Lecture Notes

PED 13

21st Century Education Contexts

 Education prepares the students for life in this world that can make them communicate, function,
and create change personally, socially, economically and politically on local, national, and global
levels.

 There is a drastic change brought about by the advent of the 21 st century education in the context
of a curriculum, classroom environment, technology, learners and demands of the job market.

 21st century education implies challenges among teachers in the way they need to embrace
technological advancement and instructional innovations.

 With the paradigm shift from 20 th century to 21st century education, transformations and
transitions are taking place.

Eight Attributes of 21st Century Education

 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

Characteristics of a 21st Century Teacher

 Multiliterate. Teachers know how to use various technologies in teaching.

 Multispecialist. Teachers are not only knowledgeable in the course subject they teach but also in
other areas.

 Multiskilled. Teachers cope with the demand for widening learning opportunities by being skillful
not just in teaching but also in facilitating and organizing groups and activities.

 Self-directed. Teachers are responsible for various aspects of school life and know how to initiate
action to realize the learning goals of the students and the educational goals of the country, at
large.

 Lifelong learner. Teachers embrace the ideal that learning never ends.

 Flexible. Teachers are able to adapt to various learning styles and needs of the learners.
  Creative problem solver. Teachers create innovative ideas and effective solutions to the arising
problems in the field.

 Critical thinker. Teachers are critical thinkers as they encourage students to reflect on what they
have learned.

 Has a passion for excellent teaching. Teachers possess passion to ensure that students are
motivated to learn under their guidance and care.

 High Emotional Quotient. Teachers do not just have the head but also the heart to teach.

21st Century Skills

 It refers to a broad set of knowledge, skills, work habits, and character traits that are deemed
necessary in coping with today’s world and future careers and workplaces.

New Literacies
 Literacy was defined traditionally as the ability to read and write. With globalization, its concept
has widened and developed which also improves the quality of education.

 Literacy is now recognized and understood as a matter of applying knowledge for specific
purposes in particular contexts which includes a socially-driven and evolved a pattern of
activities.

 New Literacy demands the ability to move confidently, efficiently, and ethically between and
among a wide range of written and visual, print, live, digital or electronic text types according to
purpose.

 Functional literacy is the level of literacy that includes not only reading and writing but also
numeracy skills that would help people cope with the daily demands of life.

Exploring the New Literacies

 Multicultural Literacy is about understanding ethic groups that comprise the population and
focuses on complex issues of identity, diversity, and citizenship.

 Sociocultural Literacy is the development of social skills, knowledge and positive values in
human beings to act positively and responsibly in sophisticated complex social settings.

 Media Literacy is the ability to access, analyse, evaluate and create media.

 Financial Literacy is the ability to make informed judgements and make effective decisions
regarding the use and management of money.

 Digital Literacy is the ability to effectively use digital devices for purposes of communication,
expression, collaboration and advocacy in a knowledge-based society.

 Ecological Literacy is understanding the principles of ecosystems toward sustainability.

 Creative Literacy is the ability to make original ideas that have value, and the ability to see the
world in new ways.

Integrating New Literacies in the Curriculum

  Integration focuses on basic skills, content and higher-level thinking

 …encourages lifelong learning

 …structures learning around themes, big ideas and meaningful concepts

 …provides connections among various curricular disciplines

 …provides learners opportunities to apply skills they have learned

 …encourages active participation in relevant real-life experiences

 …captivates, motivates, and challenges learners

 …offers opportunities for more small group and industrialized instruction

 …accommodates a variety of learning styles/theories, and multiple intelligences

Approaches to Integration
 Multidisciplinary Integration. It focuses primarily on different disciplines. Teachers who employ
this approach, may create standards from the disciplines within a theme. –MAKABAYAN=
MAPEH, Values Education, TLE, and Araling Panlipunan= laboratory of life

 Interdisciplinary Approach. In this approach to integration, teachers organize and capsulize the
curriculum around common learning across disciplines to emphasize interdisciplinary skills and
concepts.

 Transdisciplinary Integration. In this approach, teachers design a curriculum within student needs
and concerns. Students develop life skills as they apply disciplinary and interdisciplinary skills in
a real-life context.

Multicultural Literacy
 It consists of the skills and ability to identify the creators of knowledge and their interests (Banks,
1996) to reveal the assumptions of knowledge, to view knowledge from diverse ethnic and
cultural perspective, and to use knowledge to guide action that will create a humane and just
world.

 It should help students to develop the 21 st century skills and attitudes that are needed to become
active citizens who will work toward achieving social justice within communities.

Global Literacy
 It aims to address issues of globalization, racism, diversity and social injustice. It requires
awareness and action, consistent with a broad understanding of humanity, the planet and the
impact of a human decision on both.

 It also aims to empower students with knowledge and take action to make a positive impact in the
world and their local community.

Global competence
 Is a multidimensional capacity. Globally competent individuals can analyse and rationalize local,
global and intercultural issues, understand and appreciate different perspectives and worldviews,
 interact successfully and respectfully with others, and take responsible action toward
sustainability and collective well-being.

 It refers to skills, values and behaviors that prepare young people to thrive in a diverse,
interconnected and rapidly changing world. It is the ability to become engaged citizens and
collaborative problem solvers who are ready for the workforce.

The Need for Global Competence

 To live harmoniously in multicultural communities.

 To thrive in a changing labor market.

 To use media platforms effectively and responsibly.

 T support the sustainable development goals.

Dimensions of Global Competence

 Examine issues of local, global, and cultural significance

 Understand and appreciate the perspectives and world views of others

 Engage in open, appropriate, and effective interactions across cultures

 Take action for collective well-being and sustainable development

Social Literacy
 Entails the development of social skills, knowledge and positive human values toward desire and
ability in human beings to act and react positively and responsibly in a wide range of complex
social settings.

Social Skills
 It involves good manners, communicating effectively with others, being considerate of others’
feelings and expressing personal needs.

 Social skills help build, maintain, and grow relationships of students with classmates, peers,
teachers, students, and others, while for teachers, with their superiors, colleagues, parents and
others.

Emotional Intelligence
 Emotional intelligence can bring about maintain a healthy and purposeful relationship with others
that may best depict a socially literate person.

 It is the ability to recognize, understand, and manage own emotions and influence the emotions of
others.

People Skills
 People skills are patterns of behaviors and behavioural interactions.

 This is an area of exploration about how a person behaves and how he/she is perceived
irrespective of his/her thinking and feeling.
  It can be defined in three sets of abilities: (1) personal effectiveness or about how one comes
across with others; (2) interaction ability or how well one predicts and decodes behaviour; (3)
intercede easily or ability to lead, influence, and build bridges between people.

Media Literacy
 It is the ability to access, analyse, evaluate, and create media. It helps students develop an
informed and critical understanding of the nature of mass media, the techniques used and their
impact. It aims to enhance students’ understanding and appreciation how media work, how they
produce meaning, how they are organized, and how they construct reality.

Roles of Media Literacy

 Learn to think critically

 Become a smart consumer of products and information

 Recognize point of view

 Create media responsibly

 Identify the role of media in our culture

 Understand the author’s goal

7 Dimensions of Media and Information Literacy

 Tool Literacy. The ability to understand and use practical and conceptual tools of current
information technology, including software, hardware, and multimedia that are relevant to
education and the areas of work and professional life.

 Resource Literacy. This is the ability to understand the form, format, location and access methods
of information resources.

 Social-structural Literacy. This is knowing how information is socially situated and produced,
fits into the life of groups about the institutions and social networks

 Research Literacy. It is the ability to understand and use IT-based tools relevant to the work of
researchers and scholars that include computer software for quantitative analysis, qualitative
analysis and simulation.

 Publishing Literacy. It is the ability to format and publish research and ideas electronically, in
textual and multimedia forms.

 Emerging Technology Literacy. It is the ability to adapt to understand, evaluate and use emerging
innovations in information technology.

 Critical Literacy. It is the ability to evaluate critically the intellectual, human and social strengths
and weaknesses, potentials and limits, benefits and costs of information technologies.

Financial Literacy
 Financial literacy is the ability to make informed judgments and make effective decisions
regarding the use and management of money.
  A financial plan is a comprehensive statement of an individual’s long term objectives for security
and well-being that details savings and investing strategy for achieving those objectives based on
an individual’s current financial state and future expectations.

 A budget is an estimation of revenues and expenses over a specified future period of time and is
usually complied and re-evaluated on a periodic basis while budgeting is the process of creating
a plan to spend money

 Financial education should ideally be a core part of the school curriculum. It can be integrated
into other subjects like Mathematics, Economics, Social Studies, Values Education, and others.
Financial education can give a range of real-life contexts across as range of subjects.

Ecological Literacy
 It is the understanding of the principles of organization that ecosystems have evolved to sustain
the natural systems toward sustainability.

 They key to understanding the environmental problems that we encounter today is to learn about
our ecosystem while reflecting on basic environmental principles.

Seven Environmental Principles of Nature

 Nature knows best

 All forms of life are important

 Everything is connected to everything else

 Everything changes

 Everything must go somewhere

 Ours is a finite earth

 Nature is beautiful and we are stewards of God’s creation

Green School
 It is identified with elements and practices that inculcate environmental sensitivity and promote
sustainability through different environment-friendly means and encourage judicious use of
resources.

 A Green school adheres to the following precepts:

o Learning about the environment
o Learning through the environment
o Learning for the environment

Arts and Creative Literacy

 Creativity is the process of having original ideas that have value and the ability to see the world
in new ways.

 Eye-hand coordination is the coordinated control of eye movement with hand movement and the
processing of visual input with the use of proprioception of the hands to guide the eyes in many
life activities.
  Visual literacy is the ability to read, write, and create visual images and a linguistic tool with
which we communicate, exchange ideas and navigate our highly visual digital world.

 Aesthetics is the philosophical study of beauty and taste and is concerned with the nature of art
and the concepts that are interpreted and evaluated.

 Creative literacy should be integrated in the curriculum through instructional strategies and
learning tools while involving other stakeholders towards sustaining a creative learning
environment.

Seven Habits of Highly Creative People

 Prepare the ground

 Plant seeds for creativity

 Live in the question

 Feed your brain

 Experiment and explore

 Replenish your stock

 Liberate your creativity