Building and

Enhancing
New Literacies
Across the
Curriculum

Elmer B. De Leon, DEM

 TABLE OF CONTENTS

Module 1: 21st Century Education.........................................................................................................1

Module 2: 21st Century Skill Categories…………………………………………………………………..….19

Module 3: New Literacies, Functional Literacy and Multiliteracy……………………………………….39

Module 4: Integrating New Literacies in the Curriculum......................................................................56

Module 5: Multicultural and Global Literacy……………………………………………………………......71

Module 6: Social Literacy.........................................................................................................................88

Module 7: Media Literacy……………………………………………………………………………………..105

Module 8: Financial Literacy…………………………………………………………………………………..119

Module 9: Digital / Cyber Literacy……………………………………………………………………...……139

Module 10: Ecoliteracy...........................................................................................................................161

Module 11: Arts and Creative Literacy…………………………………………………………………....179

Culminating Activities

General Assessment of Learning Outcomes......................................................................................194

Module 1:
21st Century Education
LEARNING OUTCOMES
1. Define 21st Century education
2. Describe the 21st Century teacher and the needed innovative tools for learning
3. Examine the critical attributes of 21st Century education
4 Explain how 21st Century education concepts can be integrated in the classroom
5. Draw relevant life lessons and significant values from the experience in practicing 21st
Century education
6. Analyze research abstract on 21st Century education and its implications on teaching- learning
process
7. Prepare an evaluation instrument intended for 21st Century teaching-learning

 INTERACTIVE
PRESENTATION

The Carousel Round: In this strategy, students will generate information through personal ideas, thoughts
and insights on 21st Century education. This is also to determine their prior knowledge on the given topic.
Procedure:
1. Students will form two big circles in class: the inner core and outer core.
2. The inner core will rotate clockwise while the outer core counterclockwise upon the signal of the
teacher. When the teacher keeps on uttering "carousel...carousel...carousel", students will also keep on
rotating. When he/she says "Off", students will stop and face partners.
3. The teacher will then ask questions and students share their answers with their partners in a given time.
Sample Questions:
A. What is your understanding of 21st Century learning?
B. What digital tool do you know? And how is it operated?
C. What can you say about 21st Century learners?
D. How do you describe technology?
E. Are you in favor of this technological world?

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4. This will continue until the teacher has asked all the questions at hand
5. The class will provide enough time for reflection on the activity.
Guide questions for reflection:
A. What questions were the most difficult and easy for you to answer? Why?
B. What answer from a partner impressed and amazed you? Why?
C. What information have you gained from a partner in sharing his/her mind?
D. What have you shared with a partner regarding your views about 21st Century learning?
E. What can you say about the activity? What can you suggest for further improvement of the
next activity?

CONCEPT
EXPLORATION
This modern society is ushered in by a dramatic technological revolution. It is an increasingly
diverse, globalized and complex media- saturated society. According to Dr. Douglas Kellner, this
technological revolution bears a greater impact on society than the transition from an oral to print
culture.
Education prepares students for life in this world. Amidst emerging social issues and concerns,
there is a need for students to be able to communicate, function and create change personally,
socially, economically and politically at the local, national and global levels by participating in
real-life and real-world service learning projects.
Emerging technologies and resulting globalization also provide unlimited possibilities for
exciting discoveries and developments.

21st Century Education Contexts

21st Century Schools. Schools in the 21s century focus on a project-based curriculum for life
that would engage students in addressing real-world problems and humanity concerns and issues.
This has become an innovation in education, from textbook- driven, teacher-centered, paper-and-
pencil schooling into a better understanding of the concept of knowledge and a new definition of
the educated person. Therefore, it makes a new way of designing and delivering the curriculum.

Schools will go from buildings' to 'nerve centers', with open walls and are roofless while
connecting teachers, students and the community to the breadth of knowledge in the world.
2
Teachers will transform their role from being dispensers of information to becoming
facilitators of learning and help students translate information into knowledge and knowledge
into wisdom.
Therefore, the 21st century will require knowledge generation, not just information delivery, and
schools will need to create a "culture of inquiry".
Learners will become adaptive to changes. In the past, learners spent a required amount
of time in respective courses, received passing grades and graduated. Today, learners are viewed
in a new context.
These changes have implications for teachers: (1) Teachers must discover student interest
by helping them see what and how they are learning to prepare them for life in the real world; (2)
They must instill curiosity, which is fundamental to lifelong learning; (3) They must be flexible
in how they teach; and (4) They must excite learners to become more resourceful so that they
will continue to learn outside formal school.
 21st Century learning demands a school that excites students for school. There is a little
or no discipline problem because of strong student engagement. Likewise, parents are informed
about positive changes in their children. As a result, students manifest significant improvement
in basic skills of reading, writing, speaking, listening, researching, scientific explorations, math,
multimedia skills and others.
The 21st Century Curriculum. The twenty-first century curriculum has critical attributes
that are interdisciplinary, project-based and research-driven. It is connected to local, national and
global communities, in which students may collaborate with people around the world in various
projects. The curriculum also integrates higher- order thinking skills, multiple intelligences,
technology and multimedia, multiple literacies and authentic assessments, including service-
learning (http://edglossary.org/21st-century-skills).
The classroom is filled with self-directed students, who work independently and
interdependently. The curriculum and instruction are designed imbued with the concept of
differentiation. Thus, instead of focusing on textbook-driven or fragmented instruction,
instruction turns to be more thematic, project-based and integrated with skills and competencies
purely not confined within themselves, but are explored through research and concept
application in projects and outputs (http://edglossary.org/218-century-skills).
Learning is not confined through memorization of facts and figures alone but rather is
connected to previous knowledge, personal experience, interests, talents and habits.
The 21st Century Learning Environment. Typically, Century classroom is not confined to 3
a literal classroom building but a learning environment where students collaborate with their
peers, exchange insights, coach and mentor one another and share talents and skills with other
students. Cooperative learning is also apparent, in which students work in teams because
cooperation is given more emphasis than competition, and collaborative learning more than
isolated learning. They use technologies, including Internet systems and other platforms.
Hence, in the process of creating a world-class 21st century learning environment,
building new schools and remodeling of present school facilities can be addressed toward
creating environmentally friendly, energy-efficient, and "green" schools. Inside every classroom,
students shall apply their knowledge of research in life, which is a clear indication of a relevant,
rigorous, 21stcentury real-life curriculum.
An ideal learning environment also considers the kind of spaces needed by students and
teachers in conducting investigations and projects by diverse groups for independent work. An
ideal learning environment has plenty of wall space and other areas for displaying student work
that includes a place where the parents and the community can gather to watch student
performances, as well as a place where they can meet for discussions.
Technology in the 21st Century Pedagogy. Technologies are not ends in themselves but
these are tools students use to create knowledge for personal and social change.
21st Century learning recognizes full access to technology. Therefore, a better bandwidth
of Wifi access should be available along areas of the school for the students to access their files
and supplement their learning inside the classroom. Various laboratories and learning centers are
set up in such a way that they allow a space needed for students' simulation and manipulative
works. All classrooms should have televisions to watch broadcasts created by the school and
other schools around. Other resources in the school can also be utilized by students in creating
opportunities for their knowledge explorations
(http://www.21stcenturyschools.com/Critical_Pedagogy. htm).
Understanding 21st Century Learners. Today's students are referred to as "digital
natives”, while educators as "digital immigrants" (Prensky, 2001). Most likely, digital natives
usually react, are random,
holistic and non-linear. Their predominant senses are motion and touch. They learn through
experience and learn differently, Digital immigrants often reflect, are sequential, and linear. Their
predominant senses are hearing and seeing. They tend to intellectualize and believe that learning is
constant (Hawkins and Graham, 1994). 4

Students' entire lives have been immersed in the 21" Century media culture. They take in the
world via the filter of computing devices, such as cellular phones, hand held gaming devices, PDAs, and
laptops plus the computers, TVs, and game console at home.
A survey by the Henry J. Kaiser Family Foundation found that young people (ages 8-18) spend
on electronic media an average of six hours a day. In addition, many are multitasking, such as listening to
music while surfing the Web or instant-messaging friends while playing a video game.
The preschoolers easily navigate electronic multimedia resources on games, in which they learn
colors, numbers, letters, spelling, and more complex tasks, such as mixing basic colors to create new
colors, problem-solving activities, and reading.
However, as Dr. Michael Wesch points out, although today's students understand how to access
and utilize these tools, they use them only for entertainment purposes. Thus, students should be prepared
and assisted to become media literate as they function in an online collaborative research-based
environment with the advent of researching, analyzing, synthesizing, critiquing, evaluating and creating
new knowledge.
21st Century Skills Outcome and the Demands in the Job Market. The 21st Century skills are
a set of abilities that students need to develop to succeed in the information age. The Partnership for 21st
Century Skills lists three types, namely: (1) Learning Skills which comprise critical thinking, creative
thinking, collaborating, and communicating; (2) Literacy Skills which is composed of information
literacy, media literacy, and technology literacy; and (3) Life Skills that include flexibility, initiative,
social skills, productivity and leadership, These skills have always been important in an information-
based economy.
Likewise, skills demanded in the job market include knowing a trade, following directions,
getting along with others, working hard and being professional, efficient, prompt, honest, and fair. More
so, to adapt to these jobs in this information age, students need to think deeply about issues, solve
problems creatively, work in teams, communicate clearly in many media, learn ever-changing
technologies and deal with the influx of information. Amidst rapid changes in the
 world, industry requires students to be flexible, take the initiative, lead when necessary, and
create something new and useful.
According to Partnership for 21st Century Skills (P21), various industries look for employees
who can think critically, solve problems creatively, innovate, collaborate and communicate. Therefore,
for a perfect match between academe and industry demands, schools need to embed time-tested industry-
demanded work skills in the curriculum (http://thoughtfullearning.com/resources/what-are-21sl-century-
skills).
The 21st Century Learning Implications. 21st Century skills are viewed relevant to all academic
areas and the skills may be taught in a wide variety of both in-campus and community settings.
Teachers should practice teaching cross-disciplinary skills in related courses, such as integrating
research methods in various disciplines; articulating technical scientific concepts in verbal, written, and
graphic forms; presenting laboratory reports to a pool of specialists, or use emerging technologies,
software programs and multimedia applications as an extension of an assigned project.
Likewise, accrediting organizations and regulatory bodies may require 21s century skills in the
curriculum. In doing so, the assessment tools should also contain these skills. They may design or adopt
learning standards that explicitly describe multi-disciplinary skills that students should acquire and
master.
Schools and teachers should use a variety of applied skills, multiple technologies, and new ways
of analyzing, and processing information, while also taking initiative, thinking creatively, planning out
the process, and working collaboratively in teams with other students.
More so, schools may allow students to pursue alternatives, in which students can earn academic
merits and satisfy graduation requirements by completing an internship, apprenticeship or volunteer
experience. It is in this manner that students can practice a variety of practical, career-based, work-related
skills and values while equally completing the academic coursework and meeting the same learning
standards required of students.
In today's world, information and knowledge are continuously increasing at a certain rate that no
one can learn everything about every subject. What may appear true today could be proven to be false
tomorrow and the jobs that students will get after they graduate may not yet exist. For this reason,
students need to be taught how to process, analyze and use the information and they need adaptable skills
that they can apply in all facets of life. Thus, merely teaching them ideas and facts without teaching them
how to use them in real- life settings is no longer enough.

Schools need to adapt and develop new ways of teaching and learning that reflect a
changing world. The purpose of school should be to prepare students for success after graduation

6
and therefore, schools need to prioritize the knowledge and skills that will be in the greatest
demand, such as those deemed to be most important by college professors and employers.
Hence, teaching students to perform well in school or pass the test alone is no longer sufficient.
Henceforth, teachers must realize and students must understand that no one can move
toward a vision of the future unless he/she understands the socio-historical context of where they
are now, what events led them to be where they are, how this can inform development of a vision
for the future and how they want to get there. Thus, a clear articulation of the purpose of
education for the 21st Century is the place to begin. (http://thoughtfullearning.com/resources/
what-are-21st-century-skills)
A Paradigm Shift for 21st Century Education
Before 21st Century Education 21st Century Education
Time-based Outcome-based
Focus: memorization of discrete facts Focus: what students Know, Can Do and Are
Like after all the details are forgotten.
Lower order thinking skills in Bloom's Higher order thinking skills (metacog- nition),
Taxonomy, such as knowledge and such as application, analysis, synthesis, and
comprehension evaluation
Textbook-driven Research-driven
Passive learning Active Learning
Learners work in isolation and confined in the Learners work collaboratively with
classroom (walled classroom). classmates and others around the world
(global classroom)
Teacher-centered: teacher is dispenser of Student-centered: teacher is facilitator/ coach
knowledge, information and attention. of students learning.

Little to no student freedom. Great deal of student freedom.

"Discipline problems" - No trust between No "discipline problems" - Students and teachers
educators No "discipline problems" - Students and have mutual respect and relationship as co-
students. Little student motivation. learners. High student motivation. 7
Fragmented curriculum Integrated and Interdisciplinary curriculum
Grades taken from formal assessment measures Grades are based on students' performance as
entered in the class record for reporting purposes evidence of learning outcome
Assessment is for marking purposes and placed as Assessment is important aspect of part of lesson
part of lesson plan structure plan structure instruction to gauge learning
outcome
Low expectations. What students receive is what High expectations that students succeed in
 they get learning to high extent.
Teacher is judge. No one else sees student work. Self, peer and others serve as evaluators of student
Outputs are assessed using structured metrics. learning using wide range of metrics and authentic
assessments.
Curriculum is irrelevant and meaningless to the Curriculum is connected to students' interests,
students. experiences, talents and the real world.
Print is the primary vehicle of learning and Performances, projects and multiple forms of
assessment. media are used for learning and assessment.
Student diversity is ignored. Curriculum and instruction address student
diversity
Students just follow orders and instructions while Students are empowered to lead and initiate while
listening to teacher's lecture. creating solutions and solving problems.
Literacy is the 3 R's (reading, writing and Multiple literacies of the 21st Century aligned to
'rithmetic). living and working in a globalized new society.
Factory model, based upon the needs of Global model based upon the needs of a
employers for the Industrial Age of the 19th globalized high-tech society
century
(Source: http://www.21st CenturySchools.com/)
The paradigm shift from the 20th to the 21st Century, shows that the structure and modalities of
education have evolved. Students become the center of teaching-learning process in the 21st Century
using wide array of technological tools to assist them in exploring knowledge and information needed in
surviving the test of time and preparing for future career endeavors. Assessment has been made varied to
address multiple literacy development in diverse contexts. Teachers turn to become facilitators rather than
lecturers and dispensers of information. As such, curriculum is designed in a way that it connects to life in
the real world, interconnected with other disciplines and reshapes the students' holistic perspectives.

The Critical Attributes of 21st Century

Education

Education continuously changes

dramatically throughout time. There is a
8
paradigm shift in the way teaching and
learning is delivered. Therefore, the 21st
Century teacher needs to develop essential
knowledge, skills and values in order to
cope with these changes and address
students' need (21st Century Schools,
2011).

The following are eight attributes of 21st Century education and their implications:
1. Integrated and Interdisciplinary. Education in the 21st Century is characterized by interfacing
various disciplines in an integrated manner rather than compartmentalizing its subsequent parts. This
critical attribute implies the need to review the curriculum and create strategies infusing different subjects
toward enhancing the learning experiences of students.
2. Technologies and Multimedia. Education in the 21st Century makes optimum use of available
Information and Communication Technology (ICT), as well as multimedia to improve the teaching and
learning process, including online applications and technology platforms. It implies a need to acquire and
use computers and multimedia equipment and the design of a technology plan to enhance learning at its
best.
3. Global Classrooms. Education in the 21st Century aims to produce global citizens by exposing
students to the issues and concerns in the local, national and global societies. This critical attribute
implies the need to include current global issues/ concerns, such as peace and respect for cultural
diversity, climate change and global warming in classroom discussions.
4. Creating/Adapting to Constant Personal and Social Change and Lifelong Learning. Education in
the 21st Century subscribes to the belief that learning does not end within the four walls of the classroom.
Instead, it can take place anywhere, anytime regardless of age. This means that teachers should facilitate
students' learning even beyond academics. Therefore, it should not end with requirement compliance and
passing the exams, but also for transferring and applying knowledge to a new context or real-life
situations. As such, the curriculum should be planned in such a way that students will

continue to learn even outside the school for life.

5. Student-Centered. Education in the 21s' Century is focused students as learners while addressing their 9
needs. Differentiated instruction is relevant in the 21st Century are taken classrooms, where diversity
factors and issues into account and addressed when planning and delivering instruction, including their
learning styles, interests, needs and abilities.
6. 21st Century Skills. Education in the 21st Century demonstrates the skills needed in becoming
productive members of society. Beyond learning the basic skills of reading, writing and numeracy,
students should also develop life and work skills in 21st Century communities, such as critical and
creative thinking, problem-solving and decision-making and ICT literacy and skills. Therefore, it implies
that teachers should possess these skills first before their students.
7. Project-Based and Research-Driven. 21st Century education emphasizes data, information and
evidence-based decision- making through student activities that encourage active learning. This implies
the need for knowledge and skills in research, such as self-directed activities, learning projects,
investigatory projects, capstones and other research-based output.
8. Relevant, Rigorous and Real World. Education in the 21st Century is meaningful as it connects to
real-life experiences of learners. It implies the use of current and relevant information linked to real-life
situations and contexts. (http://iflex.innotech.org/GURO21/module 1/11_5.html)

The Characteristics of a 21st Century Teacher

The 21st Century teaching-learning environment becomes more complicated brought by
technological changes. Therefore, teachers should be able to cope with and adapt to these changes.
 Thus, teachers must be equipped with attributes, knowledge and skills critical to 21st century
education so that they may be able to integrate them in their teaching. 21st Century teachers are
characterized as:
1. Multi-literate. Teachers know how to use various technologies in teaching
2. Multi-specialist. Teachers are not only knowledgeable in the course subject they teach but also
in other areas so that they

can help the learner build up what they gain in the classroom and outside the school and make sense of
what was learned.
10
3. Multi-skilled. 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.
4. 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.
5. Lifelong learner. Teachers embrace the ideal that learning never ends. Therefore, teachers must be
constantly updated on the latest information related to their subject and pedagogic trends. They should
also share what they are learning with their students and colleagues with a high sense of professionalism.
6. Flexible. Teachers are able to adapt to various learning styles and needs of the learners, they can
facilitate learner-centered teaching with flexibility using alternative modes of delivery.
7. Creative problem solver. Teachers create innovative ideas and effective solutions to the arising
problems in the field, be it in the classroom, in the school or the profession as a whole.
8. Critical thinker. Teachers are critical thinkers as they encourage students to reflect on what they have
learned, and rekindle in them the desire to ask questions, reason out, probe, and establish their own
knowledge and belief.
9. Has a passion for excellent teaching. Teachers possess passion in the teaching profession to ensure that
students are motivated to learn under their guidance and care.
10. High Emotional Quotient (EQ). Teachers do not just have the head but also the heart to teach.
Teaching is emotionally taxing but an influential job as it involves interaction with human beings.
(http://udyong.gov.ph)

Common 21st Century Technology Tools for Learning

As teacher for the 21st Century, no one can escape from the reality that we are now in a
borderless society. It is, therefore, important that we should know different technology tools for learning
to respond to the needs of 21st Century learners' and the demands of the times. The following are
common 21st Century technology tools.
1. Affinity Groups. These are groups or communities that unite individuals with common interests.
Electronic spaces extend the range of possibilities for such groups.

2. Blogs. Web logs or "blogs" are interactive websites, often open to the public that can include Web
links, photographs and audio and video elements.
3. E-portfolio. It refers to student's works that are generated, selected, organized, stored and revised 11
digitally. Often, electronic portfolios are accessible to multiple audiences and can be moved from one site
to another easily. It can document the process of learning, promote integrative thinking, display final
work, and/or provide a space for reflective learning.
4. Hypertext. These are electronic texts that provide multiple links and allow users to trace ideas in
immediate and idiosyncratic directions. Hypermedia adds sound, video, animation, and/or virtual reality
environments to the user's choices.
5. Podcasts. These are digitalized audio files that are stored on the Internet and downloaded to listeners'
computers or most likely to MP3 players. The term "podcast" comes from iPod, the popular MP3 player.
6. Web 2.0. This refers to a second generation of Web-based communities that demonstrate the
participatory literacies that students need for the 21st-century.
7. Myspace (http://www.Myspace.com). It is a social networking website that offers an interactive user-
submitted network of friends, personal profiles, blogs, groups, photos, music and videos internationally.
Students can rate professors, discuss books, and connect with high school and college classmates here.
8. Second Life (http://www.secondlife.com). It is an Internet-based 3-D virtual world that uses avatars
(digital representations) to explore, socialize, participate in individual or group activities, create and trade
items (virtual property) and services.
9. Semantic Web. It is an extension of the current Web that puts data into a common format so that
instead of humans working with individual search engines (e.g., Google, Ask Jeeves) to locate
information, the search engines themselves feed into a single mechanism that provides this searching on
its own. Sometimes called Web 3.0, this technology enables integration of virtually all kinds of
information for more efficient and comprehensive retrieval.
10. Webkinz (http://www.webkinz.com). It is an Internet simulation wherein children learn pet care and
other skills.
11. Wiki. It refers to software that fosters collaboration and communication online. Wikis enable students
to create, comment upon, and orevise collaborative projects. One of the most prominent is Wikipedia
(http://www.wikipedia.org), an online multilingual free-content encyclopedia, which has 7.9 million
articles in 253 languages.

12
12. YouTube (http://www.youtube.com). It is a popular website for video sharing where users
can upload, view and share video footage, including movie clips, TV clips, and music videos,
even student-produced videos
13. Google Docs. It allows students to collaborate with other people and the document materials
that need to be compiled, processed, transacted and analyzed. Allows individuals to use pre-
made, creative
14. Prezi It presentation templates.
15. Easy bib. It allows individuals to generate citations in any given format
16. Social media platforms (Facebook, Twitter, Edmodo, Schoology, Instagram, etc.). These are
means to communicate and share ideas among users.
17. Smartboards and audience response systems. These are replacement for traditional
chalkboards or whiteboards in classrooms.
18. Read Write Think.org. (www.readwritethink.org). It is a repository of standards-based
literacy lessons that offer teachers instructional ideas for Internet integration.
19. WebQuest Page (www.webquest.org). It provides Web quests "on an array of topics across
content areas with a template for creating one's own.
20. Literacy Web (http://www.literacy.uconn.edu). It is an online portal that includes a large
number of new literacy's resources for new literacies for teachers.
(http://cnets.iste.org/teachers/t_glossary. html#t)

A QUESTIONS FOR DISCUSSION

1. What are the critical attributes of 21st Century education? Explain them.
2. Describe a 21st Century teacher and discuss some innovative tools for learning?
3. Explain how you can integrate 21st Century education in the curriculum.

Life and Values Integration 13

Share a personal experience or observation on 21 Century teaching and learning being practiced in
the classroom or in the school. What life lessons and values have you realized and learned?
 RESEARCH ANALYSIS AND
IMPLICATION
Direction: Analyze the following research abstract and cite its implication to teaching-learning. You may
download the full paper of this research on the website given below.

Exploring 21st Century skills and learning environments for middle school youth Ball, Joyce and Anderson-
Butcher (2016)

Abstract

Resiliency research and strengths-based perspectives highlight the importance of understanding the protective
factors that aid youth in overcoming adversity. Likewise, current research identifies the characteristics and skills
youth need to be successful in post-secondary education and the workforce. These growing bodies of research
emphasize cognitive and non-cognitive skills that support youth development and academic success. This
exploratory study sought to develop two distinct measurement instruments: (1) the 21st Century Life & Career
Skills scale (21C-LCS); and (2) the 21st Century Skills Classroom Environment scale (21C-CE). We also
examined students' perceptions of their own skills in these areas. The measures were developed and tested using
survey data from 262 middle school students. Exploratory Factor Analysis was used to examine the factorial
structure of the measures and descriptive statistics were used to summarize students' perceptions. Results indicated
that the 21C-LCS and the 21C-CE are brief psychometrically sound measures. The 21C-LCS assesses students'
leadership and responsibility, working with others effectively, and adaptability. The 21C- CE is a reliable measure
of students' perceptions of the ways in which their classroom environments support their development of 21st
Century life and career skills. Students reported moderately high perceptions of their skills in all areas. This study
is an important step in assessing 21st Century life and career skills and 21s Century learning environments.
Researchers, youth development professionals, educators, and other service providers can utilize these measures in
an ongoing investigation, assessment, and progress monitoring to foster and advocate 21st Century life and career
skills development among youth.

(Source: Ball , A., Joyce, H. and Anderson-Butcher, D. (2016). Exploring 21st Century skills and learning
environments for middle school youth. International Journal of School Social Work: Vol. 1: Issue 1. Retrieved
from https://doi.org/10.4148/2161-4148.1012)

Analysis: How do youth assess students' 21" Century lllo and career skills and their learning
environments?
14
_____________________________________________________________________________________
_____________________________________________________________________________________
Implication: How may the results of this study be utilized in enhancing the 21 Century life and career
skills of students and their learning environments?
_____________________________________________________________________________________
____________________________________________________________________________________

SYNTHESIS AND LEARNING REFLECTION

THE 21ST CENTURY EDUCATION

SYNTHES
IS  Education prepares 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 21st Century
education in the context of a curriculum, classroom environment, technology,
learners and demands of the job market.
 21stCentury education implies challenges among teachers in the way they need
to embrace technological advancement and instructional innovations
 With the paradigm shift from 20h Century to 21" Century education,
transformations and transitions are taking place.
 To cope with the demands of 21" Century education, educational institutions
should address its eight critical attributes.
 Teachers must be multiliterate, multispecialist, multiskilled, self
directed, lifelong learners, flexible, creative problem solver, critical thinker,
emotionally intelligent and passionate for excellent teaching,

Direction: Write the 21st Century Education concepts on each ray of the sun.
15

Learning
Reflection
 CURRICULUM APPLIUCATION
Direction: Prepare an evaluation tool to measure technology integration in the classroom or the school.
Use the provided template sample below.
TECHNOLOGY INTEGRATION EVALUATION TOOL
Direction:
_____________________________________________________________________________________
_____________________________________________________________________________________
Scale: (with interpretations)
4 -_____________________________ 3 -______________________________________
2 -_____________________________ 1 -______________________________________

CLASSROOM /SCHOOL TECHNOLOGY SCALE

INTEGRATION EVALUATION
STANDARDS/INDICATORS 4 3 2 1
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
(After the teacher has checked the tool, students may utilize the said tool in actual evaluation of
technology integration in the classroom or in the school.)
LET SAMPLERS: TAKING THE EXAMINATION

Direction: Read and analyze each item carefully. Choose and encircle the letter of the best answer.
16
1. The following concepts refer to the implications of 21st Century education for teachers EXCEPT one.
Which is the exception?
A. Teachers must maintain students' interest by helping them see the connection of what they learn for
life with the real world.
B. Teachers must instill curiosity in students because it is fundamental to lifelong learning.
C. Teachers must be consistent in how they teach.
D. Teachers must excite learners to become even more resourceful so that they will continue to learn
outside the formal school.
2. The new breed of teachers takes advantage of technology that enables them to understand, integrate,
create, communicate and compute printed and written materials. Which best describes the 21st Century
teacher?
A. Multiliterate C. Multiskilled
B. Multispecialist D. Multitasked
3. The following are contexts and perspectives of 21st Century education as a paradigm shift from that of
the 20th Century, EXCEPT one. Which one is the exception? A. Integrated and interdisciplinary
B. Technology and multimedia-driven
C. Global classroom-oriented
D. Relevant and real-world
4. The lesson presented in class must be selected and designed to respond to the learners' life survival
today and his career preparation in the future. This implies which critical attribute of 21st Century
education?
A. Integrated and Interdisciplinary
B. Technologies and Multimedia
C. Global Classrooms
D. Relevant and Real World

5. In the context of 21st Century education, the teachers and the learners are branded as digital
immigrants and digital natives, respectively. How will you differentiate them in terms of aspects?
17
A. Thinking style: The teachers think randomly, while the learners, sequentially
B. Learning perspective: The teachers prefer experiencing, while the learners opt for intellectualizing.
C. Use of senses: The teachers utilize emotion and touch, while the learners, hearing and seeing.
D. Manner of response: The teachers tend to reflect, while the learners usually react.
 Module 2:
21" Century Skill Categories
18
LEARNING OUTCOMES

1. Identify the categories of 21" Century skills

2. Apply the 21st Century skills in preparing, planning and delivering a lesson
3. Cite ways on how to enhance the 21st Century skills of learners
4. Explain how 21st Century skills be integrated in the teaching-learning process
5. Cite implications of 21st Century skills to educators and to pre-service teacher preparation
6. Draw relevant life lessons and significant values from the personal experience in attaining 21st Century
skills
7. Analyze research abstract on 21st Century skills and its implications on the teaching- learning process
8. Craft a curriculum plan matrix imbued with 21st Century learning outcomes

INTERACTIVE PRESENTATION

Group Mapping Activity: This is a strategy where members of the class present their prior knowledge
on the topic 21st Century skill categories through group drawing/illustration.
 Procedure:
1. Group the students into 4 or 5 depending on the class size.
2. Provide each group a topic on 21st Century skill category to brainstorm about.
3. The group will synthesize their consolidated ideas and present in a form of illustration or drawing in a
cartolina or Manila paper using any medium of their choice.
4. Each group will be given a chance to present the synthesis in class.
5. The class will find time for a brief reflection of the activity.
Topics to be assigned to the groups:
1. Life and Career Skills
2. Information, Media and Technology Skills
3. Learning and Innovation Skills
4. Social and Cross-cultural Skills
5. Leadership and Productivity Skills

CONCEPT EXPLORATION

21" Century skills refer 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. Thus, it can be applied
in all academic subject areas and educational settings throughout a student's life.
19
The 21st Century Skills
The 21" Century skills may include the following: (1) critical thinking problem-solving reasoning
analysis, interpretation, synthesizing information (2) research skills and practices, interrogative
questioning: (3) creativity, artistry, curiosity, imagination, innovation, personal expression, (4)
perseverance, self-direction, planning, self-discipline, adaptability, initiative; (5) oral and written
communication, public speaking and presenting, listening: (6) leadership, teamwork, collaboration,
cooperation, facility in using virtual workspaces: (7) information and communication technology (ICT)
literacy, media and Internet literacy, data interpretation and analysis, computer programming; (8) civic,
ethical, and social justice literacy: (9) economic and financial literacy, entrepreneurialism: (10) global
awareness, multicultural literacy, humanitarianism; (11) scientific literacy and reasoning the scientific
method; (12) environmental and conservation literacy, ecosystem understanding; and (13) health and
wellness literacy, including nutrition, diet, exercise, and public health safety
(http://thoughtfullearning.com/resources/what-are-21st- century-skills).

Framework for 21st Century

 According to the Partnership for 21st
Century Skills, this concept encompasses a wide
array of a body of knowledge and skills that have
to be categorized. Moreover, this concept has
been interconnected with applied skills, cross-
curricular skills, cross- disciplinary skills,
interdisciplinary skills, transferable skills,
transversal skills, noncognitive skills and soft
skills.

The 21st Century skills concept is grounded on the belief that students must be educated in a
more relevant, useful, in-demand and universally applicable manner. The idea simply lies in the fact that
students need to be taught different skills and reflect on the specific demands that will be placed upon
them in a complex, competitive,

Knowledge-based Information-age and tochnology-driven socloty. Therefore, 21" Century education addresses the whole child or
the whole person (AACTE, 2010). 20
Hence, the curriculum should be designed to be interdisciplinary, integrated and project-based, Tony Wagner (2010), in
his book "The Global Achievement Gap", advocated the seven survival skills, namely: (1) critical thinking and problem-solving:
(2) collaboration across networks and leading by influence; (3) agility and adaptability: (4Initiative and entrepreneurialism; (6)
effective oral and written communication; (6) accessing and analyzing information; and (7) curiosity and imagination.

The term "21" Century skills" refers to certain core competencies, such as collaboration, digital literacy, critical
thinking, and problem- solving that schools need to teach the students for them to thrive in today's world

The Partnership for 24" Century Skills presents the following sets of skills that are categorized accordingly with
different strands of expected outcomes.

Learning and Innovation Skills

These are the primary skills orchestrated in the 21" Century. They are attributes that differentiate students who are
prepared for a complex life and work environment from those who are not. Therefore, there is a need to stress on creativity,
critical thinking, communication and collaboration in preparing learners for the future.

A. Critical Thinking and Problem Solving. These may include effectively analyzing and evaluating evidence,
arguments, claims and beliefs; and solving different kinds of non-familiar problems in both conventional and
innovative ways.

Skill Sub-skills
1. Work together effectively in team Establish clear definitions and agreements on the
roles of effectively in partners in the collaborative
process

Keep communication open within teams to carry

out tasks
Carefully identify obstacles and address problems
 cooperatively
https://www.thebalancecaroors.com
Skill Sub-skills 2. Reason Use various types of reasoning (inductive, deductive, etc.) effectively as
appropriate to the situation Use systems thinking Analyze how parts of a whole interact with each other to
produce overall outcomes in complex systems

Skill Sub-skills
2. Reason effectively  Use various types of reason (inductive,
deductive, etc.)
 Use systems thinking
 Analyze how parts of a whole interact
with each other to produce overall
outcomes in complex systems.

Skill Sub-skills
Effectively analyze and evaluate evidence, arguments, claims
3. Make judgements and decisions judgments and beliefs 21
Analyze and evaluate major alternative points of view

Synthesize and make connections between information and

arguments

Interpret information and draw conclusions based on the best

analysis

Reflect critically on learning experiences and processes

(Partnership for 21st Century Skills, 2008)

Skill Sub-skills
4. Solve problems Solve different kinds of non-familiar problems in both
conventional and innovative ways
Identify and ask significant questions that clarify various
points of view and lead to better solutions
(Partnership for 21st Century Skills, 2008)

b. Communication. This pertains to articulating thoughts and ideas effectively using oral and written communication skills in a
variety of forms and contexts.

Skill Sub-skills
1. Communicate clearly Articulate thoughts and ideas effectively using oral, written
cate clearly and nonverbal communication skills in a variety
of forms and contexts

Listen effectively to decipher meaning, including knowledge,

values, attitudes and intentions

Use communication for a range of purposes (e.g. to inform,

instruct, motivate and persuade)
 Utilize multiple media and technologies, and judge their
effectiveness a priori, as well as assess their impact
Communicate effectively in diverse environments (including
multi-lingual)
Use technology as a tool to research, organize, evaluate and
communicate information
Use digital technologies (computers, PDAs, media players,
GPS, etc.), communication/networking tools and social
networks appropriately to access
Exercise flexibility and willingness in making necessary
compromises to accomplish a common goal
Assume shared responsibility for collaborative work, and
value the individual contributions made by each team
member
(Partnership for 21 Century Skills, 2008)
c.Collaboration. It entails demonstrating ability to work effectively and respectfully diverse teams.

Skill Sub-skills 22
Establish clear definitions and agreements on the roles of
1. Work together effectively in team effectively in partners in the collaborative process
Keep communication open within teams to carry out tasks

Carefully identify obstacles and address problems

cooperatively

D. Creativity and Innovation. It denotes use of wide range of idea creation techniques to create new and worthwhile ideas.

Skill Sub-skills
1. Think creatively Use a wide range of idea creation techniques, such as
creatively brainstorming
Create new and worthwhile ideas (both incremental and
radical concepts)
Elaborate, refine, analyze and evaluate their own ideas in
order to improve and maximize creative efforts
(Partnership for 21st Century Skills, 2008)

Skill Sub-skills
2. Work creatively with others Develop, implement and communicate new ideas to others
creatively effectively
Be open and responsive to new and diverse perspectives;
incorporate group input and feedback into the work
Demonstrate originality and inventiveness in work and
understand the real world limits to adopting new ideas
View failure as an opportunity to learn; understand that
creativity and innovation is a long-term, cyclical process of
small successes and frequent mistakes
(Partnership for 218 Century Skills, 2008)

Skill Sub-skills
3. Implement innovations Acton creative ideas to make a tangible and useful
contribution innovations to the field in which the innovation
will occur
(Partnership for 21st Century Skills, 2008)

INFORMATION, MEDIA AND TECHNOLOGY SKILLS

 People in the 21st century live in a technology and media- saturated environment marked by the following: (1) access
to an abundance of information; (2) rapid changes in technology tools; and (3) the ability to collaborate and make individual
contributions on an unprecedented scale.

Therefore, to be effective in the 21st Century, everyone must be able to exhibit a range of functional and critical
thinking skills related to information, media and technology (AACTE, 2010).

A. Information Literacy. It refers to accessing and evaluating information critically and competently and
managing the flow of information from a wide variety of sources.
23
Skill Sub-skills
1. Access and evaluate information Access information efficiently (time) and effectively
(sources)

Evaluate information critically and competently

Partnership for 21st Century Skills, 2008)

Skill Sub-skills
2. Use and manage information Use information accurately and creatively for the issue or
problem manage at hand
Manage the flow of information from a wide variety of
sources
Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of information
(Partnership for 21st Century Skills, 2008)

B. Media Literacy. It underscores understanding both how and why media messages are constructed; creating
media products by understanding and utilizing the most appropriate media creation tools, characteristics
and conventions.

Skill Sub-skills
1. Analyze media Understand both how and why media messages are
constructed, media and for what purposes
Examine how individuals interpret messages differently,
how values and points of view are included or excluded,
and how media can influence beliefs and behaviors
Apply a fundamental understanding of the ethical/legal
issues surrounding the access and use of media
(Partnership for 21st Century Skills, 2008)

Skill Sub-skills
2. Create media products Understand and utilize the most appropriate media creation
tools, media characteristics and conventions

Understand and effectively utilize the most appropriate

expressions and interpretations in diverse, multi-cultural
environments
(Partnership for 21st Century Skills, 2008)
 C. Technology Literacy. It pertains to the use of technology as a tool to research, organize, evaluate
and communicate information
24

Skill Sub-skills
1. Apply technology effectively Use technology as a tool to research, organize, evaluate
and communicate information
Use digital technologies (computers, PDAs, media
players, GPS, etc.), communication/networking tools
and social networks appropriately to access, manage,
integrate, evaluate and create information to successfully
function in a knowledge economy

Apply a fundamental understanding of the ethical/legal

issues surrounding the access and use of information
technologies
(Partnership for 21 Century Skills, 2008)

D. Life and Career Skills. Today's life and work environments both require more than thinking skills
and content knowledge. Cultivating the ability to navigate the complex life requires students to
develop the following life and career skills: (1) flexibility and adaptability; (2) initiative and self-
direction; (3) social and cross-cultural skills; (4) productivity and accountability; and (5)
leadership and responsibility (AACTA, 2010).

Flexibility and Adaptability

Skill Sub-skills
1. Adapt to change Adapt to varied roles, job responsibilities,
schedules and contexts
Work effectively in a climate of ambiguity
and changing priorities
(Partnership for 215 Century Skills, 2008)

Skill Sub-skills
2. Be flexible Incorporate feedback effectively
Deal positively with praise, setbacks and
criticism
Understand, negotiate and balance diverse
views and beliefs to reach workable solutions,
particularly in multi-cultural environments
(Partnership for 21st Century Skills, 2008)

INITIATIVE AND SELF-DIRECTION

25
 Skills Sub-skills
1. Manage Set goals and time Set goals with tangible and intangible success criteria
Balance tactical (short-term) and strategic (long-term) goals

Utilize time and manage workload efficiently

(Partnership for 21 Century Skills, 2008)

Skill Sub-skills
2. Work independently Monitor, define, prioritize and complete tasks without direct
oversight
(Partnership for 21st Century Skills, 2008)

Skill Sub-skills
3. Be self- directed learner Go beyond basic mastery of skills and/or curriculum to
explore and expand one's own learning and opportunities to
gain expertise

Demonstrate initiative to advance skill levels towards a

professional level
Demonstrate commitment to learning as a lifelong process

Demonstrate integrity and ethical behavior in using influence

and power
(Partnership for 21st Century Skills, 2008)

Skill Sub-skills
4. Be responsible to others Act responsibly with the interests of the larger community in
mind responsible Consider others' ideas and viewpoints to
others
Look for others' welfare and safety in all circumstances
Assist others in times of their downfalls and setbacks
(Partnership for 21" Century Skills, 2008)

SOCIAL AND CROSS-CULTURAL SKILLS

Skill Sub-skills
1. Interact effectively with others Know when it is appropriate to listen and when to
speak
Conduct one's self in a respectable, professional
manner
(Partnership for 21st Century Skills, 2008)

Skill Sub-skills
2. Work effectively in diverse teams Respect cultural differences and work effectively with people
from a range of social and cultural backgrounds
Respond open-mindedly to different ideas and values 26
Leverage social and cultural differences to create new ideas
and increase both innovation and quality of work
(Partnership for 21Century Skills, 2008)

PRODUCTIVITY AND ACCOUNTABILITY

Skill Sub-skills
1. Manage projects Set and meet goals, even in the face of obstacles and
competing projects pressures
Prioritize, plan and manage work to achieve the intended
result

(Partnership for 215 Century Skills, 2008)

Skill Sub-skills
2. Produce results Demonstrate additional attributes associated with producing
results high quality products, including the abilities to: Work
positively and ethically Manage time and projects effectively
Multi-task Participate actively, as well as be reliable and
punctual Present oneself professionally and with proper
etiquette Collaborate and cooperate effectively with teams
Respect and appreciate team diversity Be accountable for
results
(Partnership for 21st Century Skills, 2008)

LEADERSHIP AND RESPONSIBILITY

Skill Sub-skills
1. Guide and lead others Use interpersonal and problem-solving skills to
influence and lead others guide others toward a
goal
Leverage strengths of others to accomplish a
common
Inspire others to reach their very best via example
and selflessness
Demonstrate integrity and ethical behavior in
using influence and power
(Partnership for 21st Century Skills, 2008)

Skill Sub-skills
2.Be responsible to others Act responsibly with interest of the larger
27
community in mind
(Partnership for 21st Century Skills, 2008)
Integrating 21st Century Skills in Teaching-Learning Process
The 21st Century support systems. The following elements are the critical systems necessary to ensure
student mastery of 21st Century skills: (1) 21 Century standards; (2) assessments; (3) curriculum and
instruction; (4) professional development; and (5) learning environments. These must be aligned to
produce a support system that produces 21st Century outcomes for today's students (Partnership for 21st
Century Skills, 2008).
1. 21st Century Standards
1.1 Focus on 21st Century skills, content knowledge and expertise
1.2 Build understanding across and among core subjects, as well as 21st Century interdisciplinary themes
1.3 Emphasize deep understanding rather than shallow knowledge
1.4 Engage students with the real-world data, tools and experts they will encounter in college, on the job,
and in life; students learn best when actively engaged in solving meaningful problems
1.5 Allow for multiple measures of mastery
2. Assessment of 21st Century Skills
2.1 Supports a balance of assessments, including high-quality standardized ng along with effective
formative and summative classroom assessments
2.2 Emphasizes useful feedback on student performance that is embedded into everyday learning
2.3 Requires a balance of technology-enhanced, formative and summative assessments that measure
student mastery of 21st Century skills
2.4 Enables development of portfolios of student work that demonstrate mastery of 21st Century skills to
educators and prospective employers
2.5 Enables a balanced portfolio of measures to assess the educational system's effectiveness in reaching
high levels of student competency in 21st Century skills (AACTE, 2010)

3. 21st Century Curriculum and Instruction

28
3.1 Teaches 21st Century skills discretely in the context of core subjects and 21st Century
interdisciplinary themes
3.2 Focuses on providing opportunities for applying 21st Century skills across content areas and for a
competency- based approach to learning
3.3 Enables innovative learning methods that integrate the use of supportive technologies, inquiry- and
problem-based approaches and higher-order thinking skills 3.4 Encourages the integration of community
resources beyond school walls (AACTE, 2010)
4. The 21st Century Professional Development
4.1 Highlights ways teachers can seize opportunities for integrating 21st Century skills, tools and teaching
strategies into their classroom practice and help them identify what activities they can replace/de-
emphasize
4.2 Balances direct instruction with project-oriented teaching methods
4.3 Illustrates how a deeper understanding of subject matter can enhance problem-solving, critical
thinking, and other 21st Century skills
4.4 Enables 21st Century professional learning communities for teachers that model the kinds of
classroom learning that best promotes 21st Century skills for students
4.5 Cultivates teachers' ability to identify students' particular learning styles, intelligences, strengths and
weaknesses
4.6 Helps teachers develop their abilities to use various strategies (such as formative assessments) to
reach diverse students and create environments that support differentiated teaching and learning
4.7 Supports the continuous evaluation of students' 21st Century skills development
4.8 Encourages knowledge sharing among communities of practitioners using face-to-face, virtual and
blended communications
4.9 Uses a scalable and sustainable model of professional development (AACTE, 2010)
5. The 21st Century Learning Environments
5.1 Create learning practices, human support and physical environments that will support the teaching and
learning of 21st Century skill outcomes
5.2 Support professional learning communities that enable educators to collaborate, share best practices
and integrate 21st Century skills into classroom practice

5.3 Enable students to learn in relevant, real-world 21st Century contexts (e.g., through project-based or
other applied work)
29
5.4 Allow equitable access to quality learning tools, technologies and resources
5.5 Provide 21st Century architectural and interior designs for group, team and individual learning
5.6 Support expanded community and international involvement in learning, both face-to-face and online
(AACTE, 2010)
Implications to Educators
The advent of 21st Century skill enhancement among learners bring the following implications to
educators in:
1. Successfully complementing technologies to content and 1. pedagogy and developing the ability
to creatively use technologies to meet specific learning needs
2. aligning instruction with standards, particularly those that embody 21st Century knowledge and
skills
3. balancing direct instruction strategically with project- oriented teaching methods
4. Applying child and adolescent development knowledge to educator preparation and education
policy
 5. using a range of assessment strategies to evaluate student performance and differentiate
instruction (including but not limited to formative, portfolio-based, curriculum- embedded and
summative)
6. participating actively in learning communities, tapping the expertise within a school or school
district through coaching, mentoring, knowledge-sharing, and team teaching a
7. acting as mentors and peer coaches with fellow educators
8. using range of strategies (such as formative assessments) to reach diverse students and to create
environments that support differentiated teaching and learning
9. Pursuing continuous learning opportunities and embracing career-long learning as professional
ethics (AACTE, 2010)
10. establishing a conducive learning environment where learners can freely express themselves and
explore their potentials and capacities
Implications to Pre-service Teacher Preparation
There is a need to understand the key elements of optimum curricula that will help pre-service
teachers develop the dispositions, habits of mind and confidence to enable students to develop 21st
Century skills in a range of core academic subject areas.

Since schools get rid of a one-size-fits-all system, therefore, pre- service teachers are expected to play
an active role in developing and organizing content and instruction for their students.
30
AACTE (2010) asserts that a 21* Century approach to curriculum is about more than just adding an
extra course or extra class time in the curriculum. Thus, pre-service teachers benefit from the ability to
fully explore and understand how to develop and use curriculum for deep understanding and mastery of
academic subject knowledge and 21st Century skills.
As a starting point, a teacher education program can be aligned with student and teacher standards
in ways that blend thinking and innovation skills, ICT literacy; and life and career skills in the context of
all academic subjects and across interdisciplinary themes.
An effective 21st Century skills approach to curriculum, in other words, is designed for
understanding (McTighe and Wiggins, 2005 in AACTE, 2010). The program's curriculum will be most
beneficial to pre-service teachers if it is designed to produce deep understanding and authentic application
of 21st Century skills in all subject areas.
Instructional models. Instructional models are an important component of any teacher
preparation program. AACTE (2010) pointed out that the integration of innovative and research-proven
teaching strategies, modern learning technologies and real-world resources and contexts are all imperative
in:
1. Integrating "teach for understanding” principles. When pre-service teachers can prepare
and present lessons that can develop students' essential concepts and skills with the integration of
technologies, the latter can reciprocally demonstrate critical thinking and problem-solving in class.
2. Creating rich practice teaching experiences. Strong practice teaching experiences allow pre-
service teachers to connect theory and practice.
 3. Creating dynamic learning communities and peer mentoring networks. Pre-service
teachers benefit greatly from service-learning as part of their experiential learning courses. It provides
time to reflect on relevant pedagogic strategies that enhance 21st Century skills in classroom practice:
4. Examining the role of content, pedagogy and technologies in developing higher-order
thinking skills. The ability to teach for content mastery is a challenging task for most pre- service
teachers. Teaching for content mastery (1) supports a range of high-quality standardized testing along
formative and summative assessments; (2) emphasizes useful feedback on student performance; (3)
requires balanced technology- enhanced, formative and summative assessments; (4) enables development
of student portfolios that demonstrate mastery of 21st Century knowledge and skills; and (5) enables a
balanced score card to assess the educational system's effectiveness.
5. What activities can help learners enhance their 21st Century skills?

Life and Values Integration

Share a personal experience in which you were able to develop any of the 21st Century skills. What life lessons and
values have you realized and learned? 31

RESEARCH ANALYSIS AND IMPLICATION

Direction: Analyze the following research abstract and cite its implication to teaching-learning. You may
download the full paper of this research on the website given below.
Twenty-first century skills: A needs assessment of school-based agricultural education teachers
Weeks (2019)
Preparing students to be career-and-work ready is a concern of educators and schools nationwide.
Twenty-first century skills prepare students to enter the workforce or higher education with the ability to
think critically and creatively, collaborate with others, take the initiative when approached with a task,
and use technology to its fullest potential. If students are not learning the skills needed for success, it is
because educators and schools are not teaching them. When students possess these skills, they are
prepared to work in teams, think critically and creatively about a problem, display leadership and social
skills, and communicate effectively with others. This research sought to identify school-based agriculture
education teachers' perceived knowledge, importance, and ability to teach these 21st century skills in the
classroom. Results showed that agriculture teachers nationwide find 21st century skills to be important,
but they are less knowledgeable and able to teach them. The research concluded that professional
development is needed to increase teachers' knowledge of and ability to teach 21st century skills.
Professional development will allow school-based agricultural education teachers to gain specific and
applicable strategies for implementation. With the application of 21st century skills in the school-based
agricultural education classroom, students will become better prepared to enter the workforce or higher
education upon graduating high school.
(Weeks, K. (2019). Twenty-first century skills: A needs assessment of school-based agricultural
education teachers. Utah State University, https://digitalcommons.usu.edu/ cgi/viewcontent.cgi?
article=8652&context=etd)

Analysis: How can 21 Century skills prepare students to enter workforce and higher education?
_____________________________________________________________________________________ 33
_____________________________________________________________________________________
Implication: Why do you think professional development on teaching 21st Century skills is needed by
teachers in the field?
_____________________________________________________________________________________
_____________________________________________________________________________________

SYNTHESIS AND LEARNING REFLECTION

THE 21ST CENTURY SKILL CATEGORIES

SYNTHES  The term 21st century skills refers to a broad set of knowledge, skills, work
IS habits, and character traits that are critically important in today's world,
particularly in collegiate programs and contemporary careers and workplaces.
 The Partnership for 21st Century Skills encompass a wide-range body of
knowledge and skills that are interconnected with applied skills, cross- curricular
skills, cross-disciplinary skills, interdisciplinary skills, transferable skills,
transversal skills, noncognitive skills, and soft skills. SYNTHESIS
 To succeed in life and in their future career, students must hone and empower
themselves with learning and innovation skills, information, media and
technology skills, life and career skills, and social and cross-cultural skills.
 The integration of 21st Century skills must be continuously practiced along
standards and assessments, curriculum and instruction, professional
development, and learning environments.
 Considering that teachers are the greatest mobilizers of 21st Century education,
therefore, pre-service teachers must be rigidly trained on these skills to prepare
them for their future professional career roles.

34
Direction: Write your own concept of 21" Century Skills in each of the rainbow lines depicted by the
categories. Then, on the box below, write your brief explanation to indicate your clear understanding of
this topic.
Learning Reflection

Life and Career Skills

Information, Media and Technology Skills

Learning Skills

21st Century Skills Categories

My Understanding

35
 CURICCULUM APPLICATION

Direction: Craft a sample of outcome- based curriculum plan imbued with 21 st

century learning outcomes. Use the template sample provided below.
SAMPLE OBE CURRICULUM PLAN
Subject Are:
Learning Topic Time Teaching- Assessment Materials/
Outcome Allotment Learning Task References
Activities
A. Learning and Innovation Skills

B. Information, Media and Technology Skills

C. Life and Career Skills

LET SAMPLERS: TAKING THE EXAMINATION

36
Direction: Read and analyze each item carefully. Choose and encircle the letter of the best answer.
1. The design of tracks and strands in the senior high school curriculum that stresses exit competencies to
be attained by every K to 12 completer strongly adheres to which 21st Century skill category?
A. Learning and Innovation
B. Information, Media and Technology
C. Life and Career
D. Leadership and Responsibility

2. If I intend my students to attain this competency: "effectively analyze and evaluate evidence,
arguments, claims and beliefs" (Critical Thinking and Problem Solving), which teaching strategy should I
need to employ?
1. Socio-drama: The students will present a scene that portrays a current social issue.
II. Dilemma: The students will examine and resolve a given dilemma and report to class their
propositions.
III. Jury trial: The teacher will lay down an issue and two students will act as defense lawyers who will
weigh the two sides of it.
IV. Parliamentary procedure: The students will be given an issue in which they will express their thoughts
using parliamentary procedures.
A. I and II only C. II, III and IV
B. I, II and III D. I, II, III and IV

3. Which is the most recommended mode of instructional delivery today that addresses gaps on distance
to increase learning opportunities?
A. Modular Approach C. Internet-based
B. Blended Learning D. Face-to-face meeting

4. Which is the most appropriate assessment technique for this given learning outcome: "Solve problems
in both conventional and innovative ways as a 21st Century skill”.

A. Students will make research capstone on developing a system that would reduce traffic along Sucat
Road.
B. Students will answer an essay on the topic: "A Solution to Graft and Corruption".
C. Students will critique a documentary film on solutions to conflict in Mindanao.
D. Students will answer the survey questionnaire on problem- solving skill assessment.

5. To attain the 21st Century skills among learners, the following are relevant approaches and prospects
that schools should impose. If you arrange the following approaches based on effectiveness, in terms of 37
developing 21st Century skills, which one comes last?
A. Bring learners to the real world where action is.
B. Expose them to a great deal of researches and other inquiry-based modalities using technology.
C. Provide them information on direct instruction principles and perspectives
 D. Guide them in searching for truth and exploring their own learning experiences.

Module 3:
New Literacies, Functional Literacy and Multiliteracy 38
LEARNING OUTCOMES

1. Discuss new literacies and their impact on the teaching-learning process

2. Describe a multiliterate teacher
3. Define functional literacy
4. Cite how functional literacy and new literacies can be integrated in the curriculum and practiced in the
classroom
5. Draw relevant life lessons and significant values from personal application of functional literacy
6. Analyze a research abstract on new literacies and their implications on teaching and learning
7. Make a project plan or action plan that presents functional literacy in action
 INTERACTIVE PRESENTATION

Tableau Technique: This is an activity that depicts the students' understanding of the concept of new
literacies including their expressions through tableau formation. (Tableau is a depiction of a scene
through monumental statue formation.) It enhances creativity, resourcefulness, and critica21 thinking.
Procedure:
1. Group the students into 4 or 5 depending on the class size.
2. Give ample time for each group to think of ideas that are related to the assigned new literacy (i.e.
'social literacy, media literacy, multicultural literacy, digital literacy, creativity literacy, and ecoliteracy)
3. Ask each group to form a tableau that portrays a scenario or scene of the assigned topic.
4. Explain the tableau. Let the group presenter do this.
5. Give the class time for a brief reflection of the activity. C

CONCEPT EXPLORATION
Students are taught to read and write print with fluency, speed and comprehension of the message
of the writer and the interpretation of the content of the material. The United Nations Educational,
Scientific and Cultural Organization (UNESCO) asserts that a person, who is literate, can comprehend
and write simple and short sentences related to his/her daily life.
New Literacies
Between 1950 and 1970, the development of literacy, both operational and functional, was
established. During this period, literacy was defined as reading and writing skills necessitated for
activities in modern society (Güneş, 2000). Beyond the 1990s, literacy had started to diversity in the light 39
of technological developments, change of living conditions in cities, and the new necessities. Hereafter,
literacy then became multi-faceted.
At first, literacy was used in various types, such as computer literacy, technology literacy,
Internet literacy, and media literacy, respectively (Altun, 2005). Later on, it became a lifestyle along with
a person's entire life in encompasses information literacy, cultural literacy and universal literacy.
Truly, literacy has changed and developed through a multitude of phases within a specific period
based on societal needs.
However, along this line, literacy is not confined only to knowing how to read and write rather, it
is a matter of applying knowledge for specific purposes in particular contexts. It includes a socially-
driven and evolved a pattern of activities, such as writing correspondence, records keeping and
inventories, posting announcements, reporting, etc. As such, Lankshear & Knobel (2006) averred that
literacies intend to generate and communicate meanings through the medium of encoded texts within
contexts in various discourse.
Kress (2003) posited that literacy can only happen when having a kind of potential content
through interaction with the text. Likewise, a particular text may be understood for being connected or
related. Although in a way, such meaning can be more relational than literal or expressing solidarity or
affinity with particular people, like understanding the Internet, online practices and online content. Hence,
anything available online can become a resource for making diverse meaning.
Literacies can bear a coding system that can capture the meaning such as "letteracy" (i.e., within
language and recognition of . alphabetic symbols).
Moreover, the Primary English Teaching Association Australia (2015) asserts that 21" Century
literacy has expanded to include social change, increasing field expertise and digital technologies. To be
literate requires codes and conventions to interpret and express ideas, feelings and uires comprehension,
selection and use of multimodal information. Subject-specific literacies are recognized to require the
application of specialized knowledge and skills, information skills, and the creative and imaginative
language. Literacy in the 21st century, therefore demands the ability to perform and act confidently,
efficiently and ethically with a wide range of written and visual, print, live, digital or electronic text types
according to purpose (www.petaa.edu.au). The increasing complexity of modern communication gives
rise to a number of distinct capabilities and possibilities. Hence, 21" Century literacy combines cross-
curricular capabilities also called
'multiliteracies' and now commonly referred to as 'new literacies'.
These broad skills include visual literacy, information literacy, cultural literacy and digital
literacy dynamics. These new literacies are fused with traditional print literacy to create opportunities and
enable students to understand and use new text types, while exploring knowledge and information with a
wide array of technological tools, such as blogging, fanfic writing, manga producing, meme-ing, 40
photoshopping, animé music video (AMV), podcasting, vodcasting, and gaming, running a paper-based
zine, reading literary novels and wordless picture books, reading graphic novels and comics, and reading
bus timetables. (Primary English Teaching Association Australia, 2015).
Leander (2003) noted that new literacies are often flexible, continuous and open, where online
and offline lives and "literacyscapes” merge. Thus, when a literacy practice becomes a mindset with the
concept of Web 2.0, it can be regarded as a new literacy. New technologies enable and enhance these
practices in a way that is highly complex and exciting for students.
Exploring the New Literacies
There are seven new literacies that are stressed in the 21st century curriculum.
1. Multicultural Literacy is about understanding ethnic groups that comprise the population and focuses
on complex issues of identity, diversity and citizenship.
2. Social literacy is the development of social skills, knowledge and positive values in human beings to
act positively and responsibly in sophisticated complex social settings. 3. Media literacy is the ability to
access, analyze, evaluate, and create media.
4. Financial literacy is the ability to make informed judgments and make effective decisions regarding the
use and management of money
5. Digital literacy is the ability to effectively use digital devices for purposes of communication,
expression, collaboration and advocacy in a knowledge-based society.
6. Ecological literacy is understanding the principles of ecosystems toward sustainability. 7. Creative
literacy is the ability to make original ideas that have value, and the ability to see the world in new ways.
The Truth on 21st Century Literacies According to Research
Since success with technology depends largely on critical thinking and reflection, teachers with
relatively little technological skills can provide less useful instruction. Therefore, schools must support
the teachers by providing them professional training and up-to-date technology for utilization in
classrooms.

Global economies, new technologies, and exponential growth in information are transforming our
society. Since today's people engage with a technology-driven, diverse, and quickly changing world,
teachers need to prepare students for this world with problem- solving, collaboration, and analysis, as
well as skills with word processing, hypertext, LCDs, Webcams, podcasts, smartboards, and social 41
networking software that are central to individual and community success.
The National Council of Teachers of English (2013) came up with a research that reveals the
following:
1. As new technologies shape literacies, they bring opportunities for teachers to foster reading and writing
in more diverse and bettiin participatory contexts.
2. Sites, like literature's Voice of the Shuttle, online fanfiction, and the Internet Public Library, expand
both the range of available texts and the social dimension of literacy.
3. Research on electronic reading workshops shows that they contribute to the emergence of new
literacies.
4. Research also shows that digital technology enhances writing and interaction in several ways.
5. K-12 students, who write with computers, produce compositions of greater length and higher quality
are more engaged with and motivated toward writing than those who do not write with computers
6. College students, who keep e-portfolios, have a higher rate of academic achievement and overall
retention rate than those who do not keep e-portfolios. They also demonstrate a greater capacity for
metacognition, reflection and audience awareness.
7. Both typical and atypical students, who receive an online response to writing, revise their works better
than those participating in traditional method.
Functional Literacy
The term functional literacy was initially defined by UNESCO through William S. Gray in his
Teaching of Reading and Writing (1956) as adult training to meet independently the reading and writing
demands placed on them. It stresses the acquisition of appropriate verbal, cognitive and computational
skills to accomplish practical results in specific cultural settings dubbed as survival literacy and
reductionist literacy.
Over the decades, as societies have evolved into technical innovations, the definition of
functional literacy has been modified to meet the changing demands (Concise Oxford Companion to the
English Language, 1998).
Referring to functional literacy, UNESCO states the following:
1. Literacy programs should be integrated to and correlated with economic and social
development plans.

2. The eradication of illiteracy should begin with population sectors, which are highly motivated and need
literacy for their own and their country's benefit.
42
3. Literacy programs should be linked with economic priorities and carried out in areas undergoing rapid
economic expansion
4. Literacy programs must impart not only reading and writing but also professional and technical
knowledge leading to greater participation of adults in economic and civic life.
5. Literacy must be an integral part of the over-all educational system and plan of each country.
6. The financial need for functional literacy should be met with various resources, as well as be provided
for economic investments.
7. The literacy programs should aid in achieving main economic objectives (i.e. increase in labor
productivity, food production, industrialization, social and professional mobility, creation of new
manpower and diversification of the economy).
Thus, literacy materials present reading, writing and numeracy concepts using words and ideas needed in
using information for learners to enhance sufficient literacy skills and continue learning on their own.
A number of functional literacy programs have been carried out that focus on different job skills and
development aspects. To name a few, in the Philippine context, are agricultural, health, industry, family
planning, home making, arts and culture and technical-vocational programs.
A new functional literacy aspect, called specific literacy, is becoming a trend, in which the job of the
student is analyzed to see exactly the literacy skills needed and those that are only taught. This is to
prevent job-skill mismatch. In specific literacy, the student may learn very little but will be of immediate
value that would result in increased learner motivation.
Therefore, the specific literacy strategy is a planning tool that allows the literacy worker to focus on skills
that are of value to the learners.
Significance of this approach includes literacy that: (1) starts in the workplace; (2) uses a diagnostic
approach; (3) identifies turning points in economic life that may act as an incentive to learning; (4)
assesses the limits of a short-term intervention; and (5) looks for generic skills.
(https://www.encyclopedia.com/humanities/encyclopedias-almanacs-transcripts-and- maps/functional-
literacy)
Gunes (2000) posited that functional literacy constitutes the second level of literacy next to basic literacy,
in which literary and mathematical information and skills can be utilized in one's personal, social,
economic and cultural endeavors. Therefore, the essence in

43
Functional literacy is to learn basic related information and skills and use them in daily life. Functional
literacy level comprises both technical and functional skills while encompassing social, citizenship, and
economic roles.
In context. Çapar (1998) cites that a functionally literate person is someone who is one step ahead
of literacy and maintains literacy activity throughout his/her life in order to keep living and effectively
accommodate him/herself to his/her surroundings. It is, therefore, an ongoing process.
UNESCO defines functional literacy as the ability of an individual to take part in significant
activities in professional, social, political and cultural aspects in a society, where he/she lives using
his/her literacy skills (De Castel, 1971; Goksen, Gulgoz and Kagitcibasi, 2000; as cited in Savas, 2006).
Hatch (2010) defines it based on the American Heritage College Dictionary (AHCD).
Accordingly, the word "functional" means "building capacity" and "literacy" as "reading and writing
skills." Therefore, it is the capability to proficiently read and write that can be used in daily life routines.
Likewise, Knoblauch and Brannon (1993), as cited in Jabusch (2002) distinguished basic literacy
and functional literacy as having the expression "functional" to indicate performance with texts, including
mathematics.
The Education for All Global Monitoring Report (UNESCO, 2006) states that functional literacy
means the ability to make significant use of activities involving reading and writing skills that
include using information, communicating with others, and following a path of lifelong learning
necessary for the ability to express him/ herself in daily life. UNESCO's definition also adds that
functional literacy includes those skills essential for both official and unofficial participation, as
well as those which are necessary for national change and development that can be used to aid an
individual in contributing to his/her own development and that of his/her family and the society.
The National Statistics Authority defines functional literacy as the level of literacy that includes
reading, writing and numeracy skills that help people cope with the daily demands of life
Based on these definitions, functional literacy can be concluded as an activity that contributes to
the development of an individual and the society, including the ability to use information and skills
related to listening, speaking, reading, writing, and arithmetic necessary for daily life in social, cultural
and economic aspects effectively (https://pdfs. semanticscholar.org).
Improving Functional Literacy in the Philippines
Over the years, the Philippines has continuously aspired to attain an increased functional literacy
rate.

Manuyo (2019) reported that based on the 2013 Functional Literacy, Education and Mass Media
Survey (FLEMMS), the country registered a 90.3% rate, which means that nine out of every 10 Filipinos
aged 10-64 were functionally literate. In 2003, there were still gaps at the community level. In the study 44
conducted by World Vision, results showed that the proportion of girls and boys aged 11-13, who were
functionally literate, placed at a critical rate of 44%, or below 50% of the students were able to read with
comprehension by the end of their basic education.
 It was also evident that school dropouts contributed to low functional literacy. Obviously, one in
every 100 or about 4 million Filipino children and youth were out-of-school in 2013. Of the total number,
22.9% got married, 19.2% lacked a family income to be sent to school and 19.1% lacked interest in
attending schools. In order to address illiteracy issues, creating formal and non-formal learning
environments, active participation of local stakeholders, capacity building of teachers, development of
contextualized or indigenized learning materials, and tracking of improvement of reading, basic math and
essential life skills outcomes were desired. Interventions also included improvement of classrooms and
several reading facilities, establishing a culture of reading program, parental training and learning, and
skill integration in the curriculum. (https://www.worldvision.org.ph/stories/improving-functional-literacy-
in- the-Philippines)
In a follow-up study by World Vision in 2016, the functional literacy rate went up at 76.53%. In
the community level, the rate inclined to 62.64%, or around 50%-70% of the students were able to read
with comprehension by the end of their basic education. The increase was significant within the 3-year
interval but it also indicated more improvement is expected considering that rate remained 17.36% short
of the 80% threshold (https://pdfs.semanticscholar.org).
An analysis shows that low functional literacy could mean low resilience to respond to abnormal
conditions and increase a child's vulnerability to exploitation. This could also result in unpreparedness for
gainful employment and eventually increased dependency on welfare programs.
One of the government initiatives to address this is the Alternative Learning System (ALS) that
provides an opportunity for learning among out-of-school youth for them to land in better jobs.
(https://pdfs.semanticscholar.org/3941/28e7d8e26f67db4951eb52713964a98546ec.pdf)
Integration of New Literacies in the Curriculum
To address the call for literacy in today's world, students must become proficient in the new
literacies of 21st century technologies. The International Reading Association (IRA) believes that literacy
educators have the responsibility to integrate information and communication technologies into the
curriculum to prepare students for the future they deserve.

The multiliterate learner. Today, the Internet and other forms of information and
communication technologies (ICT) are redefining the nature of reading, writing, and communication New
literacy skills and practices are required by each new ICT as it emerges and evolves. Thus, these new 45
literacies need to be integrated into the curriculum to prepare students for successful civic participation in
a global environment.
Students would desire for: (1) teachers who use ICTs skillfully for teaching and learning; (2)
peers who use ICTs responsibly and who share their knowledge; (3) a literacy curriculum that offers
opportunities for collaboration with peers around the world; (4) instruction that embeds critical and
culturally sensitive thinking into practice, standards and assessments that include new literacies; (5)
leaders and policymakers who are committed advocates of ICTs for teaching and learning; and (8) equal
access to ICTs for all classrooms and students.
Coiro, et al (2008) noted four common elements as broader dimensions of new literacies, to wit:
(1) the Internet and other ICTS require new social practices, skills, strategies, and dispositions for their
effective use: (2) new literacies are central to full civic, economic, and personal participation in a global
community; (3) new literacies rapidly change as defining technologies change; and (4) new literacies are
multiple, multimodal and multifaceted, thus, they benefit from multiple lenses seeking to understand how
to better support the students in a digital age.
Impact of new literacies on instruction. Additional changes are taking place in literacy
instruction (Grisham and Wolsey, 2009). Henry (2008) restated that engagement in literacy activities is
being transformed today like at no other time in history. As students turn to the Internet and other
information communication technologies (ICTS) at increasing rates to read, write and interact with texts,
they must develop new skills and strategies, or new literacies, to be successful in these multimodal,
intertextual and interactive environments. The Internet has become the defining technology for today's
youth and may be the most important ICT for students to learn how to manipulate successfully.
Although, there are multiple ways to view the changes in literacy and communication emerging
from new technologies (Labbo and Reinking, 1999), it cannot be ignored that literacy changes
experiences at school and in everyday lives. As such, rapid profound changes in technology impact
students' literacy journey. Hence, Leu, et. al (2004) posited that changes in literacy are confronted by
innovation, that the new literacies of today will be replaced by even newer ones tomorrow as new ICTs
continuously emerge in a more globalized community of learners. And such changes bear important
implications to instruction, assessment, professional development and research.

Multiliteracies in the Educational Reform

In a broader essence, the concept of 21st century skills is motivated by the belief that teaching
students the most relevant, useful, in-demand, and universally applicable skills should be prioritized in 46
today's schools.
As such, students need to be taught different skills that should reflect the specific demands of a
complex, competitive, knowledge- based, information-age, technology-driven economy and society.
21st Century skills may be taught in a wide variety of school settings. Teachers may advocate
teaching cross-disciplinary skills, while schools may require 21st century skills in both instruction and
assessment processes. Schools and teachers may use educational approaches that inherently expedite or
facilitate the acquisition of cross-disciplinary skills.
Educational strategies that include authentic, outcome-based learning, project-based learning and
performance-based learning tend to be cross-disciplinary in nature. Students complete a research project,
create multiple technologies, analyze and process information, think creatively, plan out the process, and
work collaboratively in teams with other students.
Likewise, schools may allow to students pursue alternative learning pathways, in which students
academic credit and satisfy graduation requirements by completing an internship, apprenticeship or
immersion experience. In this case, students can acquire a variety of practical, job-related skills and work
habits, while also completing academic coursework and meeting the same learning standards required of
students.
Assessment of multiliteracies. Assessment moves from usual memorization of facts and
disconnected processes to demonstration of understanding through application in a variety of contexts.
Real-world audiences are important part of the assessment process, including self-assessment.
 Media literacy skills are honed as students address real- world issues from the environment.
Students use the technological and multimedia tools now available to them to design and produce
websites, television shows, radio shows, public service announcements, mini-documentaries, electronic
portfolios, DVDs, oral histories and even films.
In a way, students can freely express their points of view as they create projects using multimedia
and deliver these products to real- world audiences, realizing that they can make a difference and change
the world. They learn what it is to be a contributing citizen, and carry these citizenship skills throughout
their lives.
As a result, standardized test scores are higher because students have acquired the skills and
content in a meaningful connected way with profound understanding. They actually master the content on
a

much higher level and develop their basic skills by constant application throughout their schooling.
Preparing New for multiliteracles. New London Group (1996) underscored multi-literacies as 47
multimodal ways of communication that include communications between and among other languages
using diverse channels within cultures and an ability to understand technology and multimedia. As such,
applying multiliteracies to teaching offers a new classroom pedagogy that extends and helps manage
classrooms.
Biswas (2014) asserted that one challenge for educators is to help students create a sustainable
literacy development throughout schooling, so that students can develop strong literacy skills (Borsheim,
et. al, 2008). Certainly, multiple and new literacies require students to integrate technology-enhanced
educational tools into their work. Ajayi (2011) recommended that teacher education must prepare
teachers to teach multiliteracies in their schools where there a critical gap between multiliteracies and
classroom pedagogy (Pennington, 2013). Given globalization and technological changes, teaching
multiliteracies is indispensable to literacy teaching and learning in the 21st century.
Therefore, Newman (2002) in Biswas (2014) suggests that teachers integrate four components of
multiliteracies in teaching:
1. Situated practice leads students towards meaningful learning by integrating primary
knowledge.
2. Overt instruction guides students to the systematic practice of learning process with tools and
techniques.
3. Critical framing teaches students how to question diverse perceptions for better learning
experiences.
4. Transformed action teaches students to apply the lessons they learn to solve real-life problems.
Thus, teaching multiliteracies can inform, engage, and encourage students to embrace the
multiplicity of learning practices (New London Group, 1996). Moreover, teaching multiliteracies can help
teachers blend and apply the following four instructional processes of multiliteracies in classroom to
ensure successful teaching and advancing students' learning processes.
 Research shows that effective instruction in 21st Century literacies takes an integrated approach,
helping students understand how to access, evaluate, synthesize, and contribute to information (New
London Group, 1996).
Teachers insist to: (1) encourage students to reflect regularly on the role of technology in their
learning; (2) create a website and invite students to use it to continue class discussions and bring in
outside voices; (3) give students strategies for evaluating the quality of information they find on the
Internet; (4) be open about one's own
strengths and limitations with technology and invite students to help (5) explore technologies students are
using outside the classroom and find ways to incorporate them into one's teaching; (6) use wiki to develop
a multimodal reader's guide to a class text: (7) include a broad variety of media and genres in class texts; 48
ask students to create a podcast to share with an authentic audience; (9) give students explicit instruction
about how to avoid plagiarism in a digital environment , and (10) refer to the Partnership for 21st Century
Skills website.
For schools and policymakers: (1) Teachers need both intellectual and material support for
effective 218 century literacy instruction; (2) Schools need to provide continuing opportunities for
professional development, as well as up-to-date technologies for use in literacy classrooms; (3) Address
the digital divide by lowering the number of students per computer and by providing high quality access
(broadband speed and multiple locations) to technology and multiple software packages; (4) Ensure that
students in literacy classes have regular access to technology; (5) Provide regular literacy- specific
professional development in technology for teachers and administrators at all levels, including higher
education; (6) Require teacher preparation programs to include training in integrating technology into
instruction; (7) Protect online learners and ensure their privacy; (8)Affirm the importance of literacy
teachers in helping students develop technological proficiency; and (9) Adopt and regularly review
standards for instruction in technology.
The integration of new literacies and the teaching of multiliteracies open new pedagogical
practices that create opportunities for future literacy teaching and learning. Multiliteracies can also help
teachers provide equal access to learning for all students. In effect, students learn to collaborate by
sharing their thoughts with others in online spaces where they can engage in different forms or modes of
learning process. Consequently, students can be expected to become more confident and knowledgeable
in their learning through participatory and collaborative practices as a result of this new literacy
integration in the curriculum for teacher education (New London Group, 1996).

QUESTIONS FOR DISCUSSION

1. What is meant by new literacies? What is their impact on the teaching-learning process?
2. 2 Describe a multiliterate teacher.
4. Distinguish between basic and functional literacy.
5. How can we integrate new literacies and functional literacy in the curriculum and in classroom
practice?

49
 Life and Values Integration
Share a personal experience where you have exhibited functional literacy. What life lessons and
values have you realized and learned?

RESEARCH ANALYSIS AND IMPLICATION

Direction: Analyze the following research abstract and cite its implication on teaching-learning.
New literacies integration by student teacher/cooperating teacher dyads in elementary schools: A
collective case study Friedrich (2014)
Abstract

Situated in Technological Pedagogical content Knowledge (TPACK) and collaborative inquiry,

this collective case study examines new literacies integration by student teacher/cooperating
teacher (ST/CT) dyads supported by a coach in elementary schools. The study took place at a
large Midwestern public school district where many STs from a large Midwestern public
university complete their student teaching experience. Through detailed vignettes of five ST/CT
dyads, this study provides an explicit view of varieties of dyad collaboration when a new literacy
emphasis is included in the student teaching semester. Research questions prompt the
examination of dyad new literacies integration through (a) enacting professional development in
the classroom, (b) planning lessons to involve children with new literacies, and (c) impacting
dyad collaboration. ST and CT detailed descriptions provide a valuable insight into processes
and effects of this integration focus. Lessons learned include collaborative approaches to
integration that work, teacher growth comes with empowerment and dyad partners become
learners together when adding a new literacy focus. An innovative student teaching design arises
to prepare teachers for 21st century classrooms. (Source: Friedrich, L. (2014). New literacies
integration by student teacher cooperating teacher dyads in elementary schools: A collective case
study. Public Access Theses and Dissertations, College of Education and Human Sciences. 214.
http://digitalcommons.unl.edu/cehsdiss/214)

Analysis: How are now literacies integrated by student teachers and cooperating teachers in their schools?
_____________________________________________________________________________________
50
_____________________________________________________________________________________
Implication: How did the results of the study on now literacies in a Midwestern public university impact
the student teaching design?
 _____________________________________________________________________________________
_____________________________________________________________________________________

SYNTHESIS AND LEARNING REFLECTION

NEW LITERACIES, FUNCTIONAL LITERACY AND

MULTILITERACY
SYNTHESIS  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,
 There are various plans and programs of the government in improving
functional literacy in the Philippines.
 New literacies can be integrated into the curriculum through effective
teaching-learning implementation.
 Multiple literacies are multimodal ways of communication, which include
communications among different languages, using language within different
cultures, and the ability to understand technology and multimedia.

Direction: Write your learning insights on Functional Literacy on the fan and make an acronym from the
word "Literacy".

51
CURRICULUM APPLICATION

Direction: Make a project plan or activity that presents functional literacy in action (i.e service
learning, community integration , immersion activity, industry visit, benchmarking, etc). Use the provided
template sample below.

PROJECT PLAN
Name of Project
Brief Description
Leader
Members
Beneficiaries
Target Success Date and Persons Resources Accomplishment
Objectives Indicators Value Involved (Human,
Material,
Financial)
1.
2.
3.
4.
5.

TIME TABLE
INDICATORS DAY 1/ DAY 2/ DAY 3/ DAY 4/ DAY 5/
WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5
52
Date:______ Date:______ Date:______ Date:______ Date:______
Task/Activity
Lead
Coordinator
Counterpart
Expected
accom-
plishment

PROCESS AND PROCEDURES

1.
 2.
3.
4.
5.
6.
7.
8.
9.
10.

PROGRAM OF ACTIVITIES
TIME ACTIVITY IN-CHARGE

LET SAMPLERS: TAKING THE EXAMINATION

53
Direction: Read and analyze each item carefully. Choose the letter of the best answer.
1. What are the possible causes of lack of reading comprehension skill among Grade 4 pupils?
1. The use of Mother-Tongue from grades 1-3
II. Inability to master the prerequisite skills in reading in the previous level
III. Reduced time allotment - for developing reading skills
IV. Non-contextualized strategies and reading materials to address indigenization perspective
A. I and II only B. II and Ill only
C. III and IV only D. I, II, III and IV
2. Which instructional material is the best self-directed means of attaining functional literacy?
A. Community resources and real-life fields
B. Simulation laboratory apparatuses
C. Audio-visual tools and films
D. Research survey facts and data
3. Which of the following activities in the curriculum help develop functional literacy to its optimum?
I. Industry Immersion. TechVoc students are sent to the food production company and trained in
processing meat, a culminating activity in their food technology subject.
II. Service Learning. The Education students render free teaching services to street kids on weekends as
part of their Edukalye, an extension program.
III. Research/Capstone. The Criminology students share the findings of their study with the city
government for consideration regarding traffic reduction management.
IV. Experiential/Participatory Learning. AB Political Science students join a public forum where they lay
down their insights and perspectives on the given issue being discussed. A. I, II and III B. I, III and IV
C. II, III and IV D. I, II, III and IV

4. The K to 12 curriculum aims at raising the quality of Filipino learners and graduates while empowering
them for lifelong learning that requires functional literacy. Towards this end, the following are the 54
perspectives of this new curriculum EXCEPT:
A. Providing more focus on the total learning areas towards the development of metacognitive skills
B. Implementing a unidisciplinary approach in treating every facet and component of the curriculum
C. Providing experiential learning areas wherein learners can apply knowledge and life skills
D. Making values development integral across disciplines.
5. The teacher instills to the students the Filipino value of respect for the elderly that is shown through the
provision of spaces in the building, granting of discount privileges and prioritizing them in the grocery
stores and LRT stations. What literacy is being implied?
A. Multicultural Literacy B. Social Literacy
C. Financial Literacy D. Media Literacy
 Module 4: INTEGRATING NEW LITERACIES IN THE CURRICULUM

55
LEARNING OUTCOMES

1. Discuss the concept of integrated curriculum

2. 2 Distinguish the different curriculum integration approaches, methods and types
3. Identify lessons or course disciplines that may be appropriate for curriculum integration
4. Draw relevant Me lessons and significant values from curriculum Integration experiences
in class
5. Analyze research abstract on curriculum integration and its implications on teaching-
learning process
6. Make a lesson plan with thematic integration across related disciplines

INTERACTIVE PRESENTATION

The Zoo: This activity entails fusing students accordingly using animal sounds to determine their
grouping. The respective groups will answer the questions of the teacher later.
Procedure:
1. Students will think of an animal, the sound of which they will imitate while responding to the teacher's
question: "If you were an animal, what would you be?"
2. The students will create the sounds of their chosen animals.
3. The teacher will ask students with a similar sound of animals to group together.
4. On the final grouping arrangement, the teacher will ask the first question.
5. The teacher will ask the class to change their grouping by providing clues, such as based on their
habitat, size, friends and foes, etc.
6. For every change of grouping, a question will be raised to be answered by the groups upon sharing and
collaborating their ideas
7. The class will find time for a brief reflection on the activity.

Sample Questions for Reflection:

1. Describe your experience in integrating yourself with others.
2. What have you gained from involving yourself with different integrated groups?
3. What became your challenge in the process of self-integration?

3. How can integration be practiced in class?

4. What course subjects can be integrated? And in what way can this integration be conducted?
56
CONCEPT EXPLORATION

Innovative educators concerned with improving student achievement seek ways to create rigorous,
relevant, and engaging curriculum as a way to realize curriculum integration. Today, the subjects in the
curriculum should not be taught singly and compartmentally but rather become integral towards total
development of the child.
The Concept of Integrated Curriculum
In retrospect, the introduction of an integrated curriculum gained greatest support in the 1960s.
Based on the essential organization of content, the design emphasizes the role of diverse entities called
academic disciplines clearly defined in terms of knowledge, skills and values.
Thus, an integrated curriculum...

 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;
 provides a deeper understanding of content;
 Offers opportunities for more small group and industrialized instruction; and
 Accommodates a variety of learning styles/theories (i.e., social learning theory, cooperative
learning, intrinsic motivation, and self-efficacy) and multiple intelligences.
(http://onlineschool7.blogspot/2016/04/components-of-integrated-curriculum.html)
Approaches to Integration
The Association for Supervision and Curriculum Development (2004) presents three approaches to
integration and these are multidisciplinary, interdisciplinary and transdisciplinary.
 Multidisciplinary Approach. A multidisciplinary approach focuses primarily on different
disciplines. Teachers, who employ this approach, may create standards from the disciplines within a
theme. There are many different ways to create a multidisciplinary curriculum, and they tend to differ in
the level of intensity of the integration effort. It can be recalled that the previous Restructured Basic
Education

CURRICULUM (RBEC) is a best depiction of a multidisciplinary approach. The four disciplines (Araling Panlipunan, Values
Education, MAPEH and TLE) were integrated along with a theme termed Makabayan as an integrated subject served as a
laboratory of life. Makabayan was a learning area that stressed the development of social awareness, empathy and commitment
for common good. Grades in these four disciplines were usually computed to comprise the general grade in Makabayan as a 57
discipline. At the end of the week, the four disciplines collaborated to design a culminating activity along with the given theme
that connected these four discipline areas. The following is the structure of Makabayan that used the multidisciplinary approach
centered on a given theme.

Araling

Panlipuna
n

MAPEH MAKABAYAN
TLE

Values

Education

When a teacher integrates sub disciplines within a subject area, he/she is practicing interdisciplinary approach. For
example, one integrates reading, writing and oral communication in the English subject. Likewise, teachers often integrate
Philippine history, world history, geography, economics and government in an interdisciplinary social studies program. Likewise,
science integrates sub disciplines, such as earth science, biology, chemistry and physics that responds to spiral curriculum
approach. This connection is presented in the structure below.

Earth Science
Biology

Chemistry

Physics

SCIENCE
Through this integration, teachers expect students to understand the connections between the different sub disciplines and their
relationship to the real world. In fact, this approach brings a positive impact on the achievement of student.

In using the multidisciplinary integration approach, there is a need to organize a list of standards
from various disciplines around one common theme. Likewise, come up with a list of standards from
related disciplines, such as earth science, biology, chemistry and physics to focus on a common
58
intradisciplinary science program. Another way of doing it is by fusing skills, knowledge and attitudes
into the school curriculum or utilizing technology across the curriculum. In this way, students learn other
subjects while enhancing their computer skills. Additionally, schools can utilize service-learning projects
in the classroom (www.theclassroom.com).
Interdisciplinary Approach. In this approach to integration, teachers organize and capsulize the
curriculum around common learning across disciplines to emphasize interdisciplinary skills and concepts.
The disciplines are identifiable, but they assume less importance than in the multidisciplinary approach.
For example, in teaching Filipino as a discipline, the teacher hones students' language skills while
resorting to content and topics in Araling Panlipunan. Below is an illustration of interdisciplinary
structure. Therefore, there are times that a teacher in Filipino teams up with a teacher in Araling
Panlipunan to teach a lesson in Araling Panlipunan while she teaches the needed skills in the Filipino 1
subject.

Content
Skills
ARALING
FILIPINO
PANLIPUNAN

FILIPINO

In addition, in using the interdisciplinary integration approach, there is a need to structure the
curriculum around common learning areas across disciplines. For example, incorporate interdisciplinary
skills, such as thinking skills, problem solving and analytic skills in teaching Science, Math and English.
The purpose is to learn the skills and concepts that are beyond the immediate lesson (www.theclassroom.
com).
Transdisciplinary Integration. In the transdisciplinary approach to integration, 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. Two routes lead to transdisciplinary integration, namely:
project-based learning and negotiating the curriculum.

59

SUBJECT AREAS
 Theme and concepts
Life Skills
Real-world context
Career Prospects
Community Integration
Social Problems and Dillemas
Life Experiences
Student Questions

In using the transdisciplinary integration approach, there is a need to plan out the curriculum
around student needs and concerns, Transdisciplinary integration is utilized through project-based
learning, which involves allowing the students to present a problem. Project- based learning allows
students to make connections among different subjects by solving social problems and answering open-
ended questions. It can also be done by utilizing student questions as a basis for curriculum design.
Learning how to solve problems and to ask questions enables students to apply the skills in real-life
situations.
Interconnecting the Three Approaches
These approaches offer an excellent fit for standards through a backward design process as
teachers integrate standards-based planning with effective teaching and learning practices. Thus, the
multidisciplinary, interdisciplinary, and transdisciplinary perspectives offer different maps to begin the
design process. Teachers can use any of the approaches at any level of education in a single classroom or
in a team approach.
Despite some differences in the degree and the intent of integration, the three approaches share
many similarities. As such, the centrality of standards and the need for accountability bring the three
approaches closer together in practice (ASCD, 2004).

Comparing and Contrasting the Three Approaches to Integration

(Association for Supervision and Curriculum Development, 2004)
60
Aspect Multidisciplinary Interdisciplinary Transdisciplinary
Organizing Center  Standards of the  Interdisciplinary  Real-life context
 disciplines Skills and concepts  Student questions
organized around embedded in
a theme Disciplinary standards

Conceptualization of  Knowledge best  Disciplines connected  All knowledge

Knowledge learned through by common concepts interconnected and
the structure of and skills interdependent
the disciplines  Knowledge considered  Many right answers
 A right answer to be socially  Knowledge considered
 One truth constructed to be indeterminate and
 Many rights answers ambiguous
Role of disciplines  Facilitator  Facilitator  Co-planner
 Specialist  Specialist/generalist  Co-learner
 Generalist/specialist
Role of Teacher  Facilitator  Facilitator  Co-planner
 Specialist  Specialist/generalist  Co-learner
 Generalist/specialist
Starting Place  Disciplinary  Interdisciplinary bridge  Student questions and
standards and  Know/Do/Be concerns
procedures
Degree of Integration Moderate Medium/intense Paradigm shift
Assessment Discipline-based Interdisciplinary skills/concepts Interdisciplinary skills/concepts
stressed stressed
Learning to Know Concepts and essential understanding across disciplines
Learning to Do  Disciplinary skills  Interdisciplinary skills  Interdisciplinary skills
as the focal point as the focal point and disciplinary skills
 Interdisciplinary  Disciplinary skills also applied in a real-life
skills also included context
included
Learning to Be  Democratic values
 Character education
 Habits of mind
 Life skills (e.g., teamwork, self-responsibility)
Planning Process  Backward design
 Standards-based
 Alignment of instruction, standards and assessment

Instruction  Constructivist approach

 Inquiry
 Experiential learning
 Personal relevance 61
 Student choice
 Differentiated instruction

Assessment  Balance of traditional and authentic assessments

 Culminating activity that integrates disciplines taught
(Source: Association for supervision and curriculum development, 2004)

Methods of Curriculum Integration

Anchored on approaches to curriculum integration, there are methods that are processed and
devised for this purpose.
 1. Project-Based Learning. It engages students in creating knowledge while enhancing their
skills in critical thinking, creativity, collaboration, communication, reasoning, synthesis and resilience
(Barron and Darling-Hammond, 2008 in Corpuz, 2014). As such, it entails an output which involves
accomplishing a complex task, performing a presentation and producing a project, a craft or an artifact.
Here, students start by defining the purpose of creating the end-product; identify the audience; do
research on the topic; design the product; implement the design; solve the problems that arise; and come
up with the product guided by a plan or a model. It usually culminates with product presentation, and
product evaluation while reflecting on the entire production process (Schneiderman, et. al, 1998 in
Corpuz, 2014).
Implementation Outcome. As a result, Curtis (2002) revealed that project-based programs show
that students go far beyond the minimum effort, make connections among different subject areas to
answer open-ended questions, retain what they have learned, apply learning to real-life problems, have
fewer discipline problems, and have lower absenteeism. Student assessment considered teamwork, critical
thinking skills, problem-solving, and time management.
2. Service Learning. It refers to learning that actively involves students in a wide range of
experiences, which often benefit others and the community, while also advancing the goals of a given
curriculum. Community-based service activities are paired with structured preparation and student
reflection. What is unique about service learning is that it offers direct application of theoretical models.
As such, the real-world application of classroom knowledge in a community setting allows students to
synthesize course material in more meaningful ways. It impounds integrative, reflective, contextualized,
strength-based, reciprocal, and lifelong learning (Clavenger-Bright, et. al, 2012).

Implementation Outcome. As a result, Glenn (2001) found that more than 80 percent of the schools that
integrate service learning into the classroom report an improvement in grade point average of
participating students. On the other hand, such programs foster lifelong commitment to civic
62
participation, sharpen "people skills," and prepare students for the work force. Students also gain a deeper
understanding of the course/curricular content, a broader appreciation of the discipline and an enhanced
sense of civic responsibility (ASCD, 2004).
3. Learning Centers/Parallel Disciplines. A popular way to integrate the curriculum is to address a
topic or theme through the lenses of several subject areas. In an elementary classroom, students
often experience this approach at learning centers. As students move through the learning centers
to complete the activities, they learn about the concept being studied through the lenses of various
disciplines.
In the higher grades, students usually study a topic or theme in different classrooms. This
may take the form of parallel disciplines and teachers sequence their content to match the content
in other classrooms (ASCD, 2004). Implementation Outcome. As a result, according to a study by
Carnegie Mellon University (CMU), learning centers in the classroom can affect the ability to
focus and study among young children. In fact, learning centers allow children to role- play in
order to understand and make sense of the real world and their personal experiences in it. Thus,
these help children understand the social world, develop communication skills, and build
relationships.
4. Theme-Based. Some teachers go beyond sequencing content and plan collaboratively and they
do it in a more intensive way of working with a theme dubbed as "theme-based." Often, three or
 more subject areas are involved in the study, and the unit ends with an integrated culminating
activity. Units of several weeks' duration may emerge from this process, and the whole school
may be involved. A theme- based unit involving the whole school may be independent of the
regular school schedule.
5. Other thematic programs may involve teachers across the same grade, wherein teachers carefully
connect the activities to the standards in each discipline. Over time, they have developed a long
list of possible culminating activities. They also update their Website continually and use it as a
teaching tool with students. The site offers many interesting options for those interested in this
method of integration (ASCD, 2004).
Implementation Outcome. Using theme-based learning, students can exhibit excellent on-
task behavior and work collaboratively. Also, students are engrossed both as presenters and as an

audience for the half-day performance task presentations as they use a wide range of presentation, such as
video, panel, forum or colloquium, debate, sculpture, music, etc. They can demonstrate an in-depth
understanding of the topics as a result of their sustained interest around various questions. In fact, fewer
63
recess problems occur during this two-week period that made teachers enjoy the process and the results.
6. Fusion. In this method, teachers fuse skills, knowledge, or even attitudes into the regular school
curriculum. In some schools, students learn respect for the environment in every subject area or
some incorporate values across disciplines. Fusion can involve basic skills. Many schools
emphasize positive work habits in each subject area. Educators can also fuse technology across
the curriculum with computer skills integrated with in every subject area (ASC, 2004),
Implementation Outcome. As a result, fusion brings positive gains in student
achievement resulting from integrated instruction in the classroom (Bolack, et al., 2005; Romance
& Vitale, 1992: Campbell and Henning, 2010). In addition, students make connections among
disciplines, values, concepts, content, and life experiences. Students' increased critical thinking
skills, self- confidence, positive attitude, and love for learning manifest their effectiveness.
Shriner, et al. (2010) also found that motivated teachers and students allow a classroom to be a
positive, fun, and engaging environment in which to learn.
Other Types of Integrated Curriculum
There are different types of an integrated curriculum as mentioned by ASCD (2004):
1. Connected. This happens when topics surrounding disciplines are connected, which allows
students to review and re-conceptualize ideas within a discipline. However, it has its
shortcomings because the content focus still remains in one discipline.
2. Sequenced. This is observed when similar ideas are taught together, although in different
subjects, which facilitates learning across content areas, but requires a lot of communication
among teachers of different disciplines.
3. Shared. This is when teachers use their planning to create an integrated unit between two
disciplines. Although in some ways, this method of integration requires a lot of communication
and collaboration between two teachers. A teacher presents the structure, format and standards in
making research while collaborating with the science teacher, who focuses on the content area of
research that is related to science.
 4. Webbed. This reflects when a teacher plans to base the subject areas around a central theme
that will tend students to see the connection within different subjects.

Doing Curriculum Integration in the Classroom

Chhabra (2017) posited that integrating curriculum in the classroom includes combining different subject areas and 64
then, teaching them in relation to a singular theme or an idea. Innovative teachers and schools prefer integrating the curriculum in
their classrooms as it improves student achievement and leads to an increase in student standardized scores. Placing student
achievement on top priority, an integrated curriculum utilizes the mentioned three different approaches of integration.

Benefits of Integrated Curriculum Model

1. It focuses on basic skills, content, and higher-level thinking.

2. It provides a deeper understanding of content.
3. It encourages active participation in relevant real-life experiences.
4. It provides connections among various curricular disciplines.
5. It accommodates a variety of learning styles, theories and multiple intelligences.
New Literacy Integration in the to 12 Curriculum

The new literacy can be integrated into the K to 12 curriculum across subject areas as presented in the table below.
However, the integration of new literacy is not limited to the identified disciplines, the given learning outcomes, suggested
strategies and assessment. In fact, each learning area can integrate as many new literacies as possible depending on the lesson, the
nature of the subject and the objectives or intended outcomes. New literacy integration can take place in as many disciplines as
possible.

Integration of New Literacy in the K to 12 Curriculum

Literacy Subject Outcome Strategy Assessment

Area Output
1. Multicultu Araling Panlipunan Demonstrate Role playing Rubric
ral and respect for Brain storming assessment result
Global Cultural Diversity Brainstorming
Literacy report
2. Social Edukasyon sa Apply ethical and Case analysis Case report
Literacy Pagpapakatao moral standards on Dilemma Narratives
given issues and analysis
cases
3. Media English Use media in Media-assisted e-portfolio
Literacy Filipino communication instruction google clip
and transaction
4. Financial Math Solve problems in Problem Scores in
Literacy the context of solving problem solving
business and drills and
investment aspects exercises
TLE Apply effective Business Business plan
techniques in simulation and and inventory
budgeting and immersion
income generating
enterprise

65
 5. Digital/Cyber Literacy Computer Subject Examine the Hands0on activity Computer
computer virus that Experiental Capastone
commonly damage learning
computer networks Project based
and systems

Research Cite ways in Exploratory Research Output

resolving method
plagiarism issues
and determine
research protocols

6. Ecoliteracy Science Suggest way to Project based Project portfolio

protect nature and Task Based Participation log
address climate Learning Reflection
change journal
7. Arts and Creative MAPEH Create artworks Manipulative Project design
Literacy and artistic designs works Arts studio Carfts
using indigenous Workshop method
materials

QUESTIONS FOR DISCUSSION

1. What is an integrated curriculum?

2. What are the different approaches, models and types of curriculum integration?
3. How can you apply integration along with multidisciplinary, interdisciplinary and transdisciplinary
approaches?
4. Which curriculum integration approach would best suit to the different types of learners in diverse
classroom contexts?
5. in what lessons or course disciplines is integrated curriculum most appropriate?

Life and Values Integration

Share an observation of curriculum integration application in class or in the school. What life
lessons and values have you realized and learned?

66
RESEARCH ANALYSIS AND IMPLICATION

Direction: Analyze the following research abstract and cite its implication on teaching-learning. You may
download the full paper of this research on the website given below.
The impact of integrated curriculum on students' comprehension of expository texts Rockwood
(2015)
Abstract
Due to the increasing curricular demand on K-12 students to comprehend expository texts, teachers have
been looking for ways to improve comprehension. An integrated curriculum offers the promise of
providing students with a curriculum connected across disciplines while enabling them to increase their
comprehension of expository texts. To explore that promise, the research question asked was, what is the
impact of an integrated curriculum on K-12 students' comprehension of expository texts in the content
areas? The exhaustive literature review and subsequent research synthesis for this study produced four
findings. The first is that a key to the comprehension of expository texts at the early elementary grade
levels appears to be students' ability to make personal connections with the material being read across an
integrated curriculum. Second, students' comprehension in the upper elementary to high school grade
levels can be significantly impacted by activating prior knowledge for an integrated curriculum. Third,
when the integrated curriculum includes the interactive practices for students in grades 1 through 6, the
impact on student learning behavior and academic performance, including some literacy performance, is
positive. Fourth, integrating literacy with nearly any other subject area may produce a positive impact on
student academic performance from grades 3 to 8. These findings served as bases for professional
development for teachers in the form of an information-bearing Google Site.
(Source: Rockwood, A. (2015). The impact of integrated curriculum on students' comprehension of
expository texts. SUNY Digital Repository. URI: http://hdl.handle. net/1951/65733)
Analysis: How does integrated curriculum impact students' comprehension of expository texts?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Implication: How can professional development for teachers respond to enhancing an integrated
curriculum toward a better comprehension students?
67
_____________________________________________________________________________________
_____________________________________________________________________________________

SYNTHESIS AND LEARNING REFLECTION

INTEGRATING NEW LITERACIES IN THE CURRICULUM

 SYNTHESI  Curriculum integration is the unification of all subjects and experiences.
S  Multidisciplinary approaches focus primarily on the disciplines organized around a
theme.
 In an intradisciplinary approach, teachers integrate subdisciplines within a subject
area for the students to understand the connections between the different
subdisciplines and their relationship to the real world.
 In an interdisciplinary integration, teachers organize the curriculum around common
learning across identifiable disciplines.
 In the practice of a transdisciplinary approach, teachers organize curriculum around
student questions and concerns while developing skills in a real-life context.
 Curriculum integration models include project-based, topic-based, theme- based and
task-based learning while other types of curriculum integration are called connected,
sequenced, shared and webbed.
 Considering its benefit, there is a need to implement an integrated curriculum model
in the classroom to respond to the demands and challenges posed by 21st century
education considering its benefits.

Direction: Write your learning concepts on four types of curriculum integration on the four corners below.

Learning Themed – based Topic - based

Reflection 68
Concept: _____________ Concept: _____________
Application: Application:
_______________________ _______________________
_______________________ _______________________

Curriculum
Task - based
Integration

Concept: _____________
Application: Concept: _____________
_______________________ Application:
_______________________ _______________________
 _______________________

CURRICULUM APPLICATION
Direction: Make a lesson plan using thematic integration with related disciplines. Use the format template
sample provided below.

Components Subject A. Subject B. Subject C.

I. Learning Outcomes:
II. Topic/subject
matter
Values Integration
III. Materials and
Reference
IV. Strategy

Activities

Thematic Culminating Activity:

Brief Description:
Objective:
V.Assessment
LET SAMPLERS: TAKING THE
EXAMINATION
Direction: Read and analyze each item carefully. Choose and encircle the letter of the best answer.
1. In celebration of Scimatech Month dubbed as "Exploring Wonders of Scimatech in the Modern
World", the science, math and computer technology areas converged and culminated with an integrative
69
activity. This is a clear example of which type of curriculum integration?
A. Project-based C. Task-based
B. Theme-based D. Topic-based
2. Prof. Miranda incorporates current issues on economic crises, government expenditures and currency
deflation in teaching business analysis in his ABM class. Which integration model does he exemplify?
A. Interdisciplinary C. Multidisciplinary
B. Interdisciplinary D. Transdisciplinary
3. Research shows a very high correlation between students' mathematical problem comprehension and
their computational skill. Therefore, a K to 12 teacher should employ -
___________________________________________.
A. more reinforcement exercises B. collaborative learning strategies
C. interdisciplinary approach D. seminars on problem-solving and computational
skill enhancement
4. In discussing a lesson on procedural knowledge in his English class, Mr. Vidal invited Ms. Quiroz,
who is a Technology and Livelihood Education (TLE) teacher. The former tackled on the skills that
students need to develop the topic while the latter helped in laying down the process of baking a cake as a
springboard in the given topic. Manifested in this given integration is teaching strategy.
A. Peer C. Team
B. Pair D. Theme
5. How can values be effectively integrated in a highly cognitive and academic discipline like
Mathematics?
A. Put additional components in the lesson plan intended for value integration
B. Cite practical samples and actual situations in the given problems, life applications of math concepts
and then, draw the implied values.
C. Post the expected specific values on the board every lesson to remind the students on imbibing
obedience, patience, and honesty in solving mathematical problems.

D. Include a portion intended for values in the test prepared in every lesson.

70
Module 5:
MULTICULTURAL AND GLOBAL LITERACY

LEARNING OUTCOMES
1. Discuss global and multicultural literacy
2. Illustrate the Global Competence Framework
3. Explain the dimensions of multiculturalism
4. Elucidate on the assessment strategy for global competence and global understanding
5. Present effective ways on how to integrate global multiculturalism in the lesson using appropriate
delivery strategies, Instructional materials and assessment tools.
6. Draw relevant life lessons and significant values from personal experience in demonstrating
multicultural literacy
7. Analyze research abstract on global and multicultural literacy and its implications on the teaching-
learning process
8. Draft relevant policy in addressing multiculturalism in school

INTERACTIVE PRESENTATION

Numbered Heads Together: This is a strategy wherein each student is assigned a number in his/her
group. Members of the group agree on an answer while the teacher randomly calls for a number and the
one who has that number will answer the question on behalf of the group.
Procedure:
1. Group the class into 4 or 5 (depending on the class size).
2. Each member is assigned a number.
3. The teacher will ask a question and call a number.
4. Each member in the group, that holds the number being called, will stand to present the group's
collaborative answer.
5. The teacher will give feedback.
Questions:
1. What do you understand by cultural diversity?
2. What is your stand on global cultural conflict? How does it impact on social, economic and political
aspects of a country and its interrelations with other nations?

3. How can cultural conflict be resolved, if not avoided?

4. What can you say about the existing feud between the Philippines and China on the issue of territorial 71
claims?
5. What best initiative should the Philippine government do to settle such disputes and arguments?

CONCEPT EXPLORATION
As schools cater to diverse students in class, be it in terms of gender, color, race, nationality,
religious affiliations, cultural beliefs, ethnic groups, socio-economic status, etc., teachers need to
understand the concept of multicultural literacy to come up with appropriate approaches in class.
Multicultural Literacy
Multicultural literacy 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 (Boutte, 2008).
Multicultural literacy then, brings attention to diversity, equity and social justice to foster cultural
awareness by addressing difficult issues like discrimination and oppression towards other ethnicities
(Boutte, 2008).
Accordingly, education for multicultural literacy should help students to develop the 21" century
skills and attitudes that are needed to become active citizens who will work toward achieving social
justice within communities. Because of the growing racial, language and ethnic diversity in the country,
multicultural literacy needs to be transformed in substantial ways to prepare students to function
effectively in the 21" Century (Boutte).
 Boutte (2008) reiterated that making small changes within the classrooms can create big changes
globally. As diversity grows, there is a need for the emergence of multicultural education that is more
representative of the students in today's classrooms. Banks (2003) asserted that teaching students to be
advocates of multiculturalism is also a matter of sending a message of empathy and tolerance in schools
to develop a deeper understanding of others and appreciation of different cultures. Developing these
attitudes and skills requires basic knowledge prior to 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 21* Century literacy (Banks, 2003).

Global Literacy
Global literacy aims to address issues of globalization, racism, diversity and social justice (Guo, 72
2014). 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 (Guo, 2014).
According to the Ontario Ministry of Education (2015), a global citizen should possess the
following characteristics: (1) respect for humans regardless of race, gender, religion or political
perspectives; (2) respect for diversity and various perspectives; (3) promote sustainable patterns of living,
consumption, and production; and (4) appreciate the natural world and demonstrate respect on the rights
of all living things.
Interconnecting multicultural and global literacy. Every classroom contains students of different
races, religions and cultural groups. Guo (2014) averred that students embrace diverse behaviors, cultural
values, patterns of practice, and communication, yet they all share one commonality, which is their
educational opportunity.
Therefore, 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 respect for diversity and enables students to
learn exciting information. As classrooms become increasingly more diverse, it is important for educators
to analyze and address diversity issues and integrate multiculturalism information into the classroom
curriculum (Guo, 2014).

The OECD Global Competence Framework

 (Source: https://www.oecd.org/pisa/pisa-2018-global-competence.htm)

The framework depicts the four dimensions of global competence encompassing the development
of knowledge, values, attitude and skills that flow along parameters of attaining such competency.
Global Competence 73

The desire to participate in interconnected, complex and diverse societies has become a pressing
need. Recognizing the roles of schools in preparing the youth to participate in the world, the OECD's
Program for International Student Assessment (PISA) developed a framework to explain, foster and
assess students' global competence. This design serves as a tool for policymakers, leaders and teachers in
fostering global competence among students worldwide.
Global competence is a multidimensional capacity. Therefore, globally competent individuals can
analyze 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 (OECD publication).
Global competence 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.
Promoting global competence in schools. Schools play a crucial role in helping young people to
develop global competence. They can provide opportunities to critically examine global developments
that are significant to both the world and to their own lives. They can teach students how to critically,
effectively and responsibly use digital information and social media platforms.
Schools can encourage intercultural sensitivity and respect by allowing students to engage in
experiences that foster an appreciation for diverse peoples, languages and cultures (Bennett, 1993;
Sinicrope, Norris and Watanabe, 2007). Schools are also positioned to enhance students' ability to
understand their place in the community and the world and improve such ability to make judgments and
take action (Hanvey, 1975 in PISA, 2018).
The Need for Global Competence
The following are the reasons why global competence is necessary.
1. To live harmoniously in multicultural communities. Education for global competence can
promote cultural awareness and purposeful interactions in increasingly diverse societies
(Brubacker and Laitin, 1998; Kymlicka, 1995; Sen, 2007). People with diverse cultures are able
to live peacefully, respect

74
Differences, find common solutions, resolve conflicts and learn to live together as global citizens (Delors,
et. al., 1996; UNESCO, 2014b). Thus, education can teach students the need to address cultural biases
and stereotypes.
2. To thrive in a changing labor market. Education for global can boost employability through effective
communication and appropriate behavior within diverse teams using technology in accessing and
connecting to the world (British Council, 2013).
3. To use media platforms effectively and responsibly. Radical transformations in digital technologies
have shaped young people's outlook on the world, their interaction with others and their perception of
themselves. Online networks, social media and interactive technologies give rise to new concepts of
learning, wherein young people exercise to take their freedom on what and how they learn (Zuckerman,
2014).
4. To support the sustainable development goals. Education for global competence can help form new
generations who care about global issues and engage in social, political, economic and environmental
discussions.
Dimensions of Global Competence: Implications to Education
Education for global competence is founded on the ideas of different models of global education,
such as intercultural education, global citizenship education and education for democratic
citizenship (UNESCO, 2014a; Council of Europe, 2016a). Despite differences in focus and scope,
these models share a common goal of promoting students' understanding of the world and
empower them to express their views and participate in the society. PISA proposes a new
perspective on the definition and assessment of global competence that will help policy makers
and school leaders create learning resources and curricula that integrate global competence as a
multifaceted cognitive, socio-emotional and civic learning goal (Boix Mansilla, 2016).
This definition outlines four dimensions of global competence that people need to apply
in their everyday life just like students from different cultural backgrounds are working together
on school projects.
Dimension 1: Examine issues of local, global and cultural significance
This dimension refers to globally competent people's practices of effectively utilizing
knowledge about the world and critical reasoning in forming their own opinion about a global
issue. People, who acquire

a mature level of development in this dimension, use higher-order thinking skills, such as selecting and
weighing appropriate evidence to support arguments about global developments. Most likely, globally 75
competent students can draw on and combine the disciplinary knowledge and thinking styles learned in
schools to ask questions, analyze data and propositions, explain phenomena, and develop a position
concerning a local, global or cultural issue. Hence, globally competent people effectively use and create
both traditional and digital media (Boix Mansilla and Jackson, 2011).
Dimension 2: Understand and appreciate the perspectives and world views of others
This dimension highlights that globally competent people are willing and capable of considering
other people's perspectives and behaviors from multiple viewpoints to examine their own assumptions.
This in turn, implies a profound respect for and interest in others with their ccncept of reality and
emotions. Individuals with this competence also consider and appreciate the connections that enable them
to bridge in differences and create common ground. They retain their culturel identity while becoming
ware of the cultural values and belieis of people around them (Fennes and Hapgood, 1997).
Dimension 3: Engage in open, appropriate and effective interactions across cultures
This dimension describes what globally competent individuals can do when they interact with
people from different cultures. They understand the cultural norms, interactive styles and degrees of
formality of intercultural contexts, and they can flexibly adapt their behavior and communication manner
through respectful dialog even with marginalized groups. Therefore, it emphasizes individuals' capacity to
interact with others across differences in ways that are open, appropriate and effective (Barrett, et. al.,
2014).
Dimension 4: Take action for collective well-being and sustainable development
This dimension focuses on young people's role as active and responsible members of society and
refers to individual's readiness to respond to a given local, global or intercultural issue or situation. It
recognizes that young people have multiple realms of influence ranging from personal and local to digital
and global. Globally competent people create opportunities to get engaged to improve living conditions in
their communities and build a just, peaceful, inclusive and an environmentally sustainable world.

The assessment strategy for global competence

The PISA 2018 assessment of global competence contributes components: 1) a cognitive test 76
exclusively focused on the construct of self-reported information on students' awareness on global issues
and "global understanding"; and 2) a set of questionnaire items collecting cultures, skills (both cognitive
and social) and attitudes, as well as information from schools and teachers on activities that promote
global competence (OECD, 2018).
Curriculum for global competence: Knowledge, skills, attitudes and Values
Schools can provide opportunities for students to explore complex global issues that they
encounter through media and their own experiences. The curriculum should focus on four knowledge
domains: (1) culture and intercultural relations (2) socio-economic development and interdependence; (3)
environmental sustainability; and (4) global institutions, conflicts and human rights. Teaching these four
domains should stress on differences in perspectives, questioning concepts, and arguments. Students can
acquire knowledge in this domain by reflecting on their own cultural identity and that of their peers by
analyzing common stereotypes toward people in their community or by analyzing related cases of cultural
conflict. Acquiring knowledge in this aspect is important in developing values, such as peace, respect,
non- discrimination, equality, fairness, acceptance, justice, non-violence and tolerance (OECD, 2018).
Skills to understand the world and to take action
Global competence builds on specific cognitive, communication and socio-emotional skills.
Effective education for global competence gives students the opportunity to mobilize and use their
knowledge, attitudes, skills and values together while sharing ideas on global issues in and outside of
school or interacting with people from different cultural backgrounds.
A school community that desires to nurture global competence should focus on clear, controllable
and realizable learning goals. This means engaging all educators to reflect on teaching topics that are
globally significant, the types of skills that foster deeper understanding of the world and facilitate
respectful interactions in multicultural contexts, and the attitudes and values that drive autonomous
learning and inspire responsible action (OECD, 2018).
Knowledge about the world and other cultures
Global competence is supported by the knowledge of global issues that affect lives locally and
around the globe, as well as intercultural knowledge, or knowledge about the similarities, differences and
relations among cultures. This knowledge helps people

to challenge misinformation and stereotypes about other countries and people, and thus, results in
intolerance and oversimplified representations of the world.
77
This can be done through the following strategies (OECD, 2018):
Perspective-taking refers to the cognitive and social skills of understanding how other people
think and feel.
Adaptability refers to the ability to adapt systems thinking and behaviors to the prevailing cultural
environment, or to situations and contexts that can present new demands or challenges.
Openness, respect for diversity and global-mindedness
Globally competent behavior requires an attitude of openness towards people from other cultural
backgrounds, an attitude of respect for cultural differences and an attitude of global-mindedness. Such
attitudes can be fostered explicitly through participatory and learner- centered teaching, as well as through
a curriculum characterized by fair practices and an accommodating school climate for all students.
Openness toward people from other cultural backgrounds involves sensitivity towards curiosity
about and willingness to engage with other people and other perspectives on the world (Byram, 2008;
Council Europe, 2016a).
 Respect consists of a positive regard for someone based on judgment of intrinsic worth. It
assumes the dignity of all human beings and their inalienable right to choose their own affiliations,
beliefs, opinions or practices (Council of Europe, 2016a).
Global-mindedness is defined as a worldview, in which one sees him/herself connected to the
community and feels a sense of responsibility for its members (Hansen, 2010).
Valuing human dignity and diversity.
Valuing human dignity and valuing cultural diversity contribute to global competence because
they constitute critical filters through which individual’s process information about other cultures and
decide how to engage with others and the world. Hence, people, who cultivate these values, become more
aware of themselves and their surroundings, and are strongly motivated to fight against exclusion,
ignorance, violence, oppression and war.
Clapham (2006) introduced the four aspects of valuing equality of core rights and dignity. To wit:
(1) the prohibition of all types of inhuman treatment, humiliation or degradation by one person over
another; (2) the assurance of the possibility for individual choice and the conditions for each individual's
self-fulfillment, autonomy or self- realization; (3) the recognition that protection of group identity and
culture may be essential for that of personal dignity; and (4) the

creation of necessary conditions to have the essential needs satisfied.

Global understanding 78

Understanding is the ability to use knowledge to find meaning and connection between different
pieces of information and perspectives.
The framework distinguishes four interrelated cognitive processes that globally competent
students need to use to understand fully global or intercultural issues and situations (OECD, 2018).
1. The capacity to evaluate information, formulate arguments and explain complex situations and
problems by using and connecting evidence, identifying biases and gaps in information and
managing conflicting arguments
2. The capacity to analyze multiple perspectives and worldviews, positioning and connecting their
own and others' perspectives on the world.
3. The capacity to understand differences in communication, recognizing the importance of socially
appropriate communication and adapting it to the demands of diverse cultural contexts
4. The capacity to evaluate actions and consequences by identifying and comparing different
courses of action and weighing actions on the basis of consequences
Thus, globally competent students should be able to perform a wide variety of tasks utilizing different
cognitive processes, such as: reasoning with evidence about an issue or situation of local, global and
intercultural significance; searching effectively for useful sources of information; evaluating information
on the basis of its relevance and reliability; synthesizing information to describe the main ideas in an
argumentative text or the salient passages of a conversation; and combining their background knowledge,
new information and critical reasoning to build multi-causal explanations of global or intercultural issues
(OECD, 2018).
Integrating Global and Intercultural Issues in the Curriculum
 For global education to translate abstraction into action, there is a need to integrate global issues
and topics into existing subjects (Klein, 2013; UNESCO, 2014). In practice, content knowledge related to
global competence is integrated in the curriculum and taught in specific courses. Therefore, students can
understand those issues across ages, starting in early childhood when presenting them in developmentally
appropriate ways (Boix Mansilla and Jackson, 2011; UNESCO, 2015).

Therefore, Gaudelli (2006) affirmed that teachers must have clear ideas on global and
79
intercultural issues that students may reflect on, They also need to collaboratively research topics and
carefully design the curriculum while giving students multiple opportunities to learn those issues.
Teachers may also engage in professional learning communities and facilitate peer learning,
More so, teaching about minority cultures in different subject areas entails accurate content
information about ethnically and racially diverse groups and experiences. Curricula should promote the
integration of knowledge of other people, places and perspectives in the classroom throughout the year
(UNESCO, 2014a), rather than using a "tourist approach", or giving students a superficial glimpse of life
in different countries now and then.
Textbooks and other instructional materials can also distort cultural and ethnic differences (Gay,
2015). Teachers and their students should critically examine textbooks and other teaching resources and
supplement information when necessary.
Connecting global and intercultural topics to the reality, contexts and needs of the learning group
is an effective methodological approach to make them relevant to adolescents (North-South Centre of the
Council of Europe, 2012). People learn better and become more engaged when they get connected with
the content and when they see its relevance to their lives and their immediate environment (Suárez-
Orozco and Todorova, 2008).
Pedagogies for promoting global competence. Various student-centered pedagogies can help students
develop critical thinking along global issues, respectful communication, conflict management skills,
perspective taking and adaptability.
Group-based cooperative project work can improve reasoning and collaborative skills. It involves
topic- or theme-based tasks suitable for various levels and ages, in which goals and content are negotiated
and learners can create their own learning materials that they present and evaluate together. Learners,
participating in cooperative tasks, soon would realize that to be efficient, they need to be respectful,
attentive, honest and empathic (Barrett, et. al., 2014).
Class discussion is an interactive approach that encourages proactive listening and responding to
ideas expressed by peers. By exchanging views in the classroom, students learn that there is no single
right answer to a problem, understand the reasons why others hold different views and reflect on the
origins of their own beliefs (Ritchhart, et. al., 2011).
 Service learning is another tool that can help students develop multiple global skills through real-
world experience. This requires

learners to participate in organized activities that are based on what has been learned in the classroom and
that benefit their communities. After the activities, learners reflect critically on their service experience to 80
gain further understanding of course content, and enhance their sense of role in society with regard to
civic, social, economic and political issues (Bringle and Clayton, 2012). Through service learning,
students not only "serve to learn," which is applied learning, but also "learn to serve" (Bringle, et. al.,
2016).
The Story Circle Approach intends students to practice key intercultural skills, including respect,
cultural self-awareness and empathy (Deardorff, n.d.). The students, in groups of 5-6, take turns sharing a
3-minute story from their own experience based on specific prompts, such as “Tell us about your first
experience when you encountered someone who was different from you in some ways." After all students
in the group have shared their personal stories, students then, share the most memorable point from each
story in a "flash back" activity. .
Other types of intercultural engagements involve simulations, interviews, role plays and online
games.
Attitudes and values integration toward global competence.
Allocating teaching time to a specific subject that deals with human rights issues and non-discrimination
is an important initial step in cultivating values for global competence.
Values and attitudes are partly communicated through the formal curriculum and also through
ways, in which teachers and students interact, how discipline is encouraged and the types of opinions and
behavior that are validated in the classroom. Therefore, recognizing the school and classroom
environments' influence on developing students' values would help teachers become more aware of the
impact of their teaching on students (Gay, 2015).

QUESTIONS FOR DISCUSSION

1. What are multicultural and global literacies?

2. Explain the Global Competence Framework.
3. What are the dimensions of multiculturalism? Explain each.
4. How can global competence and global understanding be assessed in the classroom?
5. How can you integrate multicultural and global literacies in the lesson using appropriate delivery
strategies, assessment tools and instructional materials?
 Life and Values Integration
Share a personal experience in demonstrating global and multicultural literacies. What life 81
lessons and values have you realized and learned?

RESEARCH ANALYSIS AND IMPLICATION

Direction: Analyze the following research abstract and cite its implication on teaching-learning. You may
download the full paper of this research on the website given below.
Improving student engagement and acceptance using Improving student multicultural texts Rouse
(2018)
The purpose of this research is to investigate how students in a third-grade classroom engage in
multicultural texts when reading about cultures other than their own. Furthermore, it investigated how the
use of multicultural texts impacts their understanding and acceptance of diverse cultures. The strategies
used for this qualitative research study were questionnaires, observations, accountable talk discussions,
artifact analysis, and interviews. Throughout the six- week study, students read and engaged in
discussions after reading two multicultural texts. They participated in activities expressing their thoughts
and beliefs related to the content read in class. After discussing and analyzing the texts, students were
able to identify possible solutions to help people become more aware and accepting of diverse cultures.
They also became more engaged in productive dialog with their peers while analyzing and responding to
complex texts. Furthermore, students felt safe and comfortable asking questions about culture and
diversity. They were eager to express their thoughts, interacted with their peers positively and made
connections to the multicultural texts showing their enthusiasm as they learned about different cultures.
(Source: Rouse, B. (2018). Improving student engagement and acceptance using multicultural
texts. Theses and Dissertations. https://dw.rowan.edu/etd/2499.)
Analysis: How can the use of multicultural texts impact students' understanding and acceptance of diverse
cultures?
_____________________________________________________________________________________
_____________________________________________________________________________________

Implication: How can this study contribute to the schools practice of multiculturalism?
_____________________________________________________________________________________
82
_____________________________________________________________________________________
 SYNTHESIS AND LEARNING REFLECTION

GLOBAL AND MULTICULTURAL LITERACIES

SYNTHES  Multicultural literacy depicts diversity, equity and social justice to foster cultural
IS awareness on discrimination and oppression toward other ethnicities.
 Global literacy aims to address issues of globalization, racism, diversity and
social justice.
 Global competence refers to the skills, values, and behaviors that prepare young
people to thrive in a more diverse, interconnected world, engaged citizens and
collaborative problem solvers who are ready for the workforce.
 Globally competent individuals can examine local, global and intercultural
issues, understand and appreciate different perspectives and world views,
interact successfully and respectfully with others, and take responsible action
toward sustainability and collective well-being.
 The Global Competence Framework is designed as a tool for policymakers,
leaders, and teachers in nurturing global competence among young people
worldwide with four salient dimensions.
 In order to attain respect for diversity in the classroom, teachers should integrate
global multiculturalism in the lesson by citing relevant issues to be addressed.

Direction: From the perspectives of global competency, fill in the boxes below in the context of
instruction along lesson content, assessment, teaching strategy, materials, and learning outcome. 83

Assessment
Lesson Content

Global Competency
Concepts
 Teaching Strategy Marerials

Learning Outcomes

CURRICULUM APPLICATION
84
Direction: Draft a relevant policy in addressing multiculturalism in school. (i.e. admitting foreign students
and indigents, student mix, inclusive education, multigrade teaching, heterogeneous class grouping,
addressing students with special needs, etc.). Use the provided format template sample below.

Policy on ________________________________________________________________________
Rationale
Objectives

Scope
References
 POLICIES

NARRATIVE PROCEDURES
Authorities Responsibilities

Prepared by:_______________________ Section/Major:________________________________

LET SAMPLERS: TAKING THE EXAMINATION

85
Direction: Read and analyze each item carefully. Choose the letter of the best answer.
1. Which of the following learning outcomes best reflects an integration of multicultural and global
literacies?
A. Discuss multicultural concept and relate it to your personal experience
B. Create an artwork that depicts multicultural dynamics
C. Demonstrate care, respect and acceptance of classmates belonging to indigenous group
D. Suggest ways in promoting multiculturalism and addressing conflict issues
2. Which of the following is directly a contrast of the concept of multiculturalism?
A. A staff who dislikes a certain food from the other region because it does not suit his taste bud
B. A dean who refuses a student to enroll a subject that does not adhere to prerequisite requirement
C. A student who does not prefer to have his education in a public school
D. A teacher who ignores students who cannot understand the lesson
3. In discussing a lesson on international conflict, Teacher E cites the Scarborough Shoal dispute between
China and Philippines and its economic implications to the region, the national security and foreign
relations. In this case, which dimension of global competence is being addressed?
A. Examine local, global and international issues
B. Understand and appreciate the perspectives and world views of others
C. Take action for collective well-being and sustainable development
D. Engage in open, appropriate and effective interactions across cultures
4. Schools have become open to the idea of borderless global society. Which among the following
educational practices support the multicultural perspective towards globalization?
1. Cultural Exchange Program
II. International School Partnership
III. United Nations Celebration

IV. International Conference on Peace Talks for Students and Teachers

86
A. I and ll only C. I, II and III
B. II and IV only D. I, II, III and IV
5. Which traditional paper-and-pen test can assess multicultural skills? A. Identification. Write what is
being asked in each item about the concept of multiculturalism. B. Matching Type. Match the tribes in
column
A with the cultural practices and traditions in column
B. Write letters only.
C. Enumeration. List down 10 ways in sustaining cultural diversity amidst conflict crisis.
D. Essay. How can we show respect for diversity? Cite a personal experience that brought you to an
instance of conflicts due to differences and elaborate how you managed the incident and processed
respect.
 Module 6: 87
SOCIAL LITERACY

LEARNING OUTCOMES

1. Define social literacy

2. Discuss social skills, their impact and strategies for improvement
3. Describe an emotionally intelligent person
4. Present ways for enhancing people skills
5. Identify ways on how to integrate social literacy in the lesson
6. Draw relevant life lessons and significant values from personal experience on
practicing social literacy
7. Analyze research abstract on social literacy and its implications to the teaching-
learning process.
8. Design an instructional material that can be used in integrating social literacy in a
related discipline

INTERACTIVE PRESENTATION

Camera Flash: This is an activity that depicts the students' understanding of social literacy including
their expressions through picture taking. It also enhances creativity, resourcefulness, and critical thinking.
 Procedures:
1. Group the students into 4 or 5 depending on class size.
2. Each group will be given ample time to think of ideas on social skills.
3. Each group will be asked to take a picture that depicts the given topic using cellphone camera. Pictures
are all about social skills.
4. The groups will show the pictures on the screen using an LCD projector
5. The class will first describe and interpret the picture.
6. Then, it will be the group's turn to explain their picture.
7. The class will find time for a brief reflection on the activity.

CONCEPT EXPLORATION

The school is a social institution established for the contemplation of reality in a profound,
personal, informal and unstructured way. Teachers facilitate learning, teach students and model certain
types of acceptable behavior while developing them in all aspects:

academically, physically, emotionally and socially. In performing such fasks, teachers also relate to
parents and other stakeholders. That is why understanding and attaining social literacy is imperative 88
among them.
Social Literacy
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. It can be acquired through social process of inquiry, values exploration and social
decision-making that relate to the acquisition of knowledge and understanding (Arthur, Davison and
Stow, 2000).
In school, social literacy can be demonstrated by teachers in dealing with their superiors,
colleagues, parents, students and others, while for students, by way of interaction and interrelation with
the surroundings around them - their peers, the media and political influencers, technology agents,
religious groups, school staff, family members, etc.
Social Skills
Social skills are aspects of social literacy. As such, these are an integral part of functioning in
society. It involves good manners, communicating effectively with others, being considerate of others'
feelings and expressing personal needs. In fact, children gain social skills through playing while adults
obtain it by interrelating with others, both verbally (spoken language) and non-verbally (gestures, body
language, facial expressions, eye contact and appearance).
Social skills are also important in schools because they help build, maintain and grow
relationships of students with classmates, peers, teachers, students, and others, while for teachers, with
their superiors, colleagues, parents, students, and others. These can be attained through: (1) gaining ideas,
information, techniques and perspectives from people with different areas of expertise; (2) providing their
own perspective for the benefit of others; (3) accomplishing tasks and working together toward shared
goal; (4) providing mutual support for difficult situations; (5) expanding network to learn about and
pursue new opportunities; (6) gaining feedback and referrals from people who can personally attest to
work, skills and qualities; and (7) making the school truly a healthy and conducive learning environment.
Types of Social Skills
There are types of social skills that teachers can demonstrate among students to attain a
harmonious relationship with them.
1. Effective communication. It is the ability to communicate effectively and share thoughts and ideas
with students through group conversations, discussions, etc.

2. Conflict resolution. It is the ability to get to the source from those involved with the goal of mediating for
reconciliation problem and find a workable solution by weighing both sides 89
3. Active listening. It is the ability to pay close attention to student in times of counseling, introspection and
consultation

4. Empathy. It is the difficulty and trouble. ability to understand and identify the feelings of students in times of

5. Relationship management. It is the ability to maintain relationships and build key connections with school
stakeholders for the student's development.

6. Respect. It can be done by knowing when to initiate times of heated arguments and confrontations.
Communication and respond during interactions or even in

7. Problem-solving skills. These involve seeking help, making effective decisions and accepting consequences to
derive better solutions to the problem.

8. Interpersonal skills. These include the abilities of sharing, joining activities, asking for permission and waiting
for one's turn in every facet of school undertakings.

Improving social skills. Social skills can be improved by focusing on sustaining desirable attitudes and
eliminating those undesirable ones through modeling, role-playing and performance feedback mechanisms.

In addition, one may consider: (1) maintaining eye contact; (2) using proper body language; (3) knowing
the difference between being assertive and being aggressive; (4) selecting effective communication channels; (5)
being flexible; (6) accepting criticism without being defensive; (7) remaining positive at all times; and (8) being
teachable and a good student in most instances (https://www.skillsyouneed.com/ ips/social-skills.html).

Likewise, other ways that may help are as follows: (1) Behave as a social person; (2) Start small if
necessary; (3) Ask open-ended questions; (4) Encourage others to talk about themselves; (5) Create goals for
yourself; (6) Offer compliments generously: (7) Read books about social skills; (8) Practice good manners; (9) Pay
attention to your body language: (10) Join a social skills support group: (11) Stay thoughts. up to date on current
events; and (12) Identify and replace negative thoughts.

Impact of Social Skills.

Possessing social skills results to: (1) better relationships; (2) better communication; (3) greater efficiency
(4) advanced career prospects; and (5) increased over-all happiness
(https://www.masters-in-special-education.com/lists/5-types-of-social-skills-deficit').

Emotional Intelligence (EQ)

 Emotional intelligence can bring about maintaining a healthy and literate person. Purposeful relationship
with others that may best depict a socially

Goleman (1996) defines Emotional Intelligence (EQ) as the ability to: (1) recognize, understand
and manage own emotions; and (2) recognize, understand and influence the emotions of others.
90
It is being aware that emotions can drive behavior and impact people (positively and negatively),
and learning how to manage those emotions, both one's own and others' when under pressure, especially
in times of: (1) giving and receiving feedback; (2) meeting tight deadlines; (3) dealing with challenging
relationships; (4) not having enough resources; (5) dealing with change; and (6) experiencing setbacks
and failure.
Strategies for Enhancing Emotional Intelligence
Goleman (1995) laid down ways of enhancing emotional intelligence in the light of understanding and
managing emotions that teachers need to know and understand.
1. Think about feelings. A person has to be sensitive to one's and other's feelings to come up with the
right manner of approach or appropriate response. For example, a teacher has to be aware of his/her
students' background or situation that may trigger negative emotions. In that case, he/she would know the
right approach when dealing with sensitive issues in class.
2. Pause. This is about taking a moment to stop and think before doing anything to refrain from resorting
to an unsound decision at the height of anger. For example, at the peak of anger with a student who
commits violations, a teacher may gently pause for a while and take a moment of silence to rethink and
cool down before jumping to any decision in order to avoid untoward consequences.
3. Strive to control one's thoughts. This is controlling the reaction to emotions by focusing on one's
thoughts in harmony with goals and values. For example, instead of overreacting to a certain incident or
situation in class, try to control negative thoughts to see a myriad of colors at the end of the rainbow
among students. As such, try to find beauty in all things despite not-so-good circumstances that may
happen.
4. Benefit from criticism. Criticism, even not delivered in a favorable way, is an opportunity to learn and
it gives idea on how others think about you. For example, when a senior teacher gives negative feedback
on your work, instead of taking it personally against him/her, gratefully accept it with humility and
appreciation, just think that it is for your improvement.
5. Show authenticity. This is saying what we mean with what we say and we have to stick on to our
values and principles. For example, in times of confrontation with parents, as teachers, we should clearly
express our side with respect and sincerity while consistently upholding on to the principle and truth
behind

91
the issue in order to avoid resorting to heated argument and conflict at the end.
6. Demonstrate empathy. Whenever we show empathy to others, such as understanding their thoughts
and feelings, we can easily establish a connection with them. As teachers, we should reach out to students
who are in their worse situations and try to understand them and feel as if we were in the same boat.
7. Praise others. This is by way of acknowledging and appreciating others toward attaining self-
fulfillment and building trust. For example, teachers should give acknowledgment and praise to students
for their deeds that are worth commending.
8. Give helpful feedback. Although negative feedback may hurt one's feelings, at some point, it can be
turned constructive for one's improvement. For example, when we receive negative feedback from our
superiors, we have to take it as a challenge toward becoming a better and stronger person.
9. Apologize. Saying sorry demonstrates humility, a quality that will naturally win others as you value the
relationship more than the ego. For example, whenever we commit mistakes in teaching, whether big or
small, there is nothing to lose when We apologize, even at times, doing it may seem to be very difficult.
10. Forgive and forget. Forgiving and forgetting prevent others from holding emotions and allowing one
to move forward. For example, when a student or a colleague hurts us, we should be ready to forgive and
let go of the pains that somehow caused us.
11. Keep our commitments. The habit of keeping one's word in things, either big or small, develops a
strong reputation for reliability and trustworthiness: For example, when we are given tasks in the school,
make sure that we commit ourselves, our time and efforts into it. Remember, opportunities may only
come once, therefore, grab every opportunity that may come along our way for it may never come again.
12. Help others. One way to positively win others is through helping them because listening to and
helping them can build trust and inspire them to follow. For example, in every school activity, we have to
find ways to help others accomplish their tasks successfully. In return, they will be grateful to us.
13. Protect ourselves from emotional sabotage. This is being wise enough in protecting ourselves when
others attempt to manipulate our emotions for personal sake. For example, when we feel that someone has
been excessively or wrongly controlling our actions, feelings and decisions in school, stop it in any right
but subtle and courteous way possible.

Recommended Tools in Enhancing Emotional Intelligence

Emotional intelligence can be enhanced in school with the help of the following tools and
92
strategies.
1. Emotional Literacy Workshop. This will help teachers to communicate with students, recognize
and manage emotions and increase self-awareness.
2. Emotional Literacy Museum. It is a self-directed learning experience that teaches about the
physiology of emotions, emotional regulation, and emotional literacy.
 3. Mixed Emotions Cards. It is a beautiful deck of "tarot-like" cards of feelings (labeled with
feelings and synonyms).
4. eMotion Cards. It is an evocative, playful moon face illustration of emotions (open-ended without
labels).
5. Biodots. It is a simple reminder that emotions are part of our physiology.
6. Bingo Emotions. It is typically a classic "bingo” game played with emotions.
7. Feeling Faces. These are photos of real people and data about how survey respondents evaluated
each picture.
8. Six Seconds Emotional Intelligence Assessment. It provides feedback about the way one uses EQ
and how to improve in this area. (http://www.6seconds.org/2018/02/27/emotional-intelligence-
tips- awareness/)
9. The Zoo: Animal Workshop. It is an activity that intends to imitate an animal behavior and
gesture that ends with reflections and group sharing.
10. Face Workshop. It is an activity, in which partners face each other while showing different facial
expressions' and qualities that ends with reflections.
11. The Machine Transformer. Participants in groups have to transform into an assigned machine or
vehicle, of which each member shall comprise different parts, deemed essentials and equally
important that usually ends up with interactions and reflections.
12. Tower Building. Groups will be tasked to build a tower using pop sticks and straws. The goal is
to make the tallest and strongest tower of all. This will end up with interactions, sharing, open
forums and patching of emotional barriers.
13. Build Me a House. The participants in groups will be tasked to build a house using any available
material around them. The goal is to make the strongest house. Then, the facilitator will suddenly
destroy the house made by the group and observe the members' emotions and reactions and let
them express their feelings and thoughts. At the end, each one will draw realizations, lessons and
values for reflection.

14. Internalization Activity. This is an activity that helps participants to reflect on the narrations of the
facilitator with a background music in a dim and candle lighted room. Everyone can express his/her 93
emotions and feelings of resentment, remorse, agony, disappointment, and sadness.
15. Mirroring and Unmasking Activity. Each participant shall prepare a piece of paper and put it at his/her
back. In a circular formation, everyone has to write that person's negative attitude on that paper. Everyone
will be given time to see those feedbacks and reflect on them while they are also given a chance to
express themselves. These negative feedbacks will be called masks to be torn-off and burned at the end of
the activity and they will be led to a prayer for self-renewal and rejuvenation
Ten Characteristics of an Emotionally Intelligent Person
(Connors, 2018)
 The following are indicators and manifestations of an emotionally intelligent person that have to
be considered and demonstrated in schools.
1. Empathy. Empathy is the capacity to understand or feel what another person is experiencing
from within their frame of reference. Greater Good Science Center in UC Berkeley laid down two
different types of empathy, namely: (a) Affective empathy - refers to the sensations and feelings that one
gets in response to others' emotions including mirroring what that person is feeling, or just feeling
stressed when he/she detects another's fear or anxiety; (b) Cognitive empathy (sometimes called
"perspective- taking") - refers to one's ability to identify and understand other people's emotions.
2. Self-awareness. It is the art of understanding one's self, recognizing the stimuli that he/she
faces and preparing how to manage him/herself, both in a proactive and reactive manner.
3. Curiosity. It is one's willingness to learn and improve. When one is curious, he/she is
passionate and therefore, he/she is driven to desire to be at his/her best.
4. Analytical mind. It pertains to being critical thinker that analyzes and processes all new
information that comes his/her way and see if they can extract ways to improve.
5. Belief. It is the power of believing in one's self, both at present and the future. It is a matter of
affirming that people and things in one's life happen for a reason and that everything will ultimately turn
out to be good.
6. Needs and wants. It is something to discern between things that one needs versus things that
he/she just wants and establishing needs prior to fulfilling wants.

7. Passion. It is the natural desire, instinct, drive, ambition and motivated love for a subject or someone.
More so, it brings positive energy that helps sustain and inspire one to keep going. 94
8. Optimism. It is about maintaining a positive attitude that may increase one's opportunities, improve
relationships and think clearly and constructively.
9. Adaptability. It is an important recognition and the ability to you make or remake decisions in one's
best interest. It is also determining when to continue his/her course, or when is the time for a change.
10. Desire to help others succeed. It is becoming interested and appreciative of the success and
achievement of others.
People Skills
Like emotional intelligence and social skills, people skills have been widely used in
demonstrating social literacy at home, in school or anywhere that a person may be. According to
Wikipedia, people skills are patterns of behavior and behavioral interactions. For Thompson
(2009), this is an area of exploration about how a person behaves and how he/she is perceived
irrespective of his/her thinking and feeling. Honey (2001) defines it as the dynamics between
personal ecology (cognitive, affective, physical and spiritual dimensions) and its function with
 other people's personality styles in numerous environments (life events, institutions, challenges,
etc.).
On the other hand, people skills are tools used to communicate and interact effectively
with others. Therefore, individuals with strong people skills are able to predict behavior, relate to
others and socialize easily.
People skills can also 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 behavior; and (3) intercede easily or ability to lead, influence and build bridges between
people.
Moreover, people skills are the ability to accept, appreciate and admire others on a
personal or professional level. Good people skills extend to the ability to listen and empathize
with others, as well as work toward common goals with them. Therefore, these are sets of skills
that enable person to get along with others, communicate ideas effectively, resolve conflicts and
achieve personal or professional goals.
In general, Portland Business Journal describes people skills as (Rifkin, 2009):
1. Ability to effectively communicate, understand and empathize
2. Ability to interact with others respectfully and develop productive working relationship to
minimize conflict and
maximize report
3. ability to build sincerity and trust, moderate behaviors (less impulsive) and enhance 95
agreeableness
Educational Impact of People Skills. People skills are important for teachers in effective
classroom management. Knowing how to communicate and teach people instead of simply teaching
their subjects will help make a difference in the classroom (Bolton, 2009). Accordingly, almost 50
percent of classroom success lies on effective interpersonal relationships, while the other 50 percent
lies within academic skills (Boyle, 2011). This is because teachers tend to interact and relate with
students. Therefore, they need to learn how to practice these people skills effectively in order to
create a healthy and conducive learning atmosphere in the classroom.
In general, people skills are an essential part of work, life and social success. When one has
strong people skills, he/she is able to: (1) pitch him/herself; (2) overcome social anxiety; (3) communicate
ideas; and (4) influence others positively.
Strategies in Obtaining Good People Skills
McQuerrey (2019) presents the following strategies in maintaining good people skills which are
essential in a meaningful, joyful and purpose-driven life that teachers also need to know.
1. Good communication skills. Strong people skills in the communication area include the ability
to take in information, clarify comments and participate in effective verbal and written exchanges.
2. Conflict resolution skills. Having the ability to mediate disputes and resolve conflict among
others is an important personal and professional skill. Hence, conflict resolution involves the ability to
clarify a specific dispute, listen to perspectives in a non-judgmental manner and offer suggestions for
action.
4. The value of patience. Patience is an exceptional people skill that is valuable in every
profession. It involves being able to maintain an even temper, repeat and explain information as necessary
and control anger in even the most trying situations.
5. Tolerance and understanding. Having tolerance and understanding for the differences of others
leads to success. Tolerant people have the ability to accept differences, even when they don't personally
agree with them.
In general, there are 5 A’s to improve people skills, namely: (? acceptance; (2) appreciation; (3)
approval; (4) admiration; and (5) attention.

Ten Essential People Skills to Succeed

The following is the list of soft skills for one's self-reflection and examination
96
1. being socially assertive. Social assertiveness is essential for conserving social energy in the
right ways. People with high social assertiveness have more focused social energy and more clarity in
their interactions.
2. Crafting a memorable presence. People with great presence take it easy in making
connections and are extremely good at rapport building. Those with a strong presence can attract others,
are well-remembered and are likable.
3. Mastering communication. This is knowing how to present one's self and, in turn, gets one's
message across.
4. Sustaining lasting confidence. People, who can sustain lasting confidence are able to conquer
their shyness, avoid awkwardness and get through their anxiety or overcome any nervous tendencies.
5. Being an excellent conversationalist. This is essential in communicating and interacting with
others. Excellent conversationalists are people whom others may be fond of listening to and discussing
with. Most interactions happen in three levels: (1) The First Five Minutes: This is the first impression
and the time to decide if someone is worth getting to know; .(2) The First Five Hours: This is moving
past first impressions into rapport building; and (3) The First Five Days: This is the final and ultimate
level of trust and connection. Thus, a conversation is the key to moving up these three levels.
6. being highly likable. Likability is an important facet of trust by through being authentic or
genuine with their true selves.
7. being exceptional at decoding emotions. People, who are good at reading people, are
exceptionally strong at knowing how others think and feel.
8. Pitching ideas. Pitching is a very important people skill because it happens all the time when
one is asked for his/her opinion and in introducing himself/herself.
 9. being charismatic. Charisma is the perfect blend of two essential people skills traits such as
warmth and competence.
10. Being an influential leader. Leaders in both personal, social and professional life are able to
gain camaraderie. (Source: www.scienceofpeople.com/people-skills/)

TESTING YOUR PEOPLE SKILLS

Direction: Please rate yourself on the following people skill indicators using the intended scale. Check the column that applies to you. 97
4 3 2 1

INDICATORS
Very much Much Not Much Not Really

People Skill 1:Being socially assertive

1. 1 set limitations and boundaries in interacting with
2. I immediately sense and address the needs of others.
3. I know how to say "No" when needed.
People Skill 2: Crafting a memorable presence
1. I leave positive impression to someone I encounter with.
2. 1 establish strong connection with people whom I meet.
3. I easily build good rapport with others.
People Skill 3: Mastering communication
1. I am good in public speaking.
2. I present topics, lessons and reports well.
3. 1 easily discuss big concepts in front of the crowd.
People Skill 4: Sustaining lasting confidence
1. I am excellent in most social situations.
2. I easily overcome my fear and tension whenever I face the
crowd.
3. I am more excited than anxious when socializing with
others.
People Skill 5: Being an excellent conversationalist
1. I know how and when to engage in conversations and keep
it going
2. I make small talk into big talk during conversations.
3. I use effective conversation for rapport building and
socializing.
People Skill 6: Being highly likable
1. I am invited to join teams, social engagements and groups.
2. I am the ideal one that I want to become.
3. I am always asked for my opinion on issues at hand during
conversations.
People Skill 7: Being exceptional at decoding emo- tions
1. I sense and determine people's attitude and intentions.
3. I interpret body gestures and facial expressions.
4. I have the ability to understand things even without any
proof or evidence.
People Skill 8: Pitching ideas 1.
I can convince people to consider or take my ideas and
opinions.
 2. I am confident in insisting on my ideas and
opinions during a conversation.
3. I make my ideas popular to the group during a 98
conversation.
People Skill 9: Being charismatic
1. I accommodate people and approach them, even
strangers.
2. I provide my services to others while addressing
their needs.

3. I am someone who can be easily depended on

People Skill 10: Being an influential leader
1. I build excitement in leading people while
performing relevant tasks.
2. I can determine members who can commit
themselves to the team.

3. I make plans and try my best to realize them with

others
Interpretation: 3.25-4.0 Very High 2.50-3.24 High 1.75-2.49 Low 1.0-1.74 Very Low

DeLeon (2019)
Legend: 1 - never 2 – sometimes 3 – often 4- always
Integrating Socio-Emotional Literacy into the Curriculum
Schools that want to teach socio-emotional learning but confined with classroom time can take a social, emotional and
moral inventory of what students are currently learning by involving: (1) a person's emotional life; (2) an ethical dilemma; (3) a
situation calling for compassion; (4) a societal challenge; (5) the ethical use of knowledge; (6) cross-group interactions, and (7)
an implicit prosocial concept.

By integrating social literacy in the curriculum content, teachers do not only give students opportunities to practice
their social-emotional skills, but also show them how integral these skills are in their daily lives.

Hence, reviewing curricula through social, emotional and moral lens is like a habit of mind that the more it is done, the
easier it gets. Obviously, the greatest benefit of teaching lessons like these is that students can begin to examine their education,
their decisions, their interests and their relationships through this lens, while helping them cultivate a more thoughtful and
discerning approach to life.

QUESTIONS FOR DISCUSSION

1. What is social literacy?

2. Explain social skills. Cite the impact of social literacy and suggest strategies and tools to improve it.

99
 3. When is a person emotionally intelligent?
4. What are ways of enhancing people skills?
5. How can you practice social literacy in delivering a lesson in the classroom?

Life and Values Integration

Share a personal experience of practicing social literacy. What life lessons and values have
you realized and learned?

RESEARCH ANALYSIS AND IMPLICATION

Direction: Analyze the following research abstract and cite its implication on teaching-learning. You may
download the full paper of this research on the website given below.
Students' social literacy in their daily journal
Az-Zahra, Sarkadi and Bachtiar (2018)

Abstract
This study aimed to determine the students' social literacy in their daily journals in grade four of
Al-Fauzien Islamic Elementary School in Indonesia. Social literacy is the capacity of a person to be able
to live and contribute to his or her community, which involves intellectual skills, social skills, cooperative
skills, and attitudes and values. The student's daily journal is a collection of student writings whose
contents expose the student's skills in reflecting on experiences, findings, critical thinking, connecting
ideas, exploring and expressing his/her knowledge. This study utilized qualitative content analysis
technique using the data taken from students' daily journals that were coded based on students' social
literacy aspects. The results of the study revealed emerging students' social literacy, such as: intellectual
skills (34.1%) emerge during teaching-learning processes rooted in constructivism approach in which
students act as active learners; social skills (12.6%) and cooperative skills (14.7%) emerge when learning
is organized with group learning methods; and social attitudes and values (38.5%) emerge as the impact
of students' social knowledge and skills that hold firmly and implemented in their daily social life.
(Source: Az-Zahra, H., Sarkadi, S. and Bachtiar, I. (2018). Students' social literacy in their daily
journal. Mimbar Sekolah Dasar, 5(30, 162-173. doi: http://dx.doi. org/10.17509/mimbar-sd.v5i13.12094)

Analysis: How can the practice of daily journal determine students' social literacy based on the study?
_____________________________________________________________________________________ 100
_____________________________________________________________________________________
Implication: What do the findings imply in the light of a teacher's instructional strategy?
_____________________________________________________________________________________
_____________________________________________________________________________________

SYNTHESIS AND LEARNING

REFLECTION

SOCIAL LITERACY
SYNTHESIS  Social literacy is the development of social skills, knowledge and positive
values that engender the desire and ability in and expressing
personal needs.
 Emotional Intelligence (EQ) is the ability to recognize, understand and
manage one's emotions, and influence the emotions of others manifested
through different characteristics.
 People skills are patterns of behavior and behavioral interactions and how
they are perceived irrespective of their thinking and feeling. They are tools
to communicate and interact effectively with others.
 Integrating social literacy into the curriculum would contribute to the
holistic development of learners.

Direction: Give at least four (4) people skills and write each of these on each head. On each shoulder, write the signs of a person
101
possessing such skills.
 CURRICULAR APPLICATION

Direction: design an instructional material that can be used in integrating social literacy in related
discipline (i.e Edukasyon sa pagpapakatao) Use the provided format template sample below.
INSTRUCTIONAL MATERIAL PLAN
Instructional Material:
Brief Description:
Purpose:
Topic:
Subject:
Materials:

OUTPUT

(Paste/Print picture of instructional material here.) 102

PREPARED BY: __________

COURSE/SECTION: _______________
LET SAMPLERS: TAKING THE EXAMINATION

Direction: Read and analyze each item carefully. Choose the letter of the best answer.
1. How can a teacher best model social literacy in class?
A. Researching effective strategies in presenting the lesson for a clearer and better understanding of
learners
B. Showing love, care and concern to the learners while considering them as her children
C. Using highly technological tools in processing the teaching- learning process
D. Analyzing dilemmas, drawing of life lessons and integrating values at the end
2. The class of Miss Aguilar enjoyed the interactive discussion of an interesting topic that caused
overtime which delayed the next class with Mrs. Zarzuela. What best attributes from the two teachers
must prevail in this situation to avoid unhealthy confrontation and relational conflict?
A. Rights: Responsibilities C. Humility: Pride
B. Apology: Understanding D. Self-Expression: Silence
3. As teachers, there are times that we are confronted with uncertainties, pressed with issues, and struck
by prejudice in the practice of the profession. Which people skill do we need to imbibe and sustain all the
time to avoid ending up in frustration and

disappointment?
103
A. Being socially assertive
B. Sustaining lasting confidence
c. Crafting a memorable presence
D. Being exceptional at decoding emotions
4. According to reports, a great number of students are being diagnosed to have suicidal tendencies
brought about by peer pressure, stress, home struggles, environmental contexts and media influence. As
they impact the school, how can this be resolved?
A. Strong counseling program
B. Effective instructional delivery modalities
C. Efficient learning assessment procedures
D. Advanced learning technologies
5. Which is the best strategy for bullying reduction in school?
A. Confer with parents of identified bullies.
B. Assign law police enforcers on every floor of the school building
C. Create more student-involved activities to divert students' attention.
D. Plan for a field trip to City Jail to reflect on the consequences of bullying.

Module 7:
MEDIA LITERACY
LEARNING OUTCOMES 104

1. Define media literacy

2. Cite the important roles of media literacy
3. Explain Media Information Literacy (MIL) along with various aspects and
dimensions
4. Examine the advantages and disadvantages of media
5. Demonstrate how MIL can be integrated in the curriculum
6. Draw relevant life lessons and significant values in generating, utilizing and
creating media tools
7. Analyze research abstract on media literacy and its implications on teaching-
teaching process
8. Conduct a research survey on media literacy integration and draw findings and
recommendations

INTERACTIVE PRESENTATION
Family Feud. This is an activity in which two groups of students match to give words/terms based on the
given category. It denotes critical thinking in connecting, collating, collecting and categorizing those
terms.
Procedure:
1. The students will be grouped into 4 or 6 depending on class size.
2. The first two groups will match to give terms based on the given category.
3. The teacher challenges the groups by saying "we have asked 100 people about their preferred media
tools".
4. The groups will give at least five terms based on the given category
5. The teacher will then, say: The survey says, the top five answers are: (he/she will flash on screen
through LCD projector the prepared data)
6. The group, with the highest points based on given database ratings, wins that match. 7. The winning
group will match with other winning groups to find out whose group shall prevail.
8. The class will find time for a brief reflection on the activity.

Sample of data:
105
Most liked audio-visual gadgets:
1. Earphones 4%
2. Ipad - 5%
3. Stereo - 8%
4. Transistor radio 10%
5. Play station 15%
Most trending media apps
1. Instagram 2%
2. Waze 10%
3. IWant TV 12%
4. Spotify 15%
5. Podcast 20%

CONCEPT EXPLORATION

Today, information comes through an interwoven system of media technologies. The ability to
read many types of media has become an essential skill in the 21st Century. Thus, schools are greatly
confronted with this challenge.
Media Literacy
 Lynch (2018) coined the term "media" that refers to all electronic or digital means and print or
artistic visuals used to transmit messages through reading (print media), seeing (visual media), hearing
(audio media), or changing and playing with interactive media), or some combinations of each. Media can
be a component of active learning strategies, such as group discussions or case studies (Mateer and
Ghent, n.d.).
Media literacy is the ability to access, analyze, evaluate, and create media (Firestone, 1993).
Media literate youth and adults can understand the complex messages received from television, radio,
Internet, newspapers, magazines, books, billboards, video games, music, and all other forms of media.
Therefore, media literacy skills are included in the educational standards in language arts, social studies,
health, science, and other subjects. Many educators have discovered that media literacy is an effective and
engaging way to apply critical thinking skills to a wide range of issues. (http:// medialiteracyproject.org)
The Ontario Ministry of Education (1989) stressed that media literacy means helping 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. More so, it intends to provide students
the ability to create media products (http://www.medialit, org). Media literacy therefore, is the ability to
identify different types of media from wide array of sources and understand the messages they bring
(Hobbs, 1997).
But most of all, these have one thing in common that someone created it for a reason. Therefore,
understanding that reason is the basis of media literacy.
106
Media Literacy Concepts
1. It is the ability to critically assess the accuracy and validity of information transmitted by the
mass media and produce information through various forms.
2. Also known as Media Education, it is the ability to realize that all kinds of media show a
representation of reality.
3. It is the process of accessing, decoding, evaluating, analyzing and creating both print and
electronic media (Aufderheide, 1993).
4. It depicts experience of reading texts and designing hypertexts made possible through
technology (Hobbs, 2007).
5. It pertains to understanding how to use today's technology, how to operate equipment, use
various softwares and explore the Internet.
6. As a 21st Century approach to education, media literacy builds understanding of the role of
media in society, as well as the essential skills of inquiry and self-expression necessary for democratic
citizens.
7. It represents response to the complexity of the ever-changing electronic environment and
communication channels.
8. Critical evaluation of media requires the ability to analyze and disseminate various features to
others.
 9. It is about teaching critical media management strategies, including ICTs in schools and
learning centers.
10. It includes the ability to perform effective Internet searches, awareness and respect of
intellectual property and copyright law and the ability to identify truth from fake news. (https://www.igi-
global. com/dictionary/media-literacy/18156)
Roles of Media Literacy
'It becomes easy to create media, however, it is difficult to know the creator of this, his/her
reason, and its credibility. Specifically, it helps individuals to:
1. Learn to think critically. When people evaluate media, they decide if the messages make sense,
including the key ideas before being convinced on the information that they get from it.
2. Become a smart consumer of products and information. Media literacy helps individuals learn
how to determine whether something is credible, especially the advertising before they can be persuaded
with the products on sale.

3. Recognize point of view. Identifying an author's perspective helps individuals appreciate different ideas
in the context of what they already know.
107
4. Create media responsibly. Recognizing one's ideas and appropriately expressing one's thoughts lead to
effective communication.
5. Identify the role of media in our culture. Media conveys something, shapes understanding of the world,
and makes an individual to act or think in certain ways.
6. Understand the author's goal. Understanding and recognizing the type of influence something has,
people can make better choices. (Common Sense Media, n.d.)
Social Media
Social media is a term that describes websites to connect people and involve user-generated
content, which is the hallmark of a social media site. It is sometimes called Web 2.0, which is currently a
huge opportunity to reach target audience and increase online sales (Go, 2019)
Types of Social Media Websites
There are different types of social media websites and the ways of using them to reach the target
audience.
1. Social Media News Websites. It entails users to submit links to Web content like articles, podcasts,
videos, etc. that they find interesting, such as Digg, Reddit and Stumble Upon.
2. Social Media Networking Websites. It depicts ability to upload a personal profile that usually connects
with other people, such as LinkedIn (social networking for professionals) and facebook (social
networking for everyone). These sites serve as avenue for meeting people and developing relationships
that can lead to joint-venture partnerships, career opportunities, and research.
3. Social Media Photo and Video Sharing. It allows users to up- load photos through faceboook,
Instagram and Pinterest while videos through YouTube.
4. Microblogging and Blogging Websites. Sometimes called "presence apps", these services let users post
very short mes- sages like blogging, and easily keep up with what their friends are posting. Twitter is the
most popular microblogging service that limits to 280 characters per post and allows to follow a set of
users from one dashboard. Another popular social media app i is SnapChat, which is video-based.
5. Social Media Review Websites. It shows how social reviews can make or break a company or an
organization, such as Amazon and eBay.

Media and Information Literacy (MIL) 108

Media and Information Literacy (MIL) is a combination of knowledge, attitudes, skills, and
practices required to access, analyze, evaluate, use, produce, and communicate information and
knowledge in creative, legal and ethical ways that respect human rights (Moscow Declaration on Media
and Information Literacy, 2012).
The UNESCO defines it as the set of competencies to search, critically evaluate, use and
contribute information and media content wisely; the knowledge of one's rights online; refraining from
cyberbullying; understanding related ethical issues; and engaging with media and ICTS to promote
equality, free expression, intercultural/interreligious dialog, peace, etc. (UNESCO, 2016).
Aspects of MIL
According to Reineck and Lublinski (2015), MIL is the optimal outcome of media, information
and communication technology (ICT) education along three aspects: technical skills, critical attitudes and
facts about media and ICT. Technical skills involve ability to access and use computers, mobile and other
technical devices that offer media and information content. UNESCO's (2011) MIL curriculum delves on
"accessing information effectively and efficiently" as an aspect put into practice.
Baacke (1996) included compositional skills in his media competence model that involves
creating new kinds of media content, encouraging self-determination, and increasing individuals' chances
for participation. MIL also involves performative aspect that entails the competence to do rather than just
to know certain things.
Moeller (2009) summarized the facets of MIL from the user perspective, emphasizing media
consumers in identifying news and understanding media's role in reshaping the global issues. Norbert
Groeben (2002) pointed out the importance of knowledge of the inner workings (contexts, routines,
contents) and the effects of media. Fostering certain attitudes toward media and other information sources
involves both being critical on the negative impact of media and defending it against sources of influence.
Seven Dimensions of MIL
Shapiro and Hughes (1996) identified the seven dimensions of media information literacy:
1. Tool Literacy. This is 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.
2. Resource Literacy. This is the ability to understand the form, format, location and access methods of
information resources. 109
3. 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.
4. 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.
5. Publishing Literacy. It is the ability to format and publish research and ideas electronically, in textual
and multimedia forms.
6. Emerging Technology Literacy. It is the ability to adapt to, understand, evaluate and use emerging
innovations in information technology.
7. 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.
Advantages and Disadvantages of Media
Media are powerful tools of communication which entail positive and negative impacts.
Advantages of Media
1. Media educate people on health matters, environmental conservation and others through various forms.
2. People get the latest world news in a very short time regardless of distance.
3. People can bring out their hidden talents in the multimedia and visual arts, comedy, acting, dancing and
singing.
4. Media increase knowledge learned from quiz programs, educational shows and other information-
giving programs.
5. People feel convenient in accessing information through mobile phones.
6. They become a vehicle in promoting products toward increased sales.
7. They serve as a good source of entertainment.
8. Television allows electronic duplication of information that reduces mass education costing.
9. Media lead to the diffusion of diverse cultures and cultural practices.
10. They help people around the world understand each other and respect differences.

Disadvantages of Media

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1. They lead to individualism. Spending too much time on the Internet and watching television usually impedes
socialization with friends, family and others.

2. Some media contents are not suitable for children.

3. A newspaper is geographically selective.

4. The increase in advertisements in television and radio makes them less attractive.

5. The internet can be a possible way for scams, fraud and hacking.

6. Media can be addictive that may result in people's decreased productivity

7. They can cause health hazards, such as radiation effects, poor eyesight, hearing defects, and others.

8. They may induce drugs and alcohol use.

9. They can lead to personal injury by imitating the stunts showcased in media.

10. They can ruin reputation through an anonymous account, malicious scandals, false accusations and rumors.
(https://www.importantindia.com/22940/media-advantages-disadvantages)

Integrating Media Literacy in the Curriculum

Although media literacy is now a part of the curricula, it is confronted with a variety of factors, such as
limited access to equipment, teachers' lack of confidence with the material, and perception of media education as
just an accessory to the curriculum.

Lynch (2018) presents six ways to integrate media literacy into the classroom for students to become media
literate while making media education a meaningful and integrated part of classroom practice.

1. Teach students to evaluate media. Students learn to evaluate what they are viewing by showing them that
media changes depending on who created it, the intended audience and the biases that may be attributed to the
source.

2. Show students where to find digital resources and databases. Teachers should provide students with
reliable and safe media sources and trustworthy content.

3. Compare/contrast various media sources. In the discussions, distinguish various media sources and
compare elements.

4. Discuss how the media edits and alters. Purposely point out to students examples of media altering
photographs or stories while teaching them to be critical of what they see or read at face value.

5. Examine the "truth" in advertisements. Let students identify what advertisements are trying to sell and
what promises or ideas are they using to convince them to buy the product.

6. Have students create media. Let students create media appropriate to their levels such as presentations,
videos or websites. 111
Media skills. Although this is given little emphasis in the classroom, Hobbs and Frost (1994) present the
skills that students are able to possess with the media they use in class. To wit: (1) reflect on and analyze
their own media consumption habits; (2) identify the author, purpose and point of view in films,
commercials, television and radio programs, magazine and newspaper editorials and advertising; (3)
identify the range of production techniques that are used to communicate opinions and shape audience's
response; (4) identify and evaluate the quality of media's representation of the world by examining
patterns, stereotyping, emphasis and omission in print and television news and other media; (5) appreciate
the economic underpinnings of mass media industries to make distinctions between those media which
sell audiences to advertisers and those which do not; (6) understand how media economics shapes
message content; (7) gain familiarity and experience in using mass media tools for personal expression
and communication and for purposes of social and political advocacy.
Approaches to teaching media literacy. Kellner and Share (2007) mentioned three approaches to
teaching media literacy that would utilize media in pedagogical practice.
1. Media Arts Education Approach. It intends to teach students to value the aesthetic qualities of
media and the arts while us- ing their creativity for self-expression through creating art and media.
2. Media Literacy Movement Approach. It attempts to expand the notion of literacy to include
popular culture and multiple forms of media (music, video, Internet, advertising, etc.) while still working
within a print literacy tradition.
3. Critical Media Literacy Approach. It focuses on ideology critiquing and analyzing the politics
of representation of crucial dimensions of gender, race, class, and sexuality; incorporating alternative
media production; and expanding the textual analysis to include issues of social context, control,
resistance, and pleasure.
Utilizing Media across disciplines. Media education can be integrated in every course discipline. The
following are examples of using media in different subject areas using PPPP (Purpose, Process,
Performance, and Product)

112
113
Assessing and evaluating media literacy work. Just like any student outputs, media oriented works
should also be evaluated to assess quality based on standards, Students need regular feedback to be able
to reflect on their progress and develop mastery and that would remind them that it is an important part of
the course.
However, for some teachers, creating assessment and evaluation tools for media education is
more challenging than traditional means due to the lack of technical skills. Also, it is because media
education is all about finding the right questions to ask, rather than learning previously determined
answers,
Canada's Center for Digital and Media Literacy prescribed two important steps in creating
objectives, comprehensive and meaningful assessment and evaluation tools for media literacy work,
namely: (1) by using a rubric to assess the work of students; and (2) by framing the expectations within
the rubric in terms of key concepts of media literacy
In general, media literacy work can be evaluated in three ways:
1. Based on how well the student understands the key concepts of media literacy and the specific concepts
and ideas being explored in the lesson.
2. Based on the depth and quality of the student's inquiry and analysis of the questions raised in the
lesson, as well as his/her thoughtfulness in identifying issues and questions to examine.
3. Based on how well the student applies specific technical skills associated with either the medium being
studied (movies, TV, video games, etc.), the medium used in the evaluation tool, or both
(http://mediasmarts.ca/digital-media- literacy).
However, whenever any form of media is being utilized, there should be a reflection at the end by asking
students how media form has shaped their thinking, decision-making, analysis, choices, values and
interrelationships.
Thus, media educators base their teaching on key concepts for media literacy, which provide an effective
foundation for examining mass media and popular culture. These key concepts act as filters that any
media text has to go through in order to critically respond.
1. Media are constructions. Media products are created by individuals who make conscious and
unconscious choices about what to include and how to present it. It can assess students' understanding of
how media product was created and the analysis of creators' beliefs or assumptions reflected in the
content.

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2. The audience negotiates meaning. The meaning of any media product is a collaboration between the
producers and the audience. It can assess students' understanding of concepts and the elements in a
relevant medium or product
3. Media have commercial implications. Since most media production is a business, it makes profits
and it belongs to a powerful network of corporations that exert influence on content and distribution. It
can assess students' knowledge and understanding of the commercial factors influencing the creation of
media product and analysis of how media product is influenced by commercial factors or the owner.
4. Media have social and political implications. Media convey ideological messages about values,
power and authority and they can have a significant influence on what people think and believe. It can
assess students' knowledge and understanding of how this medium communicates ideas and values.
5. Each medium has a unique aesthetic form. The content of media depends in part on the nature of the
medium that includes technical, commercial and storytelling demands. It can assess students' knowledge
and understanding of the technical elements of the medium and the tropes, clichés, codes and conventions
of the medium and genre (http:// mediasmarts.ca/digital-media-literacy).

 QUESTIONS FOR DISCUSSION

1. What is media literacy? Explain.
2. What are the important roles of media literacy?
3. Discuss Media Information Literacy (MIL), its aspects and dimensions.
4. What are the advantages and disadvantages of media?
5. How can you integrate MIL in the curriculum across disciplines?
Cite examples.

RESEARCH ANALYSIS AND IMPLICATION

115
Direction: Analyze the following research abstract and cite its implication on teaching-learning. You may
download the full paper of this research on the website given below.
Study of digital media literacy of the 5h and 6th grade primary students in Beijing
Zhang (2016)

Abstract
With the aim of examining the digital media literacy of primary school students, a perceived
digital media literacy of primary student scale was developed. A cluster sampling was conducted, and 796
primary students in Beijing took part in this study. Results indicated that the instrument demonstrated
good reliability and validity. The participants (the 5th and 6th grade primary students) reported rather a
high level of critical understanding and technical skills. Regarding digital media literacy, although
significant differences appeared within different grades and age groups, there was no significant
difference between female and male students. Moreover, primary students' digital media literacy was
significantly influenced by students' digital media experience and parental mediation. The implications
regarding the findings of the digital media literacy of primary students were discussed.
(Source: Zhang, H. (2016). Study of digital media literacy of the 5th and 6th grade primary students in
Beijing. The Asia-Pacific Education Researcher 25(4) March 2016 doi: 10.1007/s40299-016-0285-2)
Analysis: How do you describe the digital media literacy in the primary student scale that was developed
in this study?
_____________________________________________________________________________________
____________________________________________________________________________________
Implication: How does the result of the study impact student learning?
________________________________________________________________________________________________________
________________________________________________________________________________________________________

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SYNTHESIS AND LEARNING REFLECTION

MEDIA LITERACY
SYNTHESIS  Media literacy is the ability to access, analyze, evaluate, and create media
thereby, it performs a great role in education, development and innovation
 Media and Information Literacy (MIL) is a combination of knowledge,
attitudes, skills, and practices required to access, analyze, evaluate, use,
produce, and communicate information and knowledge in creative, legal
and ethical ways that respect human rights.
 While there are aspects of MIL, it has also seven dimensions that include
tool literacy, resource literacy, social-structural literacy, research literacy,
publishing literacy, emerging technology literacy, and critical literacy.
 Media are powerful tools of .communication. They are used to interact and
interrelate with people. They entail a two-sided impact - the positive side
and the downside.
 Considering the role of media literacy, it is necessary to integrate this
meaningfully in class.
Direction: Give the advantages and disadvantages of Media. Write them in the fishbone below.

 CURRICULUM APLLICATION
Direction: Conduct a research survey on media literacy integration, Present the data using a table,
graph, data, etc. Then, interpret the data, draw conclusions and recommendations.

LET SAMPLERS: TAKING THE EXAMINATION

117
Directions: Read and analyze each item carefully. Choose the letter of the best answer 1. If you will
employ song analysis as a teaching strategy and you would like to look for an old time folk music, which
media tool will you utilize?
A Compact Disk C. Spotify
B. FM Love Radio 101.1 D. Podcast
2. Media is a two-way process the information provider and the receiver. Both have corresponding
responsibilities, such as: "Think before you click" and "Assess before you access". In this case, which
dimension of media literacy is being shown?
A. Emerging technology literacy B. Research literacy
C. Resource literacy D. Critical literacy
3. Which of the following teaching strategies best demonstrates the use of media tools to respond to the
demands of 21st century education in the classroom?
A. Have the reports presented in class using the latest innovative powerpoint formats.
B. Have the pictures scanned and printed for submission.
C. Use iPad in showing a topic uploaded from Youtube and search engines.
D. Utilize Google classroom in performing blended learning in an out-of-class setting.
4. Which form of media is becoming popular and practical because of the interest it brings to the public
while generating income from the obtained number of views on the videos uploaded online?
A. Instagram C. LinkedIn
B. Youtube D. Twitter
5. Which learning material can be best utilized in discussing a lesson on "Philippine Tourist Destinations"
in a Social Studies class?
A. Pictures taken using cellphone
B. Photo clips downloaded from the Google and flashed on screen using an LCD projector
C. Tourism documentary video footage played from Youtube
D. Colorful photos posted through Facebook and Instagram accounts

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 Module 8:
Financial Literacy

LEARNING OUTCOMES
1. Define financial literacy
2. Distinguish among financial plan, budgeting, saving, spending and investing
3. Present ways on how to avoid financial crises and scams
4. Demonstrate understanding of insurance and taxes
5. Describe a financially stable person
6. Determine ways on how to integrate financial literacy in the curriculum
7. Draw relevant life lessons and significant values from personal experiences financial crises and scams
8. Analyze research abstract on financial literacy and its implications to the teaching- learning process
9. Make a personal financial plan based on short-term and long-term goals

INTERACTIVE PRESENTATION
Deal or No Deal. This is an interactive activity adapted from a TV game show segment which entails a
student to pick any of the briefcases containing an amount and he/she then, takes deal or no deal with the
banker's offer against the amount in the last briefcase.
Procedure:
1. The teacher will choose 10 students who will prepare different amounts written in 10 folders that will serve as briefcases.

2. During the game, the class will choose a player.

3. While playing the "Deal or No Deal" with background music downloaded from the Internet, the player will choose the
briefcase to be opened to see the amount.

4. The selection of briefcases to be opened shall continue until only the last three remain.

5. Then, the teacher will say, "The banker has an offer".

6. There will be bidding of amount offered by the banker in lieu of opening the remaining briefcases by the player.

7. The last briefcase will be opened and find out if the banker's offer is higher than the amount in the chosen last briefcase.

8. There shall be a reflection in the class by asking "What will you do if banker will offer an amount of money". The teacher will
generate answers from the students.

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CONCEPT EXPLORATION
In some instances, teachers are confronted with issues and concerns on financial debt, being
victimized by fraud and other related scams, both personal and electronic ways. More so, some teachers
are drowned by emergent financial needs and unexpected debt, especially in difficult times, sickness and
inevitable circumstances and calamities. Others do not prepare for their retirement that they usually end
up highly frustrated. This is the reason why financial literacy has been a subject in many faculty
development programs, seminars, and even becomes a topic for researches, while many schools have
integrated it in the curriculum.
Financial Literacy
Financial literacy is a core life skill in an increasingly complex world where people need to take
charge of their own finances, budget, financial choices, managing risks, saving, credit, and financial
transactions.
Poor financial decisions can have a long-lasting impact on individuals, their families and the
society caused by lack of financial literacy. Low levels of financial literacy are associated with lower
standards of living, decreased psychological and physical well-being and greater reliance on government
support. However, when put into correct practice, financial literacy can strengthen savings behavior,
eliminate maxed-out credit cards and enhance timely debt.
Financial literacy is the ability to make informed judgments and make effective decisions
regarding the use and management of money. Hence, teaching financial literacy yields better financial
management skills.
The importance of starting financial literacy while still young. National surveys show that
young adults have the lowest levels of financial literacy as reflected in their inability to choose the right
financial products and lack of interest in undertaking sound financial planning. Therefore, financial
education should begin as early as possible and be taught in schools. Akdag (2013) stressed that in the
recent financial crisis, financial literacy is very crucial and tends to be advantageous if introduced in the
very early years as preschool years. Financial education is a long-term process and incorporating it into
the curricula from an early age allows children to acquire the knowledge and skills while building
responsible financial behavior throughout each stage of their education (OECD, 2005).
Likewise, financial literacy is the capability of a person to handle his/her assets, especially cash
more efficiently while understanding how money works in the real world.

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Financial Plan
Teachers need to have a deeper understanding and capacity to formulate their own financial plan.
It is wise to consider starting to plan the moment they hand in their first salary, including the incentives,
bonuses and extra remunerations that they receive.
Kagan (2019) defines a financial plan as a comprehensive statement of an individual's long-term
objectives for security and well- being and detailed savings and investing strategy for achieving the
objectives. It begins with a thorough evaluation of the individual's current financial state and future
expectations.
The following are steps in creating a financial plan.
1. Calculating net worth. Net worth is the amount by which assets exceed liabilities. In so doing,
consider (1) assets that entail one's cash, property, investments, savings, jewelry and wealth; and (2)
liabilities that include credit card debt, loans and mortgage. Formula: total assets - minus total liabilities =
current net worth.
2. Determining cash flow. A financial plan is knowing where money goes every month.
Documenting it will help to see how much is needed every month for necessities, and the amount for
savings and investment.
3. Considering the priorities. The core of a financial plan is the person's clearly defined goals that
may include: (1) Retirement strategy for accumulating retirement income; (2) Comprehensive risk
management plan including a review of life and disability insurance, personal liability coverage, property
and casualty coverage, and catastrophic coverage; (3) Long-term investment plan based on specific
investment objectives and a personal risk tolerance profile; and (4) Tax reduction strategy for minimizing
taxes on personal income allowed by the tax code.
(https://www.investopedia.com/terms/f/financial_plan.asp)
Five Financial Improvement Strategies
Financial literacy shapes the way people view and handle money, The following are financial
improvements suggested by Investopedia as a journey to financial literacy.
1. Identify your starting point. Calculating the net worth is the best way to determine both
current financial status and progress over time to avoid financial trouble by spending too much on wants
and nothing enough for the needs.
2. Set your priorities. Making a list of rated needs and wants can help set financial priorities.
Needs are things one must have in order to survive (i.e. food, shelter, clothing, healthcare and
transportation); while wants are things one would like to have but are not necessary for survival.

121
3. Document your spending. One of the best ways to figure out cash flow or what comes in and what
goes out is to create a budget or a personal spending plan. A budget lists down all income and expenses to
help meet financial obligations,
4. Lay down your debt. Living with debt is costly not just because of interest and fees, but it can also
prevent people from getting ahead with their financial goals.
5. Secure your financial future. Retirement is an uncontrollable stage in a worker's life, of which
counterpart are losing the job, suffering from an illness or injury, or be forced to care for a loved one that
may lead to an unplanned retirement. Therefore, knowing more about retirement options is an essential
part of securing financial future.
Financial Goal Planning and Setting
Setting goals is a very important part of life, especially in financial planning. Before investing the
money, consider setting personal financial goals. Financial goals are targets, usually driven by specific
future financial needs, such as saving for a comfortable retirement, sending children to college, or
enabling a home purchase.
There are three key areas in setting investment goals for consideration.
A. Time horizon. It indicates the time when the money will be needed. To note, the longer the time
horizon, the more risky (and potentially more lucrative) investments can be made.
B. Risk tolerance. Investors may let go of the possibility of a large gain if they knew there was also a
possibility of a large loss (they are called risk averse); while others are more willing to take the chance of
a large loss if there were also a possibility of a large gain (they are called risk seekers). The time horizon
can affect risk tolerance.
C. Liquidity needs. Liquidity refers to how quickly an investment can be converted into cash (or the
equivalent of cash). The liquidity needs usually affect the type of chosen investment to meet the goals.
D. Investment goals: Growth, income and stability. Once determined the financial goals and how time
horizon, risk tolerance, and liquidity needs affect them, it is time to think about how investments may
help achieve those goals. When considering any investment, think about what it offers in terms of three
key investment goals: (1) Growth (also known as capital appreciation) is an increase in the value of an
investment; (2) Income, of which some investments make periodic payments of interest or dividends that
represent investment income and can be spent or reinvested; and (3) Stability, or known as capital
preservation or protection of principal.

An investment that focuses on stability concentrates less on increasing the value of investment
and more on trying to ensure that it never loses value and can be taken when needed
(https://www.flexscore.com/learningcenter/setting-financial-and investment-goals) 122

Budget and Budgeting

 A budget is an estimation of revenue and expenses over a specified future period of time and is
usually compiled and re- evaluated on a periodic basis. Budgets can be made for a variety of individual or
business needs or just about anything else that makes and spends money. Budgeting, on the other hand, is
the process of creating a plan to spend money. Creating this spending plan allows one to determine in
advance whether he/she will have enough money to do the things he/she needs or likes to do.
Thus, budgeting ensures to have enough money for the things needed and those important ones
and will keep one out of debt.
Seven Steps to Good Budgeting
The following are seven steps that may help in attaining good budgeting.
Step 1: Set realistic goals. Goals for the money will help make smart spending choices upon
deciding on what is important
Step 2: Identify income and expenses. Upon knowing how much is earned each month and
where it all goes, start tracking the expenses by recording every single cent.
Step 3: Separate needs from wants. Set clear priorities and the decisions become easier to make
by identifying wisely those that are really needed or just wanted.
Step 4: Design your budget. Make sure to avoid spending more than what is earned. Balance
budget to accommodate everything needed to be paid for.
Step 5: Put your plan into action. Match spending with income time. Decide ahead of time
what you will use each payday. Non-reliance to credit for the living expenses will protect one from debt.
Step 6: Plan for seasonal expenses. Set money aside to pay for unplanned ‘expenses so to avoid
going into debt.
Step 7: Look ahead. Having a stable budget can take a month or two so, ask for help if things are
not getting well.
Spending
If budget goals serve as a financial wish list, a spending plan is a way to make those wishes a
reality. Turn them into an action plan. The following are practical strategies in setting and prioritizing
budget goals and spending plan:

1. Start by listing your goals. Setting budget goals requires forecasting and discussing future needs
and dreams with the family:
2. Divide your goals according to how long it will take to meet each goal Classify your budget goals 123
into three categories: short-term goals (less than a year), medium-term goals (one to five. years),
and long-term goals (more than five years). Short-term goals are usually the immediate needs and
wants; medium- term goals are things that you and your family want to achieve during the next
five years; and long-term goals extend well into the future, such as planning for retirement.
3. Estimate the cost of each goal and find out how much it costs. Before assigning priority to goals,
it is important to determine the cost of each goal. The greater the cost of a goal, the more
alternative goals must be sacrificed in order to achieve it.
 4. Project future cost. For short-term goals, inflation is not a big factor, but for medium and long-
term goals, it is a big factor. To calculate the future cost of the goals, there is a need to determine
the rate of inflation applied to each particular goal.
5. Calculate how much you need to set aside each period. Upon knowing the future cost of the
goals, next is to determine how much to put aside each period to meet all the goals.
6. Prioritize your goals. Upon listing down all the goals and the 'estimated amount needed for each
goal, prioritize them. This serves as guide in decision-making.
7. Create a schedule for meeting your goals. It is important to lay down all the goals according to
priority with the corresponding amount of money needed, the time it will be needed, and the
installments needed to meet the goals. (https://www.flexscore.com/learningcenter/the-spending-
plan-setting-and- prioritizing-your-budget-goals)
Investment and Investing
As teachers, when you have saved more money than what you expect at a time of need, consider
investing this money to earn more interest than what your savings account is paying you. There are many
ways you can invest your money but consider four aspects:
1. How long will you invest the money? (Time Horizon)
2. How much money do you expect your investment to earn each year? (Expectation of Return)
3. How much of your investment are you willing to lose in the short-term in order to earn more in the
long-term? (Risk Tolerance)
4. What types of investment interest you? (Investment Type)

Savings
In order to get out of debt, it is important to set some money aside and put it into a savings 124
account on a regular basis. Savings will also help in buying things that are needed or wanted without
borrowing.
Emergency Savings Fund. Start as early, setting aside a little money for emergency savings fund. If you
receive a bonus from work, an income tax refund or earnings from additional or side jobs, use them as an
emergency fund.
10 Reasons Why Save Money
With credit so easy to get, here are ten practical reasons why it is important to save money that
everyone, including teachers, must know.
1. To become financially independent. Financial independence is not having to depend on receiving a
certain pay but setting aside an amount to have savings that can be relied on.
2. To save on everything you buy. With savings, you can buy things when they are on sale and can make
better spending choices without being compromised on credit card interest charges.
3. To buy a home or a car. Savings can be used in buying a home in full or down payment, especially in
times of promo deals, bids and inevitable sale and at a reasonable interest rate.
4. To prepare for the future. Through savings, you can be confident to face the future without worrying on
how you will survive.
5. To get out of debt. If you want to get out of debt, you have to save money.
6. To augment annual expenses. In order to attain a good, stress-free financial life, there is a need to save
for annual expenses in advance.
7. To settle unforeseen expenses. Savings can respond to unforeseen expenses in times of need.
8. To respond to emergencies. Emergencies may happen anytime and these can be expensive so, there is a
need to get prepared rather than potentially become another victim of an emergency
9. To mitigate losing your job or getting hurt. Bad things can happen to anyone, such as losing a job,
business bankruptcy or crisis, being injured or becoming too sick to work. Therefore, having savings is
the key to resolve such a dilemma.
10. To have a good life. Putting aside some money to spend when needed can bring about quality and
worry-free life at all times.

Common Financial Scams to Avoid

Financial fraud can happen to anyone, including the teachers at any time. While some forms of 125
financial fraud, such as massive data breaches, are out of one's control, there are many ways to
proactively get rid of financial scams and identity theft.
Here are some of the most common financial scams, along with ways to identify them early and
how to protect one's self from being victimized.
A. Phishing. Using this common tactic, scammers send an email that appears to come from a financial
institution, such as a bank and asks you to click on a link to update your account information. If you
receive any correspondence that asks for your information, never click on the links or provide account
details. Instead, visit the company's website, find official contact information, and call them to verify the
request.
B. Social Media Scams. Scammers are adept at using social media to gather information about the
traveling habits of potential victims. They also have phishing tactics, including posts seeking charity
donations with bogus links that allow them to keep your money. Therefore, be conscious of the
information you post online, especially personal details and plans for a vacation that you would leave
your house unoccupied C. Phone Scams. Another prevalent tactic is scamming phone calls. The
scammers pose as a government agency, such as the Bureau of Internal Revenue or local law enforcement
agencies, and use scare tactics to acquire your personal information and account numbers. Never provide
your account information over the phone. Look for the agency's contact information, and call them to
verify any request. To note, government agencies will never text or call you to ask for money.
D. Stolen Credit Card Numbers. There are numerous ways that scammers can obtain your credit card
information, including hacking, phishing, and the use of skimming devices, such as small card readers
attached to unmanned credit card readers (i.e. ATMs, gas pumps, and more). These small devices pull
data from your card when you swipe it. Before you use an ATM or swipe your card, look for suspicious
devices that may be attached to the card reader..
E. Identity Theft. Depending on the amount of information a scammer is able to obtain, identity theft may
extend beyond unauthorized charges on a debit or credit card. If scammers are able to obtain your Social
Security number, date of birth, and other personal information, they may be able to open new accounts in
your name without your knowledge. Be aware an information you share and with whom, and always
shred sensitive information before disposing it.

126
 By taking preventative measures and being aware of scams, you can minimize the risks of fraud.
Monitoring your online or mobile banking accounts daily can also help you see fraudulent charges
quickly. (https://www.regions.com/insights/Personal/Financial-Hardship/Disaster- recovery/common-
financial-scams-to-avoid)
10 Tips to Avoid Common Financial Scams
Every year, fraud cases are getting worse, leaving countless victims in trouble and danger through
data breaches, identity theft and online scams. Unfortunately, new and improved technology only gives
fraudsters an edge, making it easier than ever for scam artists to nab financial data from unsuspecting
consumers (Bell, 2019).
1. Never wire money to a stranger. Although it is one of the oldest Internet scams, there are still
consumers who fall for this rip-off or some variations of it.
2. Don't give out financial information. Never reveal sensitive personal financial information to a person
or business you don't know, thru phone, text or email.
3. Never click on hyperlinks in emails. If you receive an email from a stranger or company asking you to
click on a hyperlink or open an attachment and then, enter your financial information, delete the email
immediately.
4. Use difficult passwords. Hackers can easily find passwords that are simple number combinations.
Create passwords that are at least eight characters long and that include some lower and upper case
letters, numbers and special characters. You should also use a different password for every website you
visit.
5. Never give your social security number. If you receive an email or visit a website that asks for your
Social Security number, ignore it. .
6. Install Antivirus and Spyware protection. Protect the sensitive information stored on your computer by
installing antivirus, firewall and spyware protection. Once you install the program, turn on the auto-
updating feature to make sure the software is always up-to-date.
7. Don't shop with unfamiliar online retailers. When it comes to online shopping, only do business with
familiar companies. When purchasing a product from an unfamiliar retailer, do some research to ensure
the business is legit and reputable.
8. Don't download software from pop-up windows. When you are online, do not trust pop-up windows
that appear and claim your computer is unsafe. If you click on the link in the pop-up to start the "system
scan" or some other programs, malicious Software known as “malware" could damage your operating
system.

9. Make sure the websites you visit are safe. Before you enter your financial information on any 127
website, double-check the website's privacy rules. Also, make sure the website uses encryption, which is
usually symbolized by a lock to the left of the web address which means it is safe and protected against
hackers
10. Donate to known charities only. If you receive a call or an email for solicitation of charity
donations, critically examine it. Some scammers create bogus charities to steal credit card information.
(https://www.investopedia.com/articles/personal-finance/041515/10-tips-avoid- common-)
Financial Scams among Students. Students can also be susceptible to different financial scams and
fraud. Learning how to manage finances and being aware of financial scams are skills that every student
should master.
The following are common financial scams that students should watch out for, and learn to protect one's
identity and finances.
A. Fake scholarships. While it is beneficial for students to apply for as many scholarships, it is important
to become aware of related scams and frauds. Students should thoroughly check scholarship sources
before applying to verify legitimacy. Never apply for a scholarship that asks for money in return.
B. Diploma mills. There are schools that offer fake degrees and diplomas in exchange for a fee. Check
from government education agencies the prospective school to enroll in if it is government-recognized,
legitimate or accredited.
C. Online book scams. While students often go for the best deals on textbooks online, scammers can use
this opportunity to get students' credit card information. When buying thing online, be sure to it on a
credible site.
D. Credit card scams. Oftentimes, credit card companies go to school campuses to convince students to
fill out card applications. Scammers may also grab this chance to steal students' information. It is
important to visit a local credit union or bank for credit card application. Also, regularly check the credit
card statement and once there are any unrecognized charges, contact your banking institution
immediately. (https://www.adt,com/resources/financial-scam-safety)
Insurance and Taxes
Insurance is a contract (in the form of a policy) between the policyholder and the insurance
company, whereby the company agrees to compensate for any financial loss from specific insured events.
In exchange for the financial protection offered, policyholder agrees to pay

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a certain sum of money, known as premiums to the insurance company. Insurance is the best form of risk
management against uncertain loss.
There are various types of insurance to choose from, such as life insurance, health insurance,
motor insurance, property insurance, business insurance, etc. Besides, the financial protection derived
from insurance entails tax benefit claim on the paid premiums.
The following are concepts related to insurance and taxes that every teacher should know.
However, he/she should carefully analyze and critically examine well before pursuing any deal with
them.
1. Employer-Sponsored Insurance. If working in a company with 50 or more full-time employees, the
employer is required to provide employee-only insurance that meets minimum guidelines. Examine the
plan offered, but do not pay over 9.66 percent of household income in premiums.
2. Marketplace Plans. Marketplace plans are available based on an area of residence and income upon
meeting minimum coverage requirements. Marketplace plans come in three tiers: bronze, silver and gold.
Generally, bronze plans offer the least coverage at the lowest premiums, while gold plans provide the
most coverage at the highest price.
Life insurance. Life insurance is a type of insurance that compensates beneficiaries upon the
death of the policyholder. The company will guarantee a payout for the beneficiaries in exchange of
premiums. This compensation is called "death benefit.”
Depending on the type of insurance one may have, these events can be anything from retirement,
to major injuries, to critical illness or even to death
The following are common risk categories:
1. Preferred Plus - The policyholder is in excellent health, with normal weight, no history of smoking,
chronic illnesses, or family history of any life-threatening disease.
2. Preferred – The policyholder is in excellent health but may have minor issues on cholesterol or blood
pressure but under control.
3. Standard Plus - The policyholder is in very good health but some factors, like high blood pressure or
being overweight impede a better rating.
4. Standard - Most policyholders belong to this category, as they are deemed to be healthy and have a
normal life expectancy although, they may have a family history of life-threatening diseases or few minor
health issues.
5. Substandard - Those with serious health issues, like diabetes or heart disease are placed on a table
rating system, ranked from highest to lowest. On average, the premiums will be similar to Standard with
an additional 25% lower claim on table ratings.

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6. Smokers - Due to an added risk of smoking, the policyholders in this category are guaranteed to pay
more. Aside from health class, age is also a critical factor in determining premiums. Therefore, older
people pay more expensive premiums.
Benefits of Life Insurance
The following are the benefits of life insurance.
1. It pays for medical and funeral costs. Life insurance helps solve the incurred expenses for medical and
funeral services to lessen the grief among family and relatives for being unprepared.
2. for financial support. Life insurance can become a source of temporary income during the difficult
period of adjusting and coping with the loss of a loved one, especially if he/she is the breadwinner.
3. for funding various financial goals. Life insurance offers additional benefits through the form of fund
accumulation for specific future financial goals.
4. Acts as a retirement secured conform. Modern life insurance also serves as a tool that principal holders
can use to get in a better financial position in the future.
5. It covers costs incurred from taxes and debt. Life insurance can serve as protection since the premium
can be used to pay for unsettled debts and taxes.

Types of Life Insurance

The table below shows a comparative analysis of different of life insurance along characteristics,
advantages and disadvantages that may serve as a reference.
Type Characteristics Advantage Disadvantages
1. Endowment It grants a lump sum after a It allows for saving up for It requires higher premiums
specified amount of time or specific purposes. than the other types of the
upon death. The policy It guarantees ret6urns upon insurance.
owner required to pay the maturity. It is not the best option for
premium for a pre- It offers some of insurance those looking at the full of
determined number of years coverage. protection.
or until a specific age is
reached.
2. Term It is the simplest form of life It entails low premium It has no benefit if
insurance to obtain, of which requirements. policyholder outlives the
upon death, the beneficiaries It is a strong option for term period set.
are paid with the benefit. policy holders who needs
insurance but cannot afford Premium usually gets higher
the whole life of endowment. upon renewal of terms.
It is easy to understand.

3. Whole Life It provide coverage for the policyholders entire life or It offers permanent It requires
until they reach 100 years old. It acts both as protection for full life or higher
protection and savings mechanisms since a portion of 100 years. premiums. 130
the premium is allocated to build up cash values. It is flexible in terms of
payments of premiums. It is difficult to
It entails fixed premiums. understand due
It usually comes with to complexity.
additional features and
“living” benefits.
4. Variable It serves as both life protection and investment It takes dual purpose: Life Cash values and
Universal vehicle in one package. A portion of the premium is insurance plus investment dividends are
Life (VUL). allocated into various investment vehicles for the tool. not guaranteed.
purposes of wealth creation. The contract earnings are It has no maturity age. Face amount
based on the performance of selected investments. The value is payable along and death
with the assured sum. benefit are
The death component is dependent on
not limited to face value. investment
It depicts liquidity, wherein performance.
funds can be accessed in It includes
time of need and can serve various
as emergency funds. investments
fees.

Financial Stability
Like anyone else, teachers also aim to become financially stable if not today, maybe in the future.
Being financially stable means confidence with the financial situation, worriless paying the bills because
of available funds, debt-free, money savings for future goals and enough emergency funds.
Financial stability is not about being rich but rather more of a mindset. It is living a life without
worrying about how to pay the next bill, and becoming stress-free about money while focusing energy on
other parts of life (Silva, 2019).
10 Strategies in Reaching Financial Stability
Just like any goal, getting the finances stable and becoming financially successful requires the
development of good financial habits. Babauta (2007) suggests 10 habits toward financial stability and
success.
1. Make savings auto magical. Savings should be made top priority, especially as an emergency fund
and a bill payment from the amount are automatically transferred from the checking account, like an
online savings account.
2. Control your impulsive spending. Control yourself from impulsive spending on eating out, shopping
and online purchases that may ruin your finances and budget.
3. Evaluate your expenses and live frugally. Analyze how you spend your money, see what you can
reduce and determine expenses that are necessary and eliminate the unnecessary.
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4. Invest in your future. Start preparing and investing for your future retirement while still young in your
career field.
5. Keep your family secure. Save for an emergency fund, so that you have something to spend if anything
happens with the family emergently
6. Eliminate and avoid debt. Eliminate credit cards, personal loans, or other debt forms as it will not
work on you but even pull you down and make you drowned with obligations that may even resort to
surrendering your properties, jewelry and investments as payment.
7. Use the envelope system. Set aside three amounts in your budget each payday, withdraw those
amounts and put them in three separate envelopes. In that way, you can easily track how much remains
for each of the expenses or if you already run out of money.
8. Pay bills immediately. One good habit is to pay bills as soon as they come in and try to get your bills
to be paid through automatic deduction.
9. Read about personal finances. The more you educate yourself, the better your finances will be.
10. Look to grow your net worth. Do whatever you can to improve your net worth, either by reducing
your debt, increasing your savings, or increasing your income, or all of the above. (https://
zenhabits.net/10-habits-to-develop-for-financiall)
Signs of Being Financially Stable
Teachers, like anyone else, often work to the extent to earn more even through additional jobs on
the side just for their desire for financial stability Rose (2019) presents some signs of a financially stable
person.
1. You never overdraw your checking account.
2. You don't lose sleep over finances.
3. You use credit cards for convenience and rewards but never out of necessity.
4. You don't worry about losing your job.
5. You pay your bills ahead of time.
6. People ask your opinion about financial matters and you inspire them.
7. You're generally happy with your financial situation.
8. You finance your cars over five years or less if you take loans at all.
9. You contribute more to your retirement.
10. You don't feel guilty when you're out for special occasions.
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11. You can afford to buy the things you really want.
12. Recreational spending doesn't appeal to you.
13. You're a natural saver.
14. You're generous with money when it comes to charities or helping others.
15. You're confident about your future.
16. Your net worth grows significantly from year to year.
17. You have substantial equity in your home.
18. You consistently live beneath your means.
19. You could survive for months without a paycheck.
20. You feel in control of your finances and never dominated by them.
(https://www.goodfinancialcents.com/financially-stable/).
Integrating Financial Literacy into the Curriculum
 Financial education in schools should be part of a collaborative national strategy to ensure
relevance and long-term sustainability. The education system and profession should be involved in the
development of the strategy.
In support, Barry (2013) underscored that financial literacy has a wide repercussion outside the
family circle and more precisely, the school. Hence, administrators and professors need to develop a
curriculum that would provide students insights on having the value of financial literacy including the
effect it can bring them.
Moreover, there should be a learning framework, which sets out goals, learning outcomes,
content, pedagogical approaches, resources and evaluation plans. The content should cover knowledge,
skills, attitudes and values. A sustainable source of funding should be identified at the outset.
Financial education should ideally be a core part of the school curriculum. It can be integrated
into other subjects like mathematics, economics, social studies, technology and home economics, values
education and others. Financial education can give a range of 'real-life' contexts across a range of
subjects.
Teachers should be adequately trained and resourced, made aware of the importance of financial
literacy and relevant pedagogical methods and they should receive continuous support to teach it or
integrate in their lesson. More so, there should be easily accessible, objective, high- quality and effective
learning tools and pedagogical resources available to Schools and teachers that are appropriate to the level
of study. Students' progress should also be assessed through various high impact modes.

 QUESTIONS FOR DISCUSSION

1. What is financial literacy? Explain.
2. Differentiate budgeting, saving, spending and investing.
133
3. What are ways of avoiding financial scams?
4. How do you understand insurance and what type do you want to avail of?
5. When can we say that a person is financially stable?
6. How will you integrate financial literacy in the curriculum for related disciplines?

Life and Values Integration

Share a personal experience in which you were confronted with financial crisis or scam. What life
lessons and values have you realized and learned?
(The class may also consider doing a forum discussion by inviting resource persons who can
discuss insurance plans, savings and investments.)

 RESEARCH ANALYSIS AND IMPLICATION

Direction: Analyze the following research abstract and cite its implication on teaching-learning. You may
download the full paper of this research on the website given below.
 Financial literacy and financial planning among teachers of higher education: A study on critical
factors of select variables Surendar and Subramanya Sarma (2018)
Abstract
Teachers are the most influential people in our society. Apart from academics, they have the
ability to positively affect many aspects of people's lives. By having financial literacy and managing
personal finance properly, they can become role models to the students and help to develop fiscally and
socially responsible citizens. An individual with good financial sense may plan better his/her personal
finance, particularly teachers who are key contributors to the development of society. In this background,
this study has been conducted to know the critical factors using factors analysis in enhancing the financial
literacy levels and study their impact on select variables of financial planning among teachers of higher
education. The study found that the level of financial literacy among higher education teachers is

satisfactory. It demonstrates the importance of contextual variables that may influence financial literacy
and personal financial planning. It also explored the relationships among the select variables of financial
literacy and personal financial planning using a methodology that is free from the influence of the 134
attribute of the respondents. The study found that the majority of higher education teachers have a high
level of financial literacy, are aware of various aspects of personal financial planning and are able to plan
on their own irrespective of their subject. It also revealed that retirement planning, tax planning and
control, financial planning, financial capacity and inflation are critical factors in personal financial
planning among them.
(Source: Surendar, G. & Sarma, S. (2018). Financial literacy and financial planning among teachers of
higher education: A study of critical factors of select variables. International Journal of Pure and
Applied Mathematics Vol. 118 No. 18 2018, 1627-1649 ISSN: 1311- 8080. url: http://www.ijpam.eu
Special Issue)
Analysis: 1. What are the critical factors in personal financial planning among higher education teachers?
_____________________________________________________________________________________
_____________________________________________________________________________________
Implication: 2. What is the impact of each of the factors on financial literacy and planning among
teachers?
_____________________________________________________________________________________
____________________________________________________________________________________
SYNTHESIS AND LEARNING REFLECTION

FINANCIAL LITERACY
SYNTHESIS  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 compiled and re-evaluated on a periodic basis while budgeting is the process of creating
a plan to spend money.
 The saved money will earn more, if it is invested upon understanding the essential factors, such
as time horizon, an expectation of return, risk tolerance, and investment type.
 It is equally important to have savings on a regular basis in order to get out of debt or buy things
we want, and most of all, to keep an emergency fund in times of need

SYNTHESIS  Financial fraud may happen to anyone at any time, such as massive
data breaches, however, there are many ways to get rid of financial
scams like phishing, social media and phone scams, stolen credit card 135
numbers, and identity theft
 Insurance, regardless of type, is a contract between the policyholder
and the insurance company, whereby the company agrees to
compensate for any financial loss arising from specific insured events.
 Being financially stable means confidence with the financial situation,
worry-free paying of bills because of available funds, debt-free,
money savings for future goals and enough emergency funds.
 Financial literacy should be made part of the curriculum that should
begin at the early age using a coordinated national strategy.

Directions: Fill-in the following coins with concepts on financial literacy related to budgeting, spending,
investing and saving. Then, cite the reasons why we need to have them and also ways in applying or
practicing them. You may write explanations on the spaces below the coins inside the box.
 EXPLANATIONS

CURRICULUM APPLICATION 136

Direction: Make a personal financial plan based on short term and long-term goals. Use the sample provided below.

Short- Target Target

Term Goal Cost Value Date Savings Plan
Month 1 Month 2 Month 3 Month 4 Month 5 Total
Savings

Long- Target Target Year 1 Year 2 Year 3 Year 4 Year 5 Total

Term Goal Cost Value Date Savings

(You may adjust the template depending on your data.)

Budget Plan
Outstanding Cash Income
Expenses Amount
1.
2.
3.
 4.
5.
6.
Total:
Remaining Cash:

Budget Plan
Outstanding Cash Income
Budget Items Amount
General Expenses, Payables and House Share
Allowance
Bank Savings
Emergency Fund ( Cash available anytime)
Insurance
Investment (i.e. Cooperatives, shares, business, etc.)
Total:

 LET SAMPLERS: TAKING THE EXAMINATION

Direction: Read and analyze each item carefully. Choose the letter of the best answer
137
1. Surveys reveal that some teachers face their retirement without savings at hand which usually bring
them to worse poverty scenario. What are the reasons behind this?
1. Culture of extended family dependency
II. Lack of priority on retirement preparation during earning career years
III. Strong passion and value for the teaching profession
IV. Lack of value on their career effort and remunerations
A. I and II only. B. II and III only
C. II and IV only D. I, II, III and IV
2. Who among the following would be mostly target victims of financial scammers?
A. The rich and powerful B. The generous and kind
C. The passive and submissive D. The financially illiterate
3. Which of the following strategies can teachers LEAST consider in preparing for their retirement?
A. Continuing professional development towards promotion and increment
B. Sustain expenses relatively lower than salaries
C. Avail of life and retirement insurance
D. Frequent trips with grabbed promo fares and freebies
4. According to previous researches, teachers go into unreasonable debts and loans which eventually lead
them to payables and unnecessarily leading them to surrender their ATM cards. Which financial factor is
considered the least to affect this practice and its results?
A. Saving’s C. Compensation and fringe benefits
B. Expenses D. Emergency funds
5. Why are people victimized by financial scams that end up to the loss of properties, investments and
savings, and even to ruining their lives?
A. They have not learned in school how to avoid being scammed
B. They desire for easy and quick money.
C. It is already their destiny that may happen anytime as sketched in the palm of their lives.
D. It is always part of life and it is just that they are not wise enough to cope with it.

Module 9: 138
DIGITAL/CYBER LITERACY
LEARNING OUTCOMES
1. Define digital/cyber literacy and cybersecurity
2. Elaborate on cyber citizenship
3. Determine netiquette and safety use of digital media
4. Identify common computer threats and the corresponding fixing solutions
5. Elucidate cyberbullying and cybercrimes
6. Examine Internet exploration, source citation, research and data gathering protocols and website
evaluation
7. Cite how digital/cyber literacy may be integrated with teaching-learning
8. Draw relevant life lessons and significant values from personal experiences on digital risks and
consequences
9. Analyze research abstract on digital/cyber literacy and its implications to the teaching- learning process
10. Produce and evaluate a digital tool that may be utilized in the classroom

 INTERACTIVE PRESENTATION
Cross Sectional Dilemmatters Jury Trial: This activity is intended for students to analyze dilemmas.
The points of view are supported by provisions, theories and frameworks. Then, groups present their
propositions and analysis subjected to critiquing and assessment by other groups. It enhances critical
thinking, analysis, objectivity, communication skills, collaboration and unity.
Procedure:
1. The students form four groups in class.
2. The teacher prepares dilemmas on mal-use, misuse and abuse of technology to be examined and
analyzed by the students as an advanced assignment.
3. Two groups will be given a dilemma to be resolved. Both groups will take their justifications and
counter propositions on the issue just like a debate.
4. Members of the groups will share ideas and opinions regarding issues being raised. The members agree
to common propositions and justifications based on their opinions supported by legal, philosophical and
moral bases that they have researched on in advance.
5. The groups present their analysis and propositions and react to the opposing group's justifications in
class.
6. Meanwhile, the other (remaining) two groups will serve both as audience and adjudicators. They will
also analyze and assess the given propositions of the presenting groups.
7. Therefore, the groups of adjudicators will also choose the side that they will defend and justify against
139
the opposing side.
8. Just like the two presenting groups, the two groups of adjudicators will also debate on the issue by
examining the counter propositions of the opposing group upon presenting their side. Therefore, two
different sets of debating teams are expected to perform.
9. The teacher clarifies and synthesizes the ideas and the propositions given by the presenting groups, as
well as the defense and the critiquing made by the adjudicators. 10. The class will find time for a brief
reflection on the activity.
Samples of dilemmas to be resolved in class Dilemma No. 1:
1. The Bridgeton Academy conducted a United Nations activity by performing cultural
presentations done in different countries, including appropriate costumes and props. After the
show, students were fulfilled and they happily celebrated the success of their presentations
through picture taking. A student, who served as leader of one of the groups, posted their picture
online and put a hashtag (which was the name of the country that they presented) on it. All the
while, the student became unaware of the impact of what he did that the picture online even
reached the country mentioned in the given hashtag. This made the people in the said country
react on the posted picture vehemently, for them, that was an insult and discriminatory to their
culture and race. Many citizens put their negative impressions, comments and ill statements
against the person who posted it while the rest responded in the thread. They were searching for
the school where the picture came from and demanded for an apology to their nation and the
people. How would you defend the sides of two involved in the issue - the student who
unintentionally posted the picture out of glee and the people who reacted to it?
2. Dilemma No. 2:
2. After the swimming class, a student, who was given consent by her classmate, took a video of
the latter in the comfort room while changing her swimsuit. Suddenly, the video came out with
the student's nude body and was viewed by many, including her family and friends. Being
affected by such malicious scandal, the said student's family immediately

140
confronted the school to hear explanations from those concerned. Upon investigation, they found out that
the one, who took the video, had mistakenly pressed the button of the cellphone marked "video share"
that made it accessible to all accounts registered in the contacts right away, which caused its immediate
spreading.
Who do you think has the main liability on this issue - the girl who allowed someone to take the
video of her nude body or the one who caused its widespread? Justify. How should this matter be
resolved?

 CONCEPT EXPLORATION
Technology has been part of everyone's life, be it at home, in school, or anywhere with every
facet of our undertaking. However, in many instances, we may not be aware that we have been misusing
or abusing it or in another way around, we may find ourselves being used by other people with their
malicious motives using digital tools. Therefore, we may end up being liable or a victim of such
irresponsible kind of technological processing and utilization. It is in this case that we must gain further
understanding and application of digital/cyber literacy, be it on personal or professional merit.
Digital Literacy
According to Wikipedia, digital literacy is the set of competencies required for full participation
in society that includes knowledge, skills, and behaviors involving the effective use of digital devices for
purposes of communication, expression, collaboration and advocacy.
Simply, it is the ability of an individual to engage with the digital environment and operate
technologies safely by knowing what to do and what not to do and how to avoid unnecessary risks.
Digital literacy is an individual's ability to access both information and methods of
communication through technological tools, such as smartphones, tablets, laptops and desktop PCs. While
digital literacy is initially focused on digital skills and stand-alone computers, its focus has shifted to
network devices, including the Internet and the use of social media.
Cybersecurity
Cybersecurity is the practice of protecting systems, networks, and programs from digital attacks
(Cisco, n.d.). These cyberattacks are usually aimed at accessing, changing, or destroying sensitive
information; extorting money from users; or interrupting normal business processes.
Implementing effective cybersecurity measures is challenging because there are more devices
than people, and attackers are becoming more innovative. Here are some tips on how to protect

yourself against cyber threats.

141
1. Monitor behavior on social networks. Before posting or uploading something online, try to realize: (a)
Does this need to be public?; and (b) is it worth the risk? Remember, not only what we share online is
available to friends and family, but also to cybercriminals.
2. Keep devices safe. Protect your technology tools by installing Anti-virus software, a configuration of
settings on the devices and by completing software updates.
3. Understand how best to use passwords. Passwords need to be complex and hard to guess, but can still
be remembered. One strategy is "passphrase" or a password that comes from the first letter of each word
in the phrase. There is also a password manager app to help keep track of all the passwords called
"KeePass” which is free of charge. Importantly, do not use the same password for all accounts.
4. Handle unsafe content. Know exactly how to respond or react to unsafe situations online, such as (1)
suspicious emails; (2) pop-ups claiming that your computer is infected; and (3) BitTorrent sites.
5. Consider safety for the future. Take individual responsibility in using devices with an utmost care and
critical thinking when online (https://www.esentire.com).
Cyber Citizenship
Citizenship is an old value that is now applied to a new medium, the Internet. Cyber citizenship
refers to being responsible when using the Internet. Doing online when no one is looking speaks a lot
about one's character and morals. The power of this digital world is associated with responsibilities and
consequences. Therefore, we can explore and navigate all information available online however, we
should observe cyber citizenship or manners and etiquette on the Web.
Ways on How to be a Good Cyber Citizen
The enlisted ways of becoming a good cyber citizen would guide everyone on his/her digital
operations and information processing and would prevent anyone from further consequences, distractions,
moral damages and risks.

1. be careful and critical for whatever you post online that could be visible to the public even if on a
"private" page through tagging by a friend.
2. If you have a problem with someone, go to that person or an adult to help work it out, instead of
posting your expression online.
3. Use the Internet to help you with your schoolwork, but give credit to the sources you use and critically
analyze everything you search online.

4. Use the Internet purposefully to learn more about anything you are interested in, to help you research
relevant and needed data or information and to stay connected with friends throughout the world.
5. Make sure you verify an information before you share it or use it in a project and check on accuracy 142
and truth in the information you search on the web.
6. Give out certain information only.
7. Don't answer questions that make you uncomfortable.
8. Always make sure you have told a reliable adult if you decide to meet someone you knew through the
Internet.
9. Always be aware of copyright laws and give credit to whom an article or a part of it is due.
10. Use only the computers that you are allowed to use. Avoid hacking.
Importance of Cyber Citizenship
1. It keeps the Internet free from hurtful statements.
2. It creates a culture of more reliable information.
3. It gives provisions for people to be given credit for what they have created.
4. More criminals or bullies can be caught when kids are honest and talk to adults.
5. It keeps information private.
Proper Netiquette
Follow these simple rules to ensure that you make wise choices when sending messages online.
1. Make sure you have the correct address (with proper spelling), correct link and you are sending the
information to the right person when doing it online.
2. Check information before sending or posting any message and avoid false statements and information
on the web or forwarding junk mail or chain letters to family or friends.
3. Re-read what you wrote to make sure it is what you want to say and the other person would interpret it
the same way.
4. Keep your comments clean and don't confront others online or say anything that could be hurtful to
them.
5. Keep your personal and friends' information private and don't forward information that was just given
to you without his/her permission.
6. Watch out for spam and other fraud e-mails and never reply to them.
7. If you are going to write something personal or private, think twice because messages can get mis
delivered.
8. Adults should monitor kids' messages, especially when they are sending e-mails to others without
permission. (http://www. cybercitizenship.org/ethics/ethics.html)

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  The Ten Commandments of Teacher Cyber Citizenship
At some point, misuse and abuse of technology may also happen in schools involving teachers
with their students, colleagues and others. The following are reminders to teachers regarding the use of
media tools.
1. Thou shall not post any personal matter, confidential information and obscene pictures and messages
online that can be accessed by students and parents.
2. Thou shall not respond or thread to any personal message created by students online other than those
school-related.
3. Thou shall not lend or let students access your cellphone.
4. Thou shall not give your email password to students.
5. Thou shall not use concepts and information from texts and references without the author's citation.
6. Thou shall not post to any social media account, for whatever purposes, the pictures of students without
their or their parents' consent.
7. Thou shall not express sentiments, disappointments and disagreements against superiors, colleagues,
students and their parents using their social media accounts.
8. Thou shall not use data from Internet sources in any documents like lesson plans, researches and
requirements without the consent of the author.
9. Thou shall not give any personal data or other's information to anyone unless for specific purposes and
given the consent.
10. Thou shall not post any student data publicly online including academic rankings, school records,
class outputs and record of grades. De Leon (2019)
Internet Safety
Internet safety, online safety or cyber safety means trying to be safe on the Internet. It is
maximizing the user's personal safety and security risks to private information and property associated
with using the Internet, including self-protection from computer crime. As the number of Internet users
continues to grow worldwide, issues and concerns also continuously exist.
Information security. Sensitive information, such as personal information, identity and passwords are
often associated with personal property and privacy and may present security concerns if leaked.
Unauthorized access and usage of private information may result in consequences, such as identity and
property theft.
Common causes of information security breaches include:
1. Phishing. It is a common type of scam, of which the scammers disguise as a trustworthy source in an
attempt to obtain private information, such as passwords, credit card

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information, etc, through the use of fake websites that look identical and legitimate.
2. Internet scams. These are schemes that deceive the users in various ways in an attempt to take
advantage of them.
3. Malware. It is a malicious software (particularly spyware) disguised to collect and transmit private
information, such as password without the user's consent or knowledge, of which it is impossible to
determine whether a file is infected.
Personal safety and threats. The growth of the Internet gave rise to many important services accessible
to anyone with a connection, such as digital communication. While it allows communication with others,
it is also being grabbed by malicious users for bad intent. The following are common threats to personal
safety.
1. Cyberstalking. It is the use of the Internet or other electronic means to stalk or harass an individual,
group or organization through false, accusations, defamation, slander and libel, intentional monitoring,
identity theft, threats, vandalism, solicitation for sex, or gathering information that may be used to
threaten, embarrass or harass.
2. Cyberbullying. It is the use of electronic means, such as instant messaging, social media, e-mail and
other forms of online communication with the intent to abuse, intimidate, or overpower an individual or
group.
3. Online predation. It is the act of engaging an underage minor into inappropriate sexual relationships
through the Internet. Online predators may attempt to initiate and seduce minors into relationships
through the use of chat rooms or Internet forums. The behavior characteristics are categorized into three
groups: A) Manipulative - typically a child molester; B) Opportunist typically a rapist; and C) Coercive -
being a mixture of both rapists and child molesters.
4. Obscene offensive content. Various websites on the Internet contain material that may deem
offensive, distasteful or explicit, which may often not be of the user's liking. Such websites may include
the Internet, shock sites, hate speech or otherwise, and inflammatory content. Such content may manifest
in many ways, such as pop-up ads and unsuspecting links.
5. Sextortion. It is the use of webcams for flirting and cybersex. Often, this involves a cybercriminal
posing as someone else, such as an attractive person initiating communication of a sexual nature with the
victim. The video is recorded by the cybercriminal to demand money or other services, threaten to
publicly release the video and send to family members and friends of the victim if they do not comply.
(https://en.wikipedia.org/ wiki/Internet_safety)

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Computer Threats and Fixing Solutions
The realm of Information Technology (IT) security professionals and computer security has
become an issue and concern for many people (Honan, 2014).
A threat, in the context of computer security, refers to anything that has the potential to cause
serious harm to a computer system. It is something that may or may not happen, but has the potential to
cause serious damage and can lead to attacks on computer systems and networks
(https://www.techopedia.com).
Cybercrime is now becoming alarming in the life of every individual and the organization as they
intend to steal information that they can sell or trade, such as financial details, credit card information,
personal details, or any other information using computer networks.
Likewise, while email has been the main method for the spread of computer viruses, it can also
enter a network by the USB device, Internet download, visiting an infected website, instant messaging or
messaging in social media platforms, file transfer and file-sharing programs, or by remote users
connecting directly to the corporate network with an infected PC. Once a computer virus gets into a
network, it can spread from computer to computer in multiple ways.
Given the numerous ways a computer virus can spread, the following are ways on how to ensure
that computer networks can be protected.
1. Install anti-virus software. Ensure that reputable anti-virus software is installed on all computers,
including all servers, PCs and laptops.
2. Ensure that the anti-virus software is up-to-date. New computer viruses are being released daily and so
it is essential that computers are protected by keeping the anti-virus software-up- to-date.
3. Employ a firewall to protect networks. As computer viruses can spread by means other than email, it is
important that unwanted traffic is blocked from entering the network by using a firewall
4. Filter all email traffic. Example of emails with certain file attachments commonly used by computer
viruses to spread themselves, such as .EXE, .COM and .SCR files. These should be prevented from
entering the network.
5. Educate all users to be careful of suspicious e-mails. Ensure that all users know to never open an
attachment or to click on a link in an email they are not expecting.
6. Scan Internet downloads. Ensure that all files downloaded from the Internet are scanned against
computer viruses from one central point on the network.
7. Do not run programs of unknown origin. It is important to use a trusted source for software
requirements to be installed and ensure it can be accounted for.

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8. Implement a vulnerability management system. It is important to regularly review network and the
applications running on it for new vulnerabilities and a plan on how to manage them, either by patching
or upgrading them using tools, such as firewalls or Intrusion Detection Systems that should be put in
place.
9. Make regular backups of critical data. There is a need to keep important files on removable media, such
as portable drives or tape for back-up in the event that the network is infected with a computer virus.
10. Develop an Information Security Policy. The creation and publication of an Information Security
Policy is key to ensuring that information security receives the profile it requires in order to secure the
systems and data.
11. Monitor logs and systems. Regular monitoring of network and system logs can assist in the early
identification of a computer virus infecting the network or other attacks by criminals.
12. Develop an Incident Response Plan. The incident response plan outlines the roles and responsibilities
of people in the event of a computer virus infecting the network or any other type of security breach.
13. Restrict end-user access to the systems. Where possible, end users are prohibited from access to the
system so that the virus will also be restricted. (https://bhconsulting.ie/computer-security-threats-
solutions/)
Cyberbullying
Cyberbullying, cyberharassment or online bullying is a form of bullying or harassment using
electronic means usually among minors in a school setting and has become increasingly common,
especially among teenagers.
It is an aggressive, intentional act or behavior that is carried out by a group or an individual using
electronic forms of contact, repeatedly against a victim who cannot easily defend him or herself. The
National Crime Prevention Council defines as a process of using the Internet, cell phones or other devices
to send or post texts or images that intend to hurt or embarrass another person. It may also include public
actions, such as repeated threats, sexual remarks, pejorative labels or defamatory false accusations,
ganging up on a victim by making the person the subject of ridicule in online forums, hacking into or
vandalizing sites about a person, and posting false statements to discredit the targeted person.
Cyberbullying is similar to traditional bullying, It is just that victims may not know the identity of
their bully and the reason for bullying them. Cyberbullies may disclose victims' personal data on websites
or forums-called doxing, or may use impersonation, and create fake accounts, comments or sites for the
purpose of publishing material in

their names. This can leave the cyberbully anonymous and difficult to be caught or apprehended for
his/her behavior 147

Cyberbullying types. There are various types of cyberbullying and research has revealed serious
profound consequences on victims.
1. Internet trolling is a common form of bullying over the Internet in an online community to elicit a
reaction, disruption or intentionally provoke and offend others,
2. Cyberstalking is another form of bullying or harassment that uses electronic communication to stalk a
victim and pose a credible threat to harass him/her.
Implications of bullying in schools. Schools should initiate various anti-bullying programs and
campaigns to protect students from being threatened or victimized by such offense. More so. teachers
should be oriented and trained in handling bullying cases and executing teaching strategies to address and
reduce bullying cases in class. Also, schools should conduct student empowerment activities that can be
engaged in by students, including the bullies to divert their attention and energy into something
worthwhile and engagements that they can be busy about.
Cybercrime
Avast defines cybercrime as any criminal activity carried out using computers or the Internet.
Cybercrime uses tools like phishing, viruses, spyware, ransomware and social engineering to break the
law (https:// www.avast.com/c-cybercrime).
On the other hand, cybercrime is defined by Techopedia as a crime with the computer as the
object of the crime (i.e. hacking, phishing, spamming) or is used as a tool to commit an offense (ie. child
pornography, hate crimes). Cybercriminals may use computer technology to access personal and
confidential information or use the Internet for exploitative or malicious purposes.
There is a wide variety of cybercrimes, which can broadly be placed into two categories: one-off
crimes, such as installing a virus that steals your personal data; and ongoing crimes, such as
cyberbullying, extortion, distributing child pornography or organizing terrorist attacks
(https://www.avast.com/c-cybercrime). Cybercrime may also be referred to as computer crime practiced
by those who have technological skills and use the Internet to achieve their bad motive.
Cybercriminals employ their diverse skill to bank accounts, steal identities, blackmail, defraud,
stalk, and harass or use a compromised computer to attack their victims. Criminals can also use
computers for communication and document or data storage and those, who perform these illegal
activities, are often referred to as hackers.

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 On the other hand, malware downloaded from the computer may slow it down and prompt it to
give error messages. Likewise, phishing attacks usually involve receiving emails from unknown sources
while trying to trick someone into giving up his/her passwords or personal data. Keyloggers leave their
own telltale signs, like strange icons, or duplicating the messages.
Techopedia cites common types of cybercrime that include online bank information theft, identity
theft, online predatory crimes, unauthorized computer access, and the most serious one like
cyberterrorism. Cybercrime encompasses a wide range of activities that can be categorized as: (1) crimes
that target computer networks or devices, including viruses and denial-of-service (DoS) attacks; and (2)
crimes that use computer networks to advance other criminal activities, including cyberstalking, phishing
and fraud or identity theft. (https://www.techopedia.com/definition/2387/cybercrime)
Exploring the Internet: Researching and Evaluating the Web
The Internet is a global communication network that allows computers to exchange and share
information worldwide. It makes possible for people around the world to connect and share ideas across
time zones and geographic locations. However, because cyberspace is such a large realm, sometimes it is
difficult to find the needed information. So, the most effective way to explore the Internet is to have
strategies in place for doing research on the Web and for evaluating the websites.
Commonly, this is important among schools in doing researches and other related works.
Therefore, this aspect needs to be explored by teachers and students in doing their works.
Surfing the Web. The following are the three key factors in surfing the web.
1. Most surfing sessions start with the user-targeted keywords about the subject into a search
engine.
2. Good strategies for searching the Web include writing research questions; extracting keywords
from the questions and typing them into a search engine using synonyms if the keywords do not bring up
desired results; keeping track of keywords and synonyms used; and recording the results of search.
3. Always be cautious about the information shared online and in visiting websites.
Assessing credibility. Different websites accessible on the Web can make the job of researchers very
challenging. Carefully evaluate the information searched online. Consider the credibility, or
trustworthiness and reliability of the content before taking it. There are types. Websites usually strive to
offer credible content to users, while

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commercial websites present inaccurate information in order to see something
Checklist of credibility criteria. The first step in evaluating the credibility of websites is to review
several important aspects of the site.
1. Author. Check the credentials of the author, the company or the expert and determine the qualifications
to provide information on the subject being researched. Some websites do not list specific authors, but the
credibility of a company can be explored by reviewing the site's "About" page, if available.
2. Date. Look for copyright information at the bottom of a website's home page. If the site is more than a
few years old and it has not been updated regularly, look for more up-to-date information,
3. Purpose. Analyze the goals of the website to determine if it is an informational or an advertisement site.
4. Contact. Most credible websites list down contact information, such as telephone number, email
address, or mailing address so that users may get in touch if they have questions.
5. Fact vs. Opinion. When doing research for a school paper, go to sites that present factual information
provided by experts, rather than opinions. Be on the lookout for biases, too. If the author is biased, so as
the information on the site.
6. URL. The URL may look like ending in .edu (for education), .gov. (for government), .org (for
organization), .com (for commercial sites), or .net (for network sites). Different websites have different
URLs. To help determine a site's credibility, determine if that is a personal website or blog, a government
website, or other types of website.
Common credible URLS. One way of determining the credibility of a website is through the URLS.
Although a website's URL gives clues as to credibility, there is still a need to evaluate it carefully.
1. When encountering a URL, look at the letters that appear after the "dot" (i.e, www.whitehouse.gov.)
and that is called top-level domain. Thus, the URL's top-level domain helps in determining a site's
credibility
2. Websites ending in gov are government-related websites, which generally, can be trusted to provide
credible statistical information, articles on many different topics and government news,
3. Websites ending in .edu are the websites of educational institutions, such as colleges and universities
that usually offer a variety of credible data, especially about the school's operations and research. Since
students may create websites with an .edu top-level domain, but they may contain inaccurate or biased
information.

4. Websites ending in .org are the websites of organizations. While many organizations, especially
nonprofit ones, provide credible information, they may sometimes have advertising intent. Since some
150
organizations show bias in their provided information, so evaluate .org sites carefully.
Recognition of information sources. Similar to the information in print sources, the use of
online sources must be given credit to the authors. This can be done by applying proper referencing and
citation procedures that would get rid of risks, consequences and legal implications because of the
copyright issue, which means that the ideas and words used belong to the author.
 Citation. Each entry in the bibliography is called a citation. Proper citation must be applied or
included for every source used, whether it is a website, a newspaper, or a book. Online sources are cited
differently because they are different from traditional print sources. There are different formats used to
cite the sources.
Author/Source Year Article Title

Transparency International (2014). Corruption perceptions index 2014: Results. Retrieved from
http://www.transparency.org/cpi2014/results, July 17, 2019

Website URL Date

(To note: The easiest way to create citation of sources is to go to www citationmachine.net. This website
generates citations that can be copied and pasted into the Works Cited page.)
Data privacy implication. The implementation of data privacy in the country is becoming
stronger and powerful, especially in utilizing data for research and other forms of report and paper works.
This has also corresponding legal implications once not processed immediately and properly. It involves
uploading of pictures, designs, graphics, concepts/ideas, frameworks, art work, data, and other
information that are copyrighted without the consent of the author or the source. These are commonly
observed in schools.
The following are practical techniques in responding to data privacy issues.
1. When getting data, put proper citation and source acknowledgment (e.g. Source: National Statistics
Office, 2019).
2. When using needed pictures downloaded from the Internet, put acknowledgment (e.g. Photo credits to
PhilPost, 2019). But if possible to have personal pictures taken with your

original concept. Although, there is still a need to seek the consent of those in the pictures.
151
3. If data, concepts and information are copyrighted, ask for the consent of the author, and wait for his/her
response.
4. However, if the data and information are for public domain, just acknowledging/citing the author or the
source will do.
5. If the author doesn't really want anyone to utilize his/her data file or article, learn the value of respect,
anyway 'that' is his her property. The author's disapproval usually manifests through difficulty in
downloading the file, some tricky signs that appear on screen, or direct statement or notice of disapproval
contained in the file.
Research and data collection protocols. When researching and collecting data from the Web, avoid
plagiarism, which is the act of taking someone else's work and presenting it as your own (Turnitin. com).
 Plagiarism is unethical, and it can bring you in trouble. Sometimes, students don't mean to
plagiarize, but they end up doing it accidentally because they are unaware or unclear about it.
The following are 10 types of plagiarism that teachers, researchers and students should know.
1. Clone Plagiarism. It is also called identical copying or copying another work (word-for-word) without
any change and claim as his/her own work.
2. Remix Plagiarism. It refers to collecting information from various sources and mixing all together as a
single document then, claiming the work as their own work.
3. Ctrl+C Plagiarism. This is when a significant portion of text copied from any single source without any
alteration in a written document.
4. Hybrid Plagiarism. Here, perfectly cited source documents are copied and arranged as a new document
without citation.
5. Find-Replace Plagiarism. This is changing the most common keywords and phrases in the copied
content but not making any changes in the essential document.
6. Recycle Plagiarism. Also called self-plagiarism, it refers to the act of borrowing from one's own
previous document without proper citation.
7. Mashup Plagiarism. It is when the written document is copied from more than one source and all are
mixed together without proper citation.
8. 404 Error Plagiarism. Here, a person creates a document by copying from various sources prepared as a
single document with the citation but inaccurate or leads to non-existing resources.

9. Aggregator Plagiarism. Here, the written document includes proper citation but it does not contain
original work. 152
10. Re-Tweet Plagiarism. Here, all written documents look perfect with properly cited mark but still, the
document resembles somewhere the original text's structure or wordings.
Tips to Avoid Plagiarism
Turnitin.com suggests some techniques to avoid plagiarism that teachers, researchers and students should
know.
1. Read and understand the original document several times before start explaining about it.
2. Do not copy any word or sentence from the original document.
3. Give proper citation to all sources (book, journal, website, video, etc.).
4. In case of citing online sources, include the retrieval date and appropriate URL in the reference.
5. Common phrases and definitions need to be quoted and cited without any modification.
6. Make a practice to include the "references" section whenever you write an academic document.
7. Cross verify all your citations before submitting your document.
8. Resort to available plagiarism software to ensure the originality of the written document.
How to Evaluate a Website
 Morris (2018) suggests ways on evaluating a website as reference in research.
1. Open the site. When looking through Google search results, open sites in new tabs, leave search results
in a tab for easy access later (e.g. right-click on the title and click "Open link in new tab").
2. Skim read. Determine whether you can read and understand the text. If it is too complicated or difficult
to understand, find another website that may provide the information you need.
3. Look for the answer to your question. Find out if the information on the site actually answers your
question. You can use a search box, navigation menu, or pull up your own search box by pressing
Control/Command F and type in the keywords you are searching for.
4. Consider the credibility of the author or website. You need to consider the credibility of the author or
website by considering the following: (1) Domain domains that include .gov or .edu are trustworthy
sources; (2) Author's information -- look at the author's bio or about page regarding
the qualification of the author; (3) Design-avold sites that are cluttered and difficult to navigato, and (4)
Sources trustworthy articles usually link to other sources or cito where their facts come from,
5. Consider the purpose of the site. Think about the purpose of the site and whether it meets your needs. 153
6. Look for the date. Consider whether the information is current enough for your topic. You can look for
the date when the article was written or last updated. Sometimes, URLs also include dates.
(http://www.kathleenamorris.com/)
Integrating Digital/Cyber Literacy into the Curriculum
The following are suggested activities to integrate digital literacy, higher-order thinking and
construction of meaning in the classroom.
1. Use an interactive whiteboard to design and deliver lessons. Use Promethean and Smart Notebook with
teacher-created lessons if you are not yet capable of designing your own.
2. Allow students to maintain blogs, wikis, web pages related to their learning
3. Engage in email/video chat exchanges with students.
4. Utilize storytelling media to allow students to create and publish stories.
5. Set-up a blog site, Facebook page, Yahoo or Google group and post weekly discussion questions for
students to respond.
6. Use video cameras to dramatize stories, record scientific experiments and expose students to video
editing software to create video production of learning.
7. Engage students in discussions about how and why various media work well to showcase learning and
why others do not.
8. Thinking critically about the medium use to present a message is as important as the message itself.
9. Require E-Portfolio that would compile their outputs, projects, messages and photo-documents of
group activities and investigations online.
10. Allow students to use digital tools, such as mobile phones, Ipad and netbooks for Google search,
dictionary Apps, Youtube, Podcast and Spotify applications in class to complement their learning,
especially during group works and concept reporting.

Impact of integrating digital literacy in the classroom on teachers, families and friends.
154
Integrating digital literacy in the classroom can bring a positive impact on students' learning as evidenced
by the following:
1. It motivates students in their learning due to their enjoyment and ease of use with various technological
mediums,
2. It reaches students of various learning styles and multiple intelligences.
3. It allows students to create and design their own unique products reflective of their personalities and
learning needs/ styles.
4. It encourages students to manipulate media in constructing their own meaning.
5. It enables students to share their learning with teachers, families and friends.
6. It gives students the chance to explore technological media that inevitably increase the job skills
needed in the workforce. (http://purposefultechnology.weebly.com/how-can-we-embed-digital-literacy-
in-the- classroom.html se

Life and Values Integration

Share a personal experience wherein you encountered digital risk and consequence. What life lessons and
values have you realized and learned?
QUESTIONS FOR DISCUSSION
1. How do you define cyber/digital literacy and cybersecurity?
2. What do you mean by cyber citizenship? Elaborate.
3. What are netiquette and the process of safety use of digital media? Give examples. 4. What are the
common computer threats and how can these be fixed?
5. What is meant by cyberbullying and cybercrimes? Discuss.
6. How can you practice the processes of Internet exploration, source citation, research and data-gathering
protocols and website evaluation?
7. How can cyber/digital literacy be integrated in the teaching- learning process?
155
RESEARCH ANALYSIS AND IMPLICATION
Direction: Analyze the following research abstract and cite its implication on teaching-learning. You may
download the full paper of this research on the website given below.
Teachers' beliefs about integrating digital literacy into classroom practice: An investigation based
on the Theory of Planned Behavior
Sadaf and Johnson (2017)

Abstract
This study explored teachers' behavioral, normative, and control beliefs related to digital literacy
integration into their classrooms. Ajzen's Theory of Planned Behavior (TPB) was used as a theoretical
framework to collect and analyze data. Findings revealed that teachers' integration of digital literacy were
related to their behavioral beliefs (attitude towards outcomes of a behavior) about the value of digital
literacy for developing students' 2151 century skills, increasing student engagement, and preparation for
future careers; normative beliefs (social support) about meeting the expectations of administrators,
parents, colleagues, and students; and control beliefs (perceived behavioral control) about ease of
integrating digital literacy due to access to technology, professional development, and curriculum
resources, (Source: Sadat, and Johnson, B. (2017) Teachers belief about integrating digital literacy into
classroom practice: An investigation based on the Theory of Planned Behavior doi:
10.1080/21532974.2017.1347534)
Analysis: How do teachers perceive digital literacy integration into their classrooms, according to the
study?
_____________________________________________________________________________________
_____________________________________________________________________________________

Implication: How does the result of the study impact the students' learning and the development of 21st
century skills?
_____________________________________________________________________________________
_____________________________________________________________________________________

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SYNTHESIS AND LEARNING REFLECTION

DIGITAL/CYBER LITERACY
SYNTHESIS  Digital literacy is the set of competencies on the effective use of digital
devices for purposes of communication, expression, collaboration and
advocacy while cybersecurity is the practice of protecting systems, networks
and programs from digital attacks,
 Cyber citizenship refers to being responsible when exploring the Internet,
including the right manner and etiquette in using the Web.
 Internet safety is preventing from online security risks to private information
and property and protecting self from computer threats and cybercrimes.
 Cyberbullying is a form of bullying or harassment using electronic means
that is punishable by law while cybercrime is any criminal activity carried
out using the computer or the Internet.
 A computer threat refers to anything that has the potential to cause serious
harm and damage to a computer system that must be fixed immediately and
effectively with solutions.
 In order to avoid digital risks and consequences, proper Internet exploration,
source citation, data privacy imposition, research and data- gathering
protocols and website evaluation are imperative.
 As digital literacy impacts teaching-learning process, its wide dissemination
in schools and integration in the classroom is timely, relevant and necessary

Direction: Choose any type of cyberbullying. Describe it and write its purpose, procedures, principles and
prospective target indicated in the tablets provided below

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CURRICULAR APPLICATION
Direction: Produce and evaluate a digital tool that can be utilized in the classroom.
Project Plan
Digital Tool:
Brief Description:
Purpose:
Topic:
Subject:
Material:
Estimated Cost:
Procedures

Output
(Paste picture of created digital tool here.)

Prepared By: Course/Section:

158
LET SAMPLERS: TAKING THE EXAMINATION
Direction: Read and analyze each item carefully. Choose the letter of the best answer.
1. If you plan to produce a digital tool as a learning material, which of the following aspects will you
consider first?
A. Validity, relevance and appropriateness
B. Quality, efficiency and technicality
C. Economic value, durability and long-term usability
D. User-friendliness, convenience, accessibility and visual impact
2. To avoid risks and consequences brought about by technology in the use of social media, which ethical
principle is the most important and which encompasses other principles?
A. Choose the social media account that you will keep.
B. Be careful in responding to the messages while threading to an issue.
C. Think before you click.
D. Select the best type of social media to be utilized.
3. Which of the following instructional strategies can be used effectively in presenting lessons on
cyberbullying and cybercrime?
A. Discuss the provisions of the law and administer a short quiz after
B. Research on how the law was amended and how it would impact both the victim's and the culprit's
lives.
C. Analyze related cases guided by legal provisions to be presented in class using jury trial technique.
D. Report to class the status of cybercrime in the country taken from Internet source,
4. When you receive a suspicious e-mail asking you to withdraw big amount from a prestigious bank
upon winning the grand prize in an automated raffle draw, which you know you have not participated in,
what would be your first and immediate move?
A. Ignore the email, do not open and delete it right away.
B. Take the e-mail and verify it to the concerned bank and relevant agencies.
C. Contact the owner of the e-mail and ask him to discuss with you the content of the message.
D. Take the e-mail and transact immediately the given message, there's no harm in trying, anyway.
5. When researching data from the Internet, which of the following reminders should be taken into
account to avoid complications, risks and negative consequences?
1. Choose creditable and reputable sources of data that you need
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II. Apply proper citation of the source/reference.
III. Rephrase statements while retaining its original concept and meaning
IV. Include pictures and graphics to be downloaded, copied and pasted in the report.
A. I and II only B. I, II and IV
C. I, II and III D. I, II, III and IV

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 Module 10:
ECOLITERACY
LEARNING OUTCOMES
1. Explain ecoliteracy in developing a sustainable environment
2. Discuss the seven environmental principles of nature
3. Describe a green school
4. Articulate how ecoliteracy can be integrated in the curriculum, practiced in the school and
demonstrated in the classroom
5. Draw relevant life lessons and significant values from a personal experience on initiating or
participating in an environmental activity
6. Analyze a research abstract on ecoliteracy and its implication to teaching-learning process
7. Make a community service action plan on environmental care and protection
INTERACTIVE PRESENTATION
Commitment to Mother Earth Ceremony: This activity entails environmental commitment reflection in
class. Through this activity, students will hopefully realize the importance of nature to their lives and take
their roles and responsibilities in protecting and preserving the environment.
Procedure:
1. The class will form one big circle and everyone will sit on the floor.
2. The teacher distributes cut-out leaves to the students and show big picture of a tree posted on the board.
3. The teacher plays an environmental music through Spotify (i.e. "Kapaligiran" by Asin, "Paraiso" by
Smokey Mountain (also with Leah Salonga's version), and "What a Wonderful World" by Louis
Armstrong).
4. While lights are off, the class listens to the song and reflects on its message through photos and videos
flashed on screen using an LCD projector.
5. After the music has been played, students share their thoughts and experiences about the environment
to the group.
6. The teacher asks students to write on the leaves their commitment to Mother Earth.

161
7. While the same music is played again with lighted candle, each student posts his/her nature
commitment written on the cut-out leaf
8. The class will find time for brief reflection on the activity. (The class may also recite Oath of
Commitment to Mother Earth led by the teacher or the president of the class)
9. The class may also watch for reflection a documentary film on climate change or the present and the
future condition of nature.
10. The class may also invite a resource speaker (preferably an environmentalist, nature advocate or
DENR officer) in a nature forum/symposium in class.
CONCEPT EXPLORATION
In many places, people are struck and devastated by various natural disasters, locally, nationally
and globally. Thus, disaster preparedness and risk management have been the targets of the government
and educational institutions through various plans and programs. In this case, environmental awareness
has to be reiterated and strengthened in schools and integrated in the curriculum, while everyone has to be
oriented on taking care of and sustaining the environment through eco- literacy practices.
Ecoliteracy and Sustainable Development
Eco literacy considers ecological systems and awareness of how society operates within natural
aspects as an educational imperative. The basic principles of ecoliteracy are good starting points to
explore fundamental lessons that can be learned from nature for the reform of society (Wahl, 2017).
David Orr (1992) posited that by failing to include ecological perspectives in education, students
are taught that ecology is unimportant. Orr and Capra (1990) coined the idea of 'ecological literacy' as
creating a new emphasis on the need for education to integrate understanding of the interdependence
between natural processes and human ways of life. Therefore, ecoliteracy is the ability to understand the
organization of natural systems and the processes that maintain the healthy functioning of living systems
and sustain life on Earth.
In another perspective, ecological literacy is an understanding of the principles of organization
that ecosystems have evolved to sustain the web of life, which is the first step on the road to
sustainability. The second step is the move towards ecodesign, of which there is a need to apply the
ecological knowledge to the fundamental redesign of technologies and social institutions, to bridge the
current gap between human design and the ecological sustainable systems of nature (Capra, 2003).

Sustainability is a qualitative and quantitative condition that demonstrates the human capacity to
survive over time. It is qualitative in a way that we want well-being although it is difficult to measure.
capacity can be measured with foot printing tools. It is a biological and But it is also quantitative in that 162
natural capital and ecological carrying ecological imperative for human society to exist within the
carrying capacity of the ecosystem. Ecological literacy therefore, provides the basis for integrated
thinking about sustainability. It supports the frame of mind, ethics, and the type of practice that will
support the kind of thinking that prioritizes ecological imperatives.
 To achieve sustainability, we must trace the roots of our cultural assumptions and work on
ecological illiteracy. Our society has created industries, processes, programs and institutions that are
destroying the ecosystem's ability to support life. This unsustainable and reckless action is a direct result
of lack of ecological understandin and lack of sense of urgency. With this in mind, ecological literacy
aims to replace fragmented thinking with new cognitive and social capacities necessary for the design of
sustainable ways of living (www.eco-labs. org/about/eco-literacy).
Ecologically Literate Person and Society
For Wahl (2017), an ecologically literate person can apply such understanding to the design and
organization of communities and the creation of a regenerative culture. To be ecoliterate means to
understand the principles of organization of ecological communities (i.e. ecosystems) and to use those
principles for creating sustainable human communities (www.wikipedia.org). An ecologically literate
person understands the essence of independence and interconnectedness and that we are all part of a
living system. An ecologically literate person translates this understanding into actions that demonstrate
conscious efforts to minimize negative impacts on our life-sustaining systems and maximize value
contribution to our collective well-being, now and for future generations (http://
educationforsustainability.info/general/ecological-literacy).
On the other hand, an ecologically literate society would be a sustainable society, which does not
destroy the natural environment on which they depend. Thus, ecological literacy is a powerful concept as
it creates a foundation for an integrated approach to environmental problems. Advocates and catalysts
champion eco-literacy as a new educational reform emerging from holism, systems thinking,
sustainability and complexity. Wahl (2017) claimed that nurturing ecological literacy in students of a
wide range of ages has become the goal of sustainability education programs worldwide.
Ways to Develop Ecoliteracy in Schools
A growing number of educators feel the need to foster learning that genuinely prepares young
people for the ecological challenges presented by this entirely unprecedented time in human history.
Thus,

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the goal is to raise students with an important perspective called "socially and emotionally engaged
ecoliteracy", which is a process that offers an antidote for fear, anger and hopelessness which result from
inaction. Hence, the act of engaging in ecological challenges on whatever scale is possible or appropriate.
It develops strength, hope and resiliency among young people.
In this case, ecoliteracy is founded on a new integration of emotional, social and ecological forms
of intelligence. While social and emotional intelligence extend students' abilities to see from another's
perspective, empathize, and show concern, ecological intelligence applies these capacities to
understanding of natural systems and cognitive skills with empathy for all of life.
By weaving these forms of intelligence together, ecoliteracy builds on success from reduced
behavioral problems to increased academic achievement to foster social and emotional learning.
To help educators foster socially and emotionally engaged ecoliteracy, the following are
identified practices in age-appropriate ways for students, ranging from pre-kindergarten through
adulthood, and help promote the cognitive and affective the abilities with the integration of emotional,
social and ecological intelligences.
1. Develop empathy for all forms of life. By recognizing the common needs we share with all organisms,
we can extend our empathy to consider the quality of life of other life forms, feel genuine concern about
their well-being and act on that concern.
2. Embrace sustainability as a community practice. By learning the wondrous ways that plants, animals
and other living things are interdependent, students are inspired to consider the role of interconnectedness
within their communities and see the value in strengthening those relationships by thinking and acting
cooperatively.
3. Make the invisible visible. If we strive to develop ways of living that are more life-affirming, we must
find ways to make visible the things that seem invisible by using web-based tools, such as Google Earth,
GoodGuide and Fooducate Apps.
4. Anticipate unintended consequences. Teachers can teach students strategies for anticipating unintended
consequences. These include precautionary principle, that when an activity threatens to have a damaging
impact on the environment or human health, precautionary actions should be taken. Another strategy is to
shift from analyzing a problem by reducing it to its isolated components, to adopting a systems thinking
perspective that examines connections and relationships among various components of the problem.
5. Understand how nature sustains life. Ecoliterate people recognize that nature has sustained life for long
that resulted to turning to nature when their teachers imbibe three crucial tenets to ecoliterate living: (1)
ecoliterate people learn from

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nature that all living organisms are complex and interconnected that inhabit a particular place for survival;
(2) ocoliterate people of scale; and (3) ecoliterate people collectively practice a way of life that fulfills the
needs of the present generation while simultaneously supporting nature's inherent ability to sustain life in
the future.
Seven Environmental Principles of Nature
Considering the key to understanding environmental problems is to learn about ecosystem.
Ecology can be best appreciated in schools through a more practical and more relatable perspectives and
manner of orientation and realization.
The following are basic environmental principles of ecosystem (adapted from Barry Commoner;
cited in Butler, 2012).
1. Nature knows best. People need to understand nature and have to abide by the rules it imposes. In
essence, one must not go against the natural processes if he/she would like to ensure a continuous and
steady supply of resources.
2. All forms of life are important. Each organism plays a fundamental role in nature therefore, all living
things must be considered as invaluable instruments in maintaining balance in the ecosystem.
3. Everything is connected to everything else. In an ecosystem, all components interact with each other to
ensure that the system is sustainable, of which any outside interference may result in an imbalance and
deterioration of the system.
4. Everything changes. People must rethink their relationship with the environment through relevant
technologies for positive changes.
5. Everything must go somewhere. Since wastes may go back to one's own backyard in some other forms,
it is important to become aware of the different types of waste, classify and segregate those that are toxic
and potentially hazardous.
6. Ours is a finite earth. Awareness of the earth's limited resources leads to a conscious effort to change
one's attitude and initiative to recycle them.
7. Nature is beautiful and we are stewards of God's creation. Being the most intelligent and being gifted
with reason, humans are capable of controlling and taking care of the creation to their own advantage
Towards a Green School and Education for Sustainable Development
Schools play a great role in the development of academics but also environmental ethics and care
for nature among students.
The school environment, therefore, should encourage, support and nurture students' capacities on
green environment as integrated

165
in the curriculum and instruction. This will allow them to connect with their surroundings and attend to
their health and safety needs, while motivating them to learn and imbibe a sense of belongingness and
sensitivity towards the school, society and even this planet.
Environmental issues and concerns can be effectively addressed when all efforts of staff and
students are geared toward adopting environmentally sustainable principles at all levels, from planning
and decision-making up to their execution in the school's functioning as part of the daily routine, such as
creating a Green School.
Green School: The concept and background
The concept of Green School was introduced in Europe in the 1990s while the Rio Earth Summit
of 1992 took cognizance of the need to take action in every area in which human impacts on the
environment. The World Summit on Sustainable Development (WSSD) in Johannesburg in 2002
catalyzed the efforts to bring about a shift in educating about the environment' to 'educating for
sustainability. This shift reflected the international climate of thinking about Sustainable Development
that meets the needs of the present without compromising future generations to meet their own needs.
There was a continuous misuse and abuse of natural resources in quest for development that
would tend the future to be at stake. Hence, we need a deeper understanding and action to respond to
environmental issues and challenges that our Earth is confronted with.
Recognizing education as a critical means to achieve sustainability, the United Nations launched
the 'Decade of Education for Sustainable Development (DESD) in 2005, to integrate principles, values
and practices of sustainable development into all aspects of education and learning in order to encourage
behavior that will create a more sustainable future in terms of environmental integrity, economic viability
and a just society for present and future generations (UNESCO, 2005). A key objective of the UNDESD
is to foster better quality teaching and learning for ESD. This calls for reorientation of thinking and
practice of formal education, including teaching-learning approaches and assessment.
Green Schools and ESD. The Green School is visualized as a school guided by the principles of
environmental sustainability. It seeks to create a conducive environment to fully utilize all resources and
opportunities inside and outside the school and orient teachers and students on environmental
sustainability through active involvement of the community. It demands on-going, continuous and
synergistic efforts of all stakeholders toward improving the environment of the school and its
surroundings.
Students learning experiences outside school help them to consolidate and apply knowledge, gain
understanding of environmental processes, interrelationships and issues, acquire life skills and help foster
attitudes, values and sensitivity toward environmental concerns.

A "Green School" is identified with those elements and environmental sustainability through
various environment-friendly environmental sensitivity to promote means and encourage judicious use of 166
resources. It also caters to the physical, mental and emotional needs of a child by ensuring a school
environment that is physically safe, emotionally secure and psychologically enabling.
Essential aspects of Green School Environment. The 'greenness' of a school finds expression in
various aspects of the environment. The Green School has clean, healthy, protective and green
surroundings. It also promotes both the physical and the psycho- social health of learners and others in
school; ensures a healthy (provision of health services, such as nutritional supplementation and
counseling), hygienic (safe drinking water, neat and clean classrooms, playground and parks, etc.), safe
learning environment with healthy practices (e.g. a school free of drugs, corporal punishment and
harassment); and brings children closer to nature and involves them in taking care of it.
Thus, a Green School is a school that engages the school community, especially children, in
critical thinking and learning by adopting participatory, practical and collaborative approaches to work
together and make the school environment healthier for students and staff by involving the whole
community to work towards a sustainable future.
A Green School adheres to the following precepts:
1. Learning about the environment. It focuses mainly on acquisition of knowledge and understanding of
the surroundings and related issues.
2. Learning through the environment. It refers to the processes of learning while being engaged with
environment inside and outside the classroom.
3. Learning for the environment aims at developing an informed response and responsibility towards the
environment beyond acquisition of skills and knowledge.
Understanding Green Curriculum. For a curriculum to be 'Green', it must include the following
aspects:
1. Environment is encompassing, multidisciplinary and dynamic, has scientific, social, economic, political
and technological dimensions
2. Being holistic, a Green Curriculum views environment as all that is around and aims to give a better
understanding of the way the world functions its operations, its alteration because of the actions of human
race and its consequences.
3. It holistically addresses sustainability concerns, such as protection and conservation of natural
resources, traditions, culture and heritage, safety and security, physical and emotional

assurance, health and sanitation issues, concern for equity and justice and interconnection between and
among natural, social, physical and cultural environment.
4. This requires a teaching-learning approach where students are provided time and space to explore 167
different facets of environment and interconnect them.
5. A Green Curriculum is a mutual concern of teachers and students.
Creating a Green School. A Green School is a school that creates a healthy environment conducive to
learning, while saving energy, environmental resources and money.
Therefore, a Green School (1) reduces environmental impacts and costs; (2) improves occupants'
health and performance; and (3) increases environmental and sustainability literacy.
(https://www.centerforgreenschools. org/green-school)
Characteristics of a Green School. Green, healthy, and high- performing are the characteristics
of a green school that provides many benefits to students, teachers, parents and the community, at large.
1. It protects health. Schools, built with more daylighting, better ventilation, and healthy green building materials
and paints are healthier for students and staff.
2. It increases student performance. Student test scores can improve up to 20% when students learn in green
classrooms.
3. It saves energy and money. Operating costs for energy and water in a green school can be reduced by 20% to
40%.
4. It reduces carbon emissions. Green schools significantly reduce carbon dioxide emissions.
5. It reduces water usage. On an average, a green school reduces water usage by 32% that has direct savings for the
building.
6. It improves teacher retention. A green school can reduce teacher turnover by as much as 5%, which improves
student learning and school community, and can result in financial savings for the school.
7. It improves daily attendance. It reduces absenteeism by 15%.
8. provides a unique educational opportunity. Schools can become teaching tools and important features of science,
math, and environmental curriculum when green features, advanced technology and design in schools are used to
motivate students about learning real world applications of green technologies and using schools and schoolyards as
living laboratories.
9. It creates green jobs. Investing in creating green schools is an investment in green jobs, including green
construction, building product manufacturing, and green architecture.
10. It improves equity. Greening public schools creates an opportunity to improve the health and educational
settings for all students

amidst diverse identities and needs https://bostongreenschools.org/ what-is-a-green-school/

Dark Green School Program: Philippine Environmental Perspective 168
A Dark Green School (DGS) is a school that delivers Environmental Education through
assimilation of the environmental philosophy by the students in formal lessons, as well as in activities
outside the classroom.
Accordingly, schools must:
a. be clean and neat as evidence of good management and housekeeping
b. call for green spaces, appropriate land use, planning, conservation of materials and energy proper waste
management, segregation, use of appropriate materials and avoidance of harmful ones and respect to
others' right to a smoke-free air
c. have management policies and guidelines that would create a healthful and ecological campus.
d. have a well-planned environmental curriculum for all levels, adequately oriented and trained faculty,
and administrative, library and financial support.
e. have faculty and students who are aware of and appreciate the environmental program of the school.
f. reach out to an outside community to spread concern for Mother Earth and facilitate projects and
programs that improve the environment.
g. engage in research that adds knowledge in the ways of nature and the impact of human activities.
(http://119.92.161.2/embgovph/portals/20/ee/neeap/dark-green schools program.ppt)
Ecological Living Practices
Sustainable ecological living is based on different sets of principles. To assess the impact of our
choices and actions, we need criteria from studying the basic facts of life as follows (Capra, 2003): (1)
Matter cycles continually through the web of life; (2) Most of the energy that drives the ecological cycles
flow from the sun; (3) Diversity assures resilience; (4) One species' waste is another species food; and (5)
Life does not take over the planet by combat but by networking.
The dimensions of sustainability describe the environmental impacts of our activities, the causes
of which come from the socio-economic and political systems of the society. Sustainable development
entails three dimensions: environmental, economic and Social.
Ecological living gives larger understanding of how things connect and are interdependent that
begins with addressing the causes of

negative impacts on the environment. Ecological living and literacy therefore, provide people with the
tools, knowledge and wisdom for taking concrete actions on their immense desire to contribute to a better169
world and future (Capra, 2003).
Therefore, ecological living means to live in a way that it: (1) respects and replenishes the
carrying capacity of our planet; (2) honors our interrelatedness with all expressions of life; (3) enhances
the qualitative aspects of our relationships; and (4) brings forth the best of our human capacities for the
co-creation of an ecologically sustainable and caring world.
Smitsman (2014) mentioned practical suggestions on how we can support the change for
sustainability through ecological living. In order to sustain outer actions for ecological living, it is helpful
to remember and draw inspiration from the inner or personal development dimensions of ecological
living. The following are inner and outer ecological perspectives. To wit:
A. Inner ecology (Smitsman, 2014).
1. Become a catalyst of change to help co-create a better world and future.
2. Care for and relate with non-human beings while spending time with nature.
3. Make the most of sustainability crisis that forces us to learn, dream, think, design, act and relate in new
ways.
4. Join the rest around the world in becoming agents of sustainability.
5. Nurture nature by taking care of our body and become aware of our natural body rhythms.
6. Become more energy efficient and learn to recycle our own energy.
7. Learn to compost our own waste and no need to dump this unto others.
8. become aware of rights, needs and well-being of future generations and explore how we can support
this in our actions.
Outer ecology (Smitsman, 2014).
1. Educate ourselves about the resources that we, our family and/or organizations utilize to fulfill and sustain our needs.
2. Reduce, reuse, repurpose and recycle.
3 Be aware of the real price of goods and services that we use. Cheap products often have hidden costs (e.g. the cost of child-
labor, animal cruelty, or degradation of ecosystems).
4. Find out any child labor practices or natural resources that were sacrificed in the process of producing products and services.
5. Recycle grey-water.
6. Collect and use rainwater.
7. Create an organic vegetable garden
8. Compost organic waste and use the compost in the garden.

9. Create a garden (with a balance of endemic/indigenous plants) to support local wildlife (animals,
insects, trees and plants).
10. Create a roof garden (green roof) as a natural air-conditioning alternative to increase garden space. 170
Buy organic and local products as much as possible.
12. Support local businesses and organizations that care for our planet
Integrating Ecological Literacy into the Curriculum
The Center for Ecoliteracy (2015) promotes a variety of teaching strategies based on practices
that are developmentally appropriate to students' level and are brain-based to foster knowledge, skills and
values essential to sustainable living (Sly, 2015).
Students learn best when teaching strategies are varied that include hands-on activities, time for
reflection, thoughtful discussion and combined indoor and outdoor environments, including
interdisciplinary projects (Sly, 2015). To wit:
1. Place-based Learning. It is an experiential learning that engages students in their own
environments and a strategy that captures their imagination and advances environmental
stewardship and civic engagement. Activities include 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. Learning takes students out of the classroom and into the
community and natural environment. It adheres to the following principles:
1.1 Place-based projects are integrated back into classroom lessons.
1.2 Students want to learn in order to apply their knowledge to solving real problems.
1.3 Students play an active role in redefining and recreating projects.
1.4 Students collaborate with local citizens, organizations, agencies, businesses and government.
1.5 Students help make plans that shape the future of their social, physical and economic
environments.
1.6 Students are encouraged to view their community as an ecosystem and to understand the
relationships and processes necessary to support healthy living.

Research reveals the benefits of place-based learning, such as: (1) higher test scores; (2) better
grade-point averages; (3). improved classroom behavior; (4) increased self-esteem and problem-
solving abilities; and (5) higher-level thinking skills (Sly, 2015).
2. Project-based Learning. It is a strategy that involves students in projects that use a variety of resources,
including the community, technology, outside experts, written resources, and the Web, while the teacher171
usually serves as facilitator of learning.
Using this strategy, research shows its impact on learners, such as: (1) increased critical thinking
skills of students; (2) fostered positive attitudes toward subjects (such as mathematics) and exemplary
performance with conceptual questions and applied problems; and (3) Improved positive study and work
habits, problem-solving capabilities and self-esteem.
Likewise, project-based learning bears environmental impact, such as habitat restoration,
modeling the evolution of agriculture, and changing food in schools.
3. Socratic Inquiry. This is named after the Greek philosopher Socrates, who believed that questions (not
answers) stimulate learning. Therefore, rather than teaching facts and information, teachers encourage
students to ask questions about their assumptions, values, and preconceptions. Therefore, the role of the
teacher shifts from direct instruction to facilitating discussion.
Through skilled questioning, the teacher asks students to clarify their statements, identify
weaknesses in their arguments and provide evidence for their reasoning.
In return, this strategy impacts student learning as evidenced by the following outcomes. (1)
Students reveal their beliefs, misconceptions and values and eventually, clarify their thoughts related to
the topic being discussed. (2) Students become more adept in critical thinking.(3) Students improve their
listening skills and learn to better articulate their thoughts and ideas and become more tolerant of diverse
opinions.
4. Experiential Learning. It promotes students' involvement in the real world and defines the teacher's
role as a facilitator of learning. The process of learning leads to behavioral outcomes. It is based on the
premise that learning is an active and a continuous process, with experience at its foundation.
It goes along with principles of learning associated with environmental literacy.
4.1 Experiential learning is vital to schooling for sustainability.
4.2 Only through direct contact with the natural world will students develop an
In-depth understanding of fundamental ecological principles.
4.3 By working with others to solve real-world problems, they also develop skills at the heart of
sustainable living.
4.4 When students participate in experiential learning, they frequently follow the learning
cycle.
4.5 This is a process that starts with unstructured exploration, followed by concept formation and
application.
5. Interdisciplinary Learning. It 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.
The following are advantages of interdisciplinary learning: 172
5.1 When teaching and learning are organized around themes, problems, or issues, students seek
knowledge and skills from a variety of disciplines to provide an expanded and more complex
understanding of the topics
5.2 When done well, interdisciplinary approach eliminates fragmentation and learning of isolated skills.
5.3 It allows students to access a particular theme from different entry points as they work with a range of
sources of information and perspectives.
5.4 It also allows teachers to better differentiate instruction and create more interesting and rich methods
of assessment.
5.5 It increases students' motivation for learning, as well as their level of active engagement.
5.6 Students recognize the value of their learning and become more involved in it.
5.7 Students learn more when they apply a variety of skills to what they are studying and when they
interact with their classmates, teachers, and members of the community.
5.8 Interdisciplinary teaching and learning adheres to the principles that help define sustainable living.
(https://www.ecoliteracy.org/article/teaching strategies).
QUESTIONS FOR DISCUSSION
1. How can eco-literacy contribute in developing a sustainable environment?
2. What are the seven environmental principles of nature? Discuss each one.
3. What are the roles of teachers, learners and the school in attaining sustainable environmental goals?
4. How can you create a Green School? How can this help and benefit Philippine schools?
5. How can eco-literacy be integrated in the curriculum, practiced in the school and demonstrated in the
classroom?

173
 Life and Values Integration
Share a personal experience in which you initiated or participated in any activity that contributed to
environmental sustainability. What life lessons and values have you realized and learned?
RESEARCH ANALYSIS AND IMPLICATION
Direction: Analyze the following research abstract and cite its implication to teaching-learning. You may
download the full paper of the research on the website given below.
Increasing ecoliteracy and student creativity in waste utilization by using models in project-based
leaning (PBL) in social studies learning Putri, Japar and Bagaskorowati (2019)
Abstract
This action research aims to determine the increase in ecoliteracy and creativity in waste utilization by
using a project-based learning (PBL) model in social studies learning. It utilized Kemmis and Mc Taggart
model among fifth grade of primary schools using observation sheet, interview, documentation, and field
notes. The results of this study showed that there was an increase in ecoliteracy level among students
based on the results of the pretest conducted on December 17, 2018. Students in Telajung 02 Public
Elementary School lacked ecoliteracy and creativity in utilizing waste. Of the 32 students, the highest
score obtained was only 40 from a maximum score of 100; while the lowest was 20. In the first cycle,
around 63% of students were classified as having high ecoliteracy level; 9% obtained low; and 28% had
very low. In cycle II, there was an increase of 90% among students who had high ecoliteracy level; 6%
had low; and 4% with very low ecoliteracy level. Hence, the average ecoliteracy level of students in the
second cycle was 87.6 with a gradual increase from 78.2 in the first cycle. In addition, students became
more active in the learning process and more confident in expressing their opinions. This shows that
ecoliteracy and creativity level of students can be improved through the use of project-based-learning
model.
(Source: Putri, S.S., Japar, M, Bagaskorowati, R. (2019). Increasing ecoliteracy and student creativity in
waste utilization by using models in project-based learning (PBL) in social studies learning. International
Journal of Evaluation and Research in Education (IJERE) P-ISSN: 2252-8822, e-ISSN: 2620-5440 DOI:
http://doi. org/10.11591/ijere.v812.18901)

174
Analysis: How can you interpret the findings of the study with regard to students' ecoliteracy and
creativity in waste utilization using project-based leaning (PBL)?
_____________________________________________________________________________________
_____________________________________________________________________________________
Implication: How can PBL improve the ecoliteracy and creativity of students based on this research?

SYNTHESIS AND LEARNING REFLECTION

ECOLOGICAL LITERACY
 Ecological literacy is the understanding of the principles of organization that
SYNTHESI ecosystems have evolved to sustain the natural systems toward sustainability.
S  The key to understanding the environmental problems that we encounter today
is to learn about our ecosystem while reflecting on basic environmental
principles.
 A Green School is identified with elements and practices that inculcate
environmental sensitivity and promote sustainability through different
environment-friendly means and encourage judicious use of resources.
 In the local context, the Dark Green School (DGS) is a school that delivers
environmental education through assimilation of related philosophy by the
students in formal lessons, as well as in activities outside the classroom.
 It is significant to integrate eco-literacy into the curriculum across
disciplines toward environmental sustainability,

175
Direction: write ways in attaining or sustaining environmental sustainability and the expected outcomes in
the plant below.

CURRICULUM APPLICATION
Direction: Make a service learning plan on environmental care and protection.
Use the format below.

Environmental Activity Plan

Name of Activity
Brief De4scription
Leader
Members
Target Success Date and Persons Resources (Human, Expected
Objectives Indicators Venue Involved Materiall,Fiancial Accomplishement
1.
2.
3.
4.

PROCESS AND PROCEDURES

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1.
2.
 3.
4.
5.
6.
7.
8.
9.
10

PROGRAM OF ACTIVITIES
TIME ACTIVITY IN-CHARGE

LET SAMPLERS: TAKING THE EXAMINATION

Direction: Read and analyze each item carefully. Choose the letter of the best answer. 1. Which is the best
strategy in integrating ecoliteracy in the curriculum through powerful instruction?
A. Researching on data that show the current status of our global environment
B. Role playing on the responsibility of school in preserving and protecting the environment
C. Presentation of environmental situations or scenarios as culminating activity followed by interactive
discussions
D. Conducting an action plan for the scheduled nature protection project

2. Maxwell Integrated Academy provides two boxes in each office and the faculty room to segregate used
papers: a green box marked "Reusable" and the red box "Disposable". Reusable papers are intended for
memos and announcement while proceeds of selling the disposable papers are given to charities and 177
student scholars. Upon evaluating this move, it was found out that this practice has contributed to school's
cost saving, environmental care and social responsibility concerns. What is this program called?
176
A. Waste Segregation and Disposal Management
B. 5s in Action
C. Green and Clean Project
D. Oplan "Kalat Mo, Linis Mo"
3. Which of the following initiatives describes a Dark Green School program? 1. The school provides a
backyard where pupils plant different fruit and vegetable seedlings and harvest them every end of the
month II. The school imposes a "No Smoking" campus. II. The school keeps a clean and green campus,
thus, janitors collect all garbage and burn them in an intended place every afternoon. IV. The school
invests on a Seawage Treatment Plant (STP) that filters water from septic tanks, sinks and lavatories for
recycling and reusing purposes.
A. I and II only C. I, III and IV
B. I, II and IV D. I, II, III and IV
4. The following are school policies that would help and contribute to environmental protection but
without compromising data privacy ethics, except one. Which one is it? A. Avoid using tarpaulins and
stryropor of all kinds as decoration in any school program. B. Make use of recycled student records and
test papers in disseminating memos and posting of announcement.
C. Important documents shall be shredded and be made recycled projects, such as pillows and stuff toys.
D. Do not use branded special cardboard papers for invitation cards and souvenir programs.
5. The advocacy of the late Gina Lopez on environmental care and protection cannot be easily deleted in
the hearts and minds of her followers because of her infinite and undying initiatives, such as the
restoration of Pasig River, Rehabilitation of La Mesa Dam, the Clearing of Seawage Systems, Anti-
Mining, etc. This advocacy indicates which environmental principle of nature?
A. Everything must go somewhere.
B. All forms of life are important.
C. Everything is connected to everything else.
D. Everything changes,

Module 11:
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Arts and Creative Literacy
LEARNING OUTCOMES
1. Define arts and creative literacy
2. Identify the seven habits of highly creative people
3. Explain eye-hand coordination and some associated disorders, interventions and developments
4. Compare and contrast visual and verbal creativity
5. Discuss aesthetics and three approaches from a philosophical perspective
6. Cite ways on how to integrate arts and creative literacy in the curriculum
7. Draw relevant life lessons and significant values from a personal experience in creating an artwork or
presenting a performance critiqued by others
8. Analyze research abstract on creative literacy and its implications to teaching- learning process.
9. Create an art work and evaluate it using self-made assessment rubric
INTERACTIVE PRESENTATION
Charade: This is an activity where the students guess the word acted out by a classmate as a clue. It
entails critical thinking and analysis, creativity, non-verbal communication and kinesthetic skill while
enhancing motivation among students to enjoy their learning.
Procedure:
1. The teacher calls a student in front to act out a word (related to art and creativity).
2. The class guesses the word with the help of the action hint given.
3. Any student can give as many guesses until the correct one is provided.
4. The teacher will post all the words on the board as his/her way of presenting the lesson.
5. The class will find time for a brief reflection on the activity.
Samples of words for charade:
1. Orchestra
2. Make-up design
3. Sculpture
4. Interior design
5. Fashion design
6. Sand art

CONCEPT EXPLORATION
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Teachers need to be creative by all means because teaching entails critical thinking and creativity
not only in presenting lessons but perhaps in all facets of instructional endeavor. Therefore, students'
creativity potential should be honed through various pedagogic techniques, classroom activities and
student engagement. Teachers have to understand creative literacy deeply to guide them in assessing their
own creativity and that of their students.
Arts and Creative Literacy
Creativity is the process of having original ideas that have value. Moreover, creativity is the
ability to see the world in new ways. Therefore, creative individuals exhibit the ability to switch between
different modes of thinking and shift their mental focus that suggests a connection between creativity and
dynamic interactions of brain networks (Sun, et. al, 2019).
Likewise, creativity is the act of turning new and imaginative ideas into reality. Henceforth, it is
characterized by the ability to perceive the world in new ways, to find hidden patterns, to make
connections between seemingly unrelated phenomena, and to generate solutions. It involves two
processes: thinking, then producing (Naiman, 2011).
As such, creativity is a combinatorial force: the ability to tap into one's 'inner' pool of resources,
such as knowledge, insight, information, inspiration; and the fragments in the mind to combine them in
extraordinary new ways (Popova, n.d. in Naiman, 2011). It is also the process of bringing something new
into being that requires passion and commitment.
 Creativity begins with a foundation of knowledge, learning a discipline, and mastering a way of
thinking. It can be learned by and synthesizing information. Experimenting, exploring, questioning
assumptions, using imagination.
The ability to generate creative and innovative ideas is not merely a function of the mind, but also
a function of five key behaviors that optimize brain for discovery: (1) associating or drawing connections
between questions, problems, or ideas from unrelated fields; (2) questioning or posing queries that
challenge common wisdom; (3) observing or scrutinizing the behavior of others to identify new ways of
doing things; (4) networking or meeting people with different ideas and perspectives; and (5)
experimenting or constructing interactive experiences and provoking responses to see what insights
emerge (https://www.creativityatwork.com/2014/02/17/what-is-creativity/).
Developing literacies of the arts and creativity involves design of physical learning environment,
the emotional environment, scheduling organization and implementation of curriculum and instruction
and attention to the body and the brain. Therefore, teachers should be
empowered in developing these literacies among students with the support of the administrators, parents,
and other stakeholders.
Seven Habits of Highly Creative People
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Naiman (2014) opined that if a person makes a habit of the seven practices, he/she will be highly
creative in his/her field. Thus, these would help teachers attain highest possible level of creativity.
1. Prepare the ground. Creativity requires an absorbed mind, a relaxed state of focus and attention by
giving the self sufficient time and space needed while letting the desire to create from the pleasure of
creative expression and inspiration.
2. Plant seeds for creativity. It is important to put attention on what you want to create, not on complaints
and set an intention to produce the desired results.
3. Live in the question. Ask questions, instead of trying to find immediate answers and pay attention to
questions that other people ask
4. Feed your brain. Get interested in something that later can provide you wisdom and ideas if you learn
to make connections between people, places and things that are not usually connected.
5. Experiment and explore. Follow your curiosity, experiment with ideas, and learn from your mistakes
therefore, the quality of your creativity will improve.
6. Replenish your creative stock. You must learn to be self- nourishing and translate hobbies, talents and
skills into wonderful potentials.
7. Liberate your creativity. Your child's play provides the clue to your creativity, potentials and passion.
In general, creativity takes on many forms in business, art, design, education and science. When
you express your creativity in these domains, you have the ability to make life indeed a work of art
(Naiman, 2011).
Eye-Hand Coordination
In most of our creative activities and endeavors, we integrate eye- hand coordination as we inhibit
our usual body functioning.
 Eye-hand coordination (also known as hand-eye coordination) is the coordinated control of eye
movement with hand movement and the processing of visual input to guide reaching and grasping along
with the use of proprioception of hands to guide the eyes. Eye-hand coordination can be observed in
diverse activities, such movement of objects, handwriting, catching a ball, sports, performance, music,
reading, computer gaming, typing, and others. In short, it becomes part of the mechanisms of performing
everyday tasks. Without it, people would be unable to carry out even the simplest actions in daily life.
Eye-hand coordination therefore, is the ability of the vision system to coordinate the information
received through the eyes to control, guide, and direct the hands in the accomplishment of a given task, It
is also a complex cognitive ability as it unites visual and motor skills, allowing the hand to be guided by
the visual stimulation that the eyes receive. It is the ability to do activities that require simultaneous use of
hands and eyes, like an activity that uses the information that eyes perceive (visual spatial perception) to
guide the hands in carrying out a movement. 181

Hand-eye coordination is important for child development and academic success, which is
equally important among adults to use in countless activities on a daily basis. Most activities in day-to-
day life use some degree of eye-hand coordination, the reason why it is really important to develop it as
possible. Obviously, visual information is used to correct an inappropriate behavior in a situation.
We use our eyes to direct attention to a stimulus and help the brain understand where the body is
located in space (self-perception). Reciprocally, we use our hands to simultaneously carry out a
determined task based on the visual information that our eyes receive
(https://www.cognifit.com/science/cognitive-skills/eye-hand-coordination).
Examples of eye-hand coordination
1. In writing. When making lines, the eyes send visual information to the brain to tell where the hand is
placed and if handwriting is legible.
2. Typing on a keyboard. Although the types of movement are different, but visual information is used to
tell the brain how to guide the hand or if a mistake needs to be corrected.
3. When driving. It uses visual information to move the hands on the wheel, keeping the car in the middle
of the lane and avoiding accidents.
4. In sports. In any sports, the eyes usually coordinate with the movement of some parts of the body
called "motor coordination". Depending on the sport, either hand-eye coordination (basketball, tennis,
football, etc.) or foot-eye coordination (soccer, track, etc.) will be more dominant.
(https://www.cognifit.com/science/cognitive-skills/eye-hand-coordination).
Problems and disorders related to poor eye-hand coordination. Hand-eye coordination can also work
poorly even if the person's eyes and vision are not affected and if their motor control skills work properly.
It is possible for someone with a perfect vision to have hand-eye coordination problems that will only
manifest when they use both the visual and motor systems together.
Any alteration to the visual or motor systems can significantly affect hand-eye coordination, like visual or
muscular problems, such as strabismus (crossed eyes), amblyopia, muscle hypotonia, balance

problems, or crossed laterality, Brain damage to the motor areas or perceptive areas may also cause eye182
hand coordination problems,
 Poor hand-oyo coordination can affect activities that may lead to developmental disorders,
learning disorders (related to reading, writing and playing sports), in academics (making mistakes when
they take notes, poor hand writing, poor attention), professional areas (in typing or assembling objects),
and problems with daily activities,
Hence, poor hand-eye coordination can have variety of causes, but the following are two main
conditions for inadequate hand-eye coordination
1. Vision impairment. It is a loss of vision that makes it hard or impossible to perform daily tasks without
specialized adaptations caused by loss of visual acuity, in which the eye does not see objects as clearly as
usual.
2. Movement disorders. These are characterized by impaired body movements caused by variety of
causes, such as ataxia, which is characterized by lack of coordination while performing voluntary
movements; and hypertonia, a condition marked by an abnormal increase in muscle tension and a reduced
ability of a muscle to stretch. https://www.cognifit.com/science/cognitive-skills/ eye-hand-coordination. .
Hand-eye coordination development stages. Hand-eye coordination development milestones are as
follows:
Between birth and three years
1. Between birth and three years of age, infants can accomplish the following skills and can:
1.1 start to develop vision that allows them to follow slowly moving objects with their eyes;
1.2 begin to develop basic hand-eye skills, such as reaching, grasping objects, feeding, dressing;
1.3 begin to recognize concepts of place and direction, such as up, down, in; and
1.4 develop the ability to manipulate objects with fine motor skills.
Between three and five years
2. Between three and five years of age, little children can:
2.1 continue to develop hand-eye coordination skills and a preference for left or right handedness;
2.2 continue to understand and use concepts of place and direction, such as up, down, under, beside;
2.3 develop the ability to climb, balance, run, gallop, jump, push and pull, and take stairs one at a time;
and

2.4 develop eye/hand/body coordination, eye teaming, and depth perception.

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Five to seven years
3. Children between five and seven years old can:
3.1 improve fine motor skills, such as handling writing tools, using scissors, etc.;
3.2 continue to develop climbing, balancing, running, galloping and jumping abilities; 3.3 continue and to
improve hand-eye coordination handedness preference; and
3.4 learn to focus vision on school work for hours every day.
(http://www.healthofchildren.com/G-H/Hand-Eye-Coordination.html#ixzz5xFc4rsgG)
Visual Literacy
In the advent of the Internet, students must develop the necessary visual literacy skills to navigate
the image-intense world.
Therefore, visual literacy refers to interpreting and creating visual images and usually about
communication and interaction.
Visual literacy is the ability to read, write and create visual images. It is a concept that relates to
art and design and has much wider applications. It is about language, communication and interaction.
Visual media is a linguistic tool, with which we communicate, exchange ideas and navigate our highly
visual digital world.
The term was first coined in 1969 by John Debes, who was the founder of the International
Visual Literacy Association Debes explains: “Visual literacy refers to a group of vision-competencies a
human being can develop by seeing, having and integrating other sensory experiences."
According to Oxford Research Encyclopedia, visual literacy is the ability to interpret, negotiate
and make meaning from information presented in the form of an image, extending the meaning of
literacy, which commonly signifies interpretation of a written or printed text. It is therefore, based on the
idea that pictures can be read and the meaning can be through a process of reading.
Serafini (2017) asserted that visual literacy is a set of visual competencies or cognitive skills and
strategies one needs to make sense of visual images. These visual competencies were seen as universal
cognitive abilities that were used for understanding visual images regardless of the contexts of
production, reception, and dissemination. More contemporary definitions stress that visual literacy is a
contextualized, social practice as much as an individualized, cognitively based set of competencies. It is
also a process of generating meanings in transaction with multimodal ensembles that include written text,
visual images, and design elements from a variety

184
of perspectives to meet the requirements of particular social contexts.
Theories of visual literacy can be integrated across disciplines. Therefore, visual literacy now
incorporates sociocultural, semiotic, critical, and multimodal perspectives to understand the meaning that
are potential of the visual and verbal ensembles encountered in social environments (Serafini, 2017).
Digital technology has greatly impacted our understanding of visual literacy as we now see children
growing up with tablets and computers and what appears to be highly developed visual literacy instincts.
(https://visualliteracytoday.org/what-is-visual-literacy)
Verbal Creativity
In view of the rapidly increasing complexity of the world, creativity is more important now than
ever before and is even considered as a useful and effective response to evolutionary changes, since it
allows the individual to flexibly respond to the continuously changing conditions around (Runco, 2004 in
Fink, et. al., 2015). Torrance, (1969) in Hasan (2017) recognized creativity as important for the
development of a fully functioning, mentally healthy, well-educated and vocationally successful
individual. It is because of growing recognition of the importance of creative functioning and there is
sufficient evidence of the universality of creativity.
Scott, et al (2004) cited that creativity-related skills can be improved by providing specific rules,
techniques or strategies to develop appropriate cognitive skills for the domain at hand. This could be
realized through creative ideation trainings or divergent thinking exercises (Coskun, 2005; Benedek, et.
al, 2006), which aim at stimulating effective search, retrieval, and integration/combination of remote
associations related to a given stimulus word. Divergent thinking is a useful concept for identifying,
supporting and measuring creativity as a process to actualize one's self, manipulate internal and external
symbols as creation of illustrative ideas based on his/ her knowledge senses regarding people and objects
to produce on (Hasan, 2017).
The four major components of divergent thinking are fluency, flexibility, originality and
elaboration, which are very useful for an operational concept. Fluency refers to the total number of ideas,
options and solutions generated for an open-ended problem; flexibility is the number of conceptual
categories; originality is the aspect of created or invented works and is about statistical infrequency of
responses related to the task compared with original ideas; and elaboration is the ability to expand on an
idea with details and the ability to create an intricate plan.
Fink, et. al (2012) explained that cognitive stimulation through common or moderately creative
ideas was effective in improving verbal creativity , and most importantly , stimulation effects were also
apparent at the level of the brain. As such, a widespread creativity-related neural network includes left
middle and superior temporal gyri along

185
with right parietal cortex being sensitive to cognitive stimulation.
Aesthetics
Britanica defines aesthetics, also spelled esthetics, as the philosophical study of beauty and taste.
It is closely related to the philosophy concerned with the nature of art and the concepts of which
individual works of art are interpreted and evaluated.
In perspective, it is an interesting and puzzling realm of experience: the realm of the beautiful, the
ugly, the sublime and the elegant; of taste, criticism and fine art; and of contemplation, sensuous
enjoyment and charm. In all these phenomena, similar principles operate and similar interests are
engaged.
The nature and scope of Aesthetics. Aesthetics deals not only with the nature and value of arts
but also with those responses to natural objects that find expression in the language of the beautiful and
the ugly. The terms beautiful and ugly are too vague in application and too subjective in meaning.
Everything on earth may be perceived as beautiful by someone from his/her point of view while different
people may use the word differently that often may have little or nothing in common but all are simply
based on judgment. It may also be that the term beautiful has no sense except as the expression of an
attitude, which in turn, people may associate it to different matters.
Moreover, in spite of the emphasis of philosophers on the terms beautiful and ugly, aesthetics
becomes an insignificant issue for discussion in the description of what appeals in nature. Just like when
appreciating a poem, it can be described as ironic, moving, expressive, balanced and harmonious.
Likewise, in characterizing a favorite stretch of countryside, it can be noted as peaceful, soft,
atmospheric, harsh, and evocative, rather than beautiful.
Three Approaches to Aesthetics
Britanica laid down three approaches to aesthetics as follows:
1. It is the study of aesthetic concepts or the analysis of "language of criticism," in which particular
judgments are singled out and their logic and justification are presented.
2. It is a philosophical study of certain states of mind, responses, attitudes and emotions that are involved
in aesthetic experience.
3. It is the philosophical study of the aesthetic object that reflects the view that problems of aesthetics
exist because the world contains special objects toward which people react selectively as described in
aesthetic terms. (https://www.britannica.com/topic/aesthetics)

Integrating Arts and Creativity Literacy into the Curriculum

The following are strategies and initiatives in embedding arts and creative literacy in the 186
curriculum.
1. Physical environment - Design a physical environment to support creativity, such as castle-designed
school building, well-architecturally designed edifice, roofs and ceilings, creative murals, beautiful
garden landscape, colorful blocks and benches in the math and science garden, structured music and arts
studio, an atelier, student lounge, amphitheater, etc.
2. Emotional environment - Take time to create and maintain a climate of respect, caring and support to
someone when making mistakes.
3. Project-based learning (PBL) - Provide students time, space and opportunity to express themselves -
their ideas, emotions and insights through arts. Design and plan any projects that are relevant, rigorous
and real-world to attain motivation, engagement and learning.
4. Teach creative thinking skills Teach students about “metacognition" or "thinking about their thinking"
even to the little ones through the process of brainstorming, reasoning, comparing and contrasting,
problem-solving, concept mapping, analyzing, evaluating and more.
5. Alternative assessments - Instead of just a worksheet or an assignment, provide different authentic
assessment like performance, systems design, product/output making, visual arts creation, task-based,
project-based, portfolio and others provided with rubrics and other forms of metrics.
6. Scheduling, Project-based curriculum and performance- based assessment need ample time and proper
scheduling in either structured or unstructured manner.
7. Student-centered and personalized learning Provide students freedom to choose on what they will
learn, how they will learn it and how they will demonstrate what they have learned.
8. Incorporate arts - Integrate seamlessly music, art, drama and dance into the curriculum to develop
creativity.
9. Integration of technologies - Encourage students to create and utilize blogs and websites, Glogster,
Voice Thread, student publishing, video game design, coding, filmmaking, photography, global
collaborative classroom projects using
10. Preparing the body and brain for creativity - Create activities that induce body-mind integration, such
as yoga, ballet, jazz, Google Hangouts, etc. - zumba, calisthenics, etc.

187
QUESTIONS FOR DISCUSSION
1. What do you mean by arts and creative literacy?
2. What are the seven habits of highly creative people? Provide examples.
3. Explain eye-hand coordination-associated disorders, assessment interventions and developments.
4. Compare and contrast visual and verbal creativity.
5. Discuss aesthetics as a philosophical perspective and the three approaches.
6. How can arts and creative literacy be integrated in the curriculum?
Life and Values Integration
Share a personal experience in which you created an artwork or presented a performance that was
critiqued by others. What life lessons and values have you realized and learned?

RESEARCH ANALYSIS AND IMPLICATION

Direction: Analyze the following research abstract and cite its implication to teaching-learning. You may
download the full paper of this research on the website given below.
Brain networks for visual creativity: A functional connectivity study of planning a visual artwork
De Pisapia, Bacci, Parrot and Melcher (2016)
Abstract
Throughout recorded history, and across cultures, humans have made visual art. In recent years,
the neural bases of creativity, including artistic creativity, have become a topic of interest. In this study,
we investigated the neural bases of the visual creative process with both professional artists and a group
of control participants. We tested the idea that creativity (planning an artwork) would influence the
functional connectivity between regions involved in the default mode network (DMN), implicated in
divergent thinking and generating novel ideas, and the executive control network (EN), implicated in
evaluating and selecting ideas. We measured functional connectivity with functional Magnetic Resonance
Imaging (MRI) during three different conditions: rest, visual imagery of the alphabet and planning an
artwork to be executed immediately after the scanning session. Consistent with

our hypothesis, we found stronger connectivity between areas of the DMN and En during the creative
task, and this difference was enhanced in professional artists. The findings suggest that creativity should 188
involve an expert balance of two brain networks typically viewed as being in opposition.
 (Source: De Pisapisa, N., Bacci, F, Parrot, D. & Melcher, D. (2016). Brain networks for visual creativity:
A functional connectivity study of planning a visual artwork. Scientific Reports Volume 6, Article
number: 39185 (2016). https://www. nature.com/articles/srep39185)
Analysis: How do you explain the process of brain networks for visual creativity done in this study
towards planning a visual artwork?
_____________________________________________________________________________________
_____________________________________________________________________________________
Implication: How does the result of this study affect creativity enhancement in an individual?
_____________________________________________________________________________________
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SYNTHESIS AND LEARNING REFLECTION

ARTS AND CREATIVE LITERACY SYNTHESIS

SYNTHESI Creativity is the process of having original ideas that have value and the ability to see
S the world in new ways.
To enhance creativity skills, a person may adhere to the seven habits of highly creative
people.
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.

Direction: Give your own concept of creativity using creative symbols that you will draw in the following
frames below. Then, provide brief explanations. 189

Creativity

Learni
Symbol Symbol Symbol
ng Symbol
Reflec
tion
CURRICULUM APPLICATION
Direction: Create an art work and evaluate it using well self-made assessment.

Creative Art work

Description:

Art Media Used:

Name of Artist:

190

OUTPUT

(Paste/print picture of creative artwork here.)

 Rubric for Artwork
5 4 3 2 1

191
LET SAMPLERS: TAKING THE EXAMINATION
Direction: Read and analyze each item carefully. Choose the letter of the best answer.
1. Philosophically, aesthetics is viewed as the nature and the value of the arts and the responses to natural
objects that find expression in the language of the beautiful and the ugly. What does this imply?
1. Beauty lies in the eyes of the beholder.
II. Positivity and negativity are just in the mind; you are what you think of yourself and what you would
want to become.
III. The way we perceive others is influenced by our self- behavior and attitude toward them.
IV. We are who we are and no one can conquer nor take control of our beliefs, neither change our ways
and systems thinking.
A. I and II only C. I, III and IV
B. I, II and III D. I, II, III and IV
2. The concept of aesthetics draws the line of beauty and taste and concerns the nature of art that are
interpreted and evaluated. How can this be best attuned with the practice of creative artworks?
A. Have the works done and displayed in an exhibit for other students to appreciate and evaluate.
B. Have them submitted and checked by the teacher and returned thereafter.
C. Have all the works be subjected to contest rules then, declare and award the winners at the end.
D. Have the works be kept by students and let them assess the same.
3. How can a student manifest signs of emotional attributes, such as anxiety, depression and suicidal
tendency in the Arts and Literature class?
1. Life's narratives and untold stories
II. Visual output and symbolic figures
III. Reflection journal
IV. Art expression and literary work of various kinds
A. I and II only C. I, II and III only
B. III and IV only D. I, II, III and IV

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4. How can we rediscover and enhance the creativity of students at its best?
A. Ask them to imitate the sample drawing given by the teacher.
B. Let them make art works utilizing minimal media.
C. Tell them to attach the explanation and depiction of their artwork.
D. Let them make an artwork out of their emotional and behavioral expression using the kinds of media
they prefer.
5. Which of the following activities illustrate demonstrative eye-hand coordination?
1. Computer games
II. Operating the microscope
III. Dance steps to the tune of "Rumba"
IV. Watching favorite film in a cinema
A. I and II only B. I, II and III
C. II, III and IV D. I, II, III and IV

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 CULMINATING ACTIVITY:
GENERAL ASSESSMENT OF LEARNING OUTCOMES

LEARNING OUTCOMES
1. Present an activity or performance that depicts any of the new literacies
2. Narrate experiences gained from the presentations in the culminating activity
3. Explain the role of these literacies in the teaching-learning process
4. Demonstrate integration of these literacies in the curriculum
5. Cite significant learning reflections from the course
6. Assess the activity or presentation using an intended tool
II. ACTIVITY APPLICATION
GROUP PRESENTATION
1. Present an activity or performance that depicts any of the new literacies tackled in this course. The
presentations will be judged using the intended criteria below (i.e. role playing, artwork exhibit, dance
presentation, song interpretation, photo-opp, literature composition, demo teaching, research interview,
community service activity, immersion, etc.).
III. ACTIVITY ASSESSMENT EVALUATION CRITERIA
Evaluation Criteria

Groups Performance Creativity Style and Relevance Over-all Total

Quality (15%) Originality and Clarity Impact Scores
(40%0 (15%) (20%) (10%)
1
2
3
4
5

Group Team Names

Group Team 1
Group Team 2
Group Team 3
Group Team 4
Group Team 5

V.
LEARNING REFLECTION LOG
MY LEARNING EXPERIENCE IN THE CULMINATING ACTIVITY 194
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_____________________________________________________________________________________
_____________________________________________________________________________________

VI. LEARNING INSIGHTS

I realized that attaining new literacies is important in the learning process because
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

I also noticed that these literacies are indeed important in the teaching learning process
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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I was able to demonstrate how these literacies can be integrated in the curriculum and delivery of the
instruction through
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VI. MY LEARNING REFECTIONS IN THIS COURSE

_____________________________________________________________________________________
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VII. LEARNING OUTCOME EVIDENCE
Create an e-portfolio that will compile all the activities and outputs and produced in this
course.
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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