6. DIGITAL LITERACY
- ability to use digital technology, communication tools or networks to effectively locate,
evaluate, use, create, and communicate information
- flexibility- open-minded
- adaptability- to adjust

7. TOOL LITERACY
- ability to responsibly use appropriate technology to manage, consume, and create information

NEW LITERACIES

1. CULTURAL LITERACY
- ability to understand and appreciate the similarities and differences in the customs, values, and
beliefs of one’s own culture and the culture of others
- it is important for fostering mutual understanding, social cohesion, and intercultural
communication within diverse societies
ETHNOCENTRISM – my culture is superior than others
XENOCENTRISM – other culture is superior

2. EMOTIONAL LITERACY
- ability to recognize, understand, handle and appropriately express emotions
 - interpersonal effectiveness
- self-indulgence – buy something to make you feel better
- self-love – acknowledging that you are not okay

KEY COMPONENTS
- SELF AWARENESS
- SELF REGULATION
- EMPATHY
- SOCIAL SKILLS
- EMOTIONAL EXPRESSION
- EMOTIONAL INTELLIGENCE

3. ENVIRONMENTAL LITERACY
- sense of connection and responsibility towards nature and other living beings in people
- encourages people to take action for environmental justice and sustainability
- it promotes health, happiness, and resilience
- AMBIGUOUS – double meaning, vague

4. PRINT LIITERACY
- posses the ability to read printed material thoughtfully and critically for pleasure and for
knowledge
- write for a wide variety of purposes, both practical and creative

5. SOCIAL LITERACY
- ability to understand, navigate, and effectively participate in social interactions and
relationships within diverse social contexts
- it is essential for building strong communities, fostering social cohesion, and promoting
INCLUSIVITY AND SOCIAL JUSTICE
BASIC STRATEGIES FOR DEVELOPING LITERACY
 MAKING CONNECTION
- critical reading comprehension strategy
- helps students make meaning of what they are reading
- FIRSTHAND EXPERIENCE
- SECONDHAND EXPERIENCE

 THE TEXT TO SELF CONNECTION

- connecting what you are reading to personal experiences
 THE TEXT TO TEXT CONNECTION
- connecting what you are reading to other books that they have
listened/ read before
 THE TEXT TO WORLD CONNECTION
- connect what you are reading to real events/social issues/ in the
world

 VISUALIZING
- strategy in which students try to make sense of the text by imaginary drawing in their
mind
- develops students’ motivation and interest to read text by forming an image of the
character in their mind
- it helps you feel more connected to the material

 INFERRING
- taking personal experiences and combine them with the information they gather from
what they have read
- INFERRING – guessing the present/current happening
- PREDICTION – guessing the possible events
 QUESTIONING
- strategy that readers use to engage with the text
- HIGHER LEVEL QUESTIONING requires students to further examine the concepts under
study through the use of application, analysis, evaluation, synthesis
- LOWER LEVEL QUESTIONING – simply requires students to gather and recall
information

 DETERMINING IMPORTANCE
- strategy that readers use to distinguish between what info in a text is most important

NON FICTION STRATEGIES

- 5 SENTENCE SUMMARIES
- NOTICING PATTERNS, NUMBERS, AND FACTS
- FUNNELING TOPICS
- PILE IT ON

 SYNTHESIZING
- process of pulling together background knowledge, newly learned ideas.
- SUMMARY – recalling the most important from the text in order
- SYNTHESIZE – on going, ever changing

3 TYPES OF SYNTHESES
- A NEW UNDERSTANDING – something a reader has not considered before until reading
the text
- A DEEPER UNDERSTANDING – becoming more aware or appreciative of an idea after
reading a text
- A CHANGED UNDERSTANDING – thinking differently as a result of the text
FEATURES OF 21ST CENTURY TEACHING AND LEARNING

 PERSONALIZED LEARNING
- it recognizes that not all students learn in the same manner
- involves DIFFERENTIATING INSTRUCTION so that students can learn in ways that suit
their personal needs
- “ TAYLOR FIT” – exact
- individualized educational plans
- STUDENT LED PROJECTS
4 WAYS TO DIFFERENTIATE INSTRUCTION ( CAROL ANN TOMLINSON)
- CONTENT – information we want students to know / DIFFERENTIATED INSTRUCTION
- PROCESS – engaging students to various tasks and activities/ INDIVIDUALIZED
EDUCATIONAL PLANS
- PRODUCT - culminating projects
- given at the end of period of time
- given ample amount of time to prepare
- STUDENT LED PROJECTS IN THE CLASSROOM
- LEARNING ENVIRONMENT – how the environment works and feels
- the atmosphere inside the classroom
- enhanced freedom of choice in the classroom

 EQUITY, DIVERSITY, INCLUSIVITY

EQUALITY – equal treatment, access, and opportunity to resources and opportunities
- everyone gets the same things, regardless of where they come from or what needs
they might have

EQUITY – personalized resources needed for all individuals to reach common goals.
- adjust our resources based on students’ needs to reach common goals

DIVERSITY – everything that makes people different from each other

 - diversity in the classroom helps students develop social awareness which helps them
appreciate different perspective and draw stronger conclusion
INCLUSIVITY – making sure everyone feels welcome, valued, and respected, no matter
who they are or where they come from
- AN INCLUSIVE CLASSROOM – refers to an environment where all students feel
supported intellectually and academically

 LEARNING BY DOING – learning actively rather than passive learning

- passive learning – one way effort/ not extending effort/ just listening
- we will have first hand experience with applying into the real world
- learn through trial and error
- discover things through our engagement with the world around us

5 APPROACHES TO EDUCATION

COGNITIVE CONSTRUCTIVISM

- theory of learning that believes that we learn by constructing ideas in our heads

- process of constructing meaning

PROBLEM-BASED LEARNING ( PBL )

- student centered approach

- student learn about a subject by working in groups to solve an open ended problem.

- it drives the motivation and the learning

PROBLEM POSING EDUCATION

- active learning strategy

- a teacher or a student poses a problem and the class collaborates to find the answer

PROJECT-BASED LEARNING ( PBL )

- instructional approach

- give students the opportunity to develop knowledge and skills through engaging projects set problems
that they may face/encounter in the real world

PHENOMENON BASED LEARNING ( PhBL )

- multidisciplinary, constructivist form of learning

- students study a topic in a holistic approach instead of in a subject based approach

- cross curricular connection

- integrating your knowledge to other discipline

 RETHINKING LEARNER AND TEACHER ROLES

20TH CENTURY 21ST CENTURY

TEACHERS TEACHERS AS AUTHORITY TEACHERS AS
FACILITATORS
STUDENTS PASSIVE LEARNERS ACTIVE LEARNERS

 COMMUNITY RELATIONSHIPS
- leveraging the skills and knowledge of the community
- can create connections with people who are not like themselves

 TECHNOLOGY
- helps students access information or think in ways they could not have done
  TEACHER PROFESSIONALISM
- teachers in the 21st century need ongoing training and support
- teachers need some time and space to learn how to use technology

CATEGORIES OF 21ST CENTURY SKILLS

 21ST CENTURY SKILLS sometimes called “ SOFT SKILLS” – encompasses

a broad range of abilities essential for success in college, careers, and
adult life
 21ST CENTURY SKILLS refer to the KNOWLEDGE, LIFE SKILLS, CAREER
SKILLS, HABITS, AND TRAITS that are critically important to students’
success

3 CATEGORIES OF 21ST CENTURY SKILLS

1. LEARNING SKILLS ( THE 4 C’S ) – ability to analyze, evaluate, and synthesize information to
solve problems and make decisions

1.1 CRITICAL THINKING – logical thinking and reasoning such as COMPARISON,

CLASSIFICATION, SEQUENCING, CAUSE/EFFECT, PATTERNING, WEBBING,
ANALOGIES, DEDUCTIVE AND INDUCTIVE REASONING, PLANNING,
HYPOTHESIZING, AND CRITIQUING

DEDUCTIVE REASONING – logical process in which a conclusion follows necessarily from the
stated premises

- IF THE PREMISES ARE TRUE, THE CONCLUSION MUST BE TRUE

EXAMPLE:

PREMISE 1: ALL HUMAS ARE MORTAL

PREMISE 2: SOCRATES IS A HUMAN

 CONCLUSION: THEREFORE; SOCRATES IS MORTAL

INDUCTIVE REASONING – making generalizations based on observations or specific instances

- THE CONCLUSION IS LIKELY BUT NOT GUARANTEED TO BE TRUE

EXAMPLE:

OBSERVATION: EVERY SWAN OBSERVED SO FAR HAS BEEN WHITE

CONCLUSION: THEREFORE, ALL SWAN ARE PROBABLY WHITE

A HYPOTHESIS is a tentative, testable statement/ prediction about the relationship between 2

or more variables. IT IS A FUNDAMENTAL ELEMENT OF THE SCIENTIFIC METHOD AND SERVES AS
A STARTING POINT FOR INVESTIGATION

1.2 CREATIVITY – equally important as a means of adaptation. This skills empowers

students to see concepts in a different light, which leads to INNOVATION
1.3 COLLABORATION - getting students work together, achieve compromises, and get the
best possible results from solving a problem
1.4 COMMUNICATION – actionable transfer of information from one person, group, or
place to another by writing, speaking, using a medium that provides a means of
understanding

2. LITERACY SKILLS – Ability and competencies that enable individuals to effectively find,
understand, evaluate, create, and communicate information across various formats
- sometimes called “ IMT SKILLS”

2.1 INFORMATION LITERACY – foundational skill. It helps students understand facts,

data points that they encounter online
2.2 MEDIA LITERACY – practice of identifying publishing methods, outlets, and sources
while distinguishing between the ones that are credible
 2.3 TECHNOLOGICAL LITERACY – gives students the basic information they need to
understand what gadgets perform what tasks and why

3. LIFE SKILLS – refer to the essential abilities and competencies that enable individuals to
effectively handle the demands and challenges of life

3.1FLEXIBILITY – someone’s ability to adapt to changing circumstances

2 uncomfortable ideas
- your way is not always the best way
- you have to know and admit when you are wrong

3.2 LEADERSHIP – ability to influence and guide followers or members

AUTOCRATIC LEADERSHIP – AUTHORITARIAN LEADERSHIP, leadership style by a person control over all
decisions and rarely accepts advice from followers

DEMOCRATIC LEADERSHIP – PARTICIPATIVE LEADERSHIP, letting people participate in the decision

making process

LAISSEZ-FAIRE LEADERSHIP - gives others the freedom to make decisions. While leaders still provide
their teams with the resources and tools they need to succeed

3.3 INITIATIVE - ability and willingness to take action and make decisions without being prompted or
directed by others

3.4 PRODUCTIVITY - effectiveness in managing time, tasks, and resources to achieve desired outcomes
efficiently and with high quality

KEY ASPECTS OF PRODUCTIVITY

EFFICIENCY : Maximizing output while minimizing input, such as time, energy, or resources.

Examples: Completing tasks within deadlines, minimizing wasted time, and optimizing processes for
better results.
EFFECTIVENESS: Achieving goals and objectives with high quality and desired outcomes.

Examples: Producing work that meets or exceeds expectations, achieving milestones, and delivering
value.

TIME MANAGEMENT: Prioritizing tasks, allocating time effectively, and minimizing distractions to
enhance productivity.

Examples: Using tools like schedules, to-do lists, and prioritization techniques to manage workload
efficiently.

FOCUS: Concentrating attention and efforts on the task at hand without being distracted.

Examples: Maintaining concentration during work hours, avoiding multitasking, and staying engaged in
tasks.

ORGANIZATION: Structuring tasks, resources, and workflows in a systematic and efficient manner.

Examples: Organizing workspaces, files, and information to facilitate quick access and retrieval.

GOAL SETTING: Establishing clear objectives and targets to guide efforts and measure progress.

Examples: Setting SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound), tracking
milestones, and adjusting strategies as needed.

3.5 SOCIAL SKILLS - competence in interacting effectively with others, building relationships, and
navigating social situations with empathy and respect.