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[2nd DRAFT, 16 JULY 2017, NM]

SUBJECT TITLE: TRENDS, NETWORK, AND CRITICAL THINKING IN THE 21ST CENTURY

INSTRUCTOR: SCHEDULE: ROOM


CONTACT DETAILS:

SUBJECT DESCRIPTION AND RATIONALE:


The course provides opportunities for students to discover patterns and extract meanings from emerging trends. It aids in developing their critical and creative
thinking skills—essential tools for decision making and understanding “ethics of care”. Global trends in the 21st century are examined and are either accepted or
rejected on a sound set of criteria. Students will be asked to create and analyze scenarios that will challenge them to (1) formulate their stances on issues or
concerns; (2) propose interventions and; (3) formulate alternative futures. The students will realize the interconnections between their neural connections and
social realities.

STUDENT LEARNING OUTCOMES: At the end of the course:


ELGA LEARNING OUTCOME
CREATIVE & CRITICAL THINKER (CCT)
 Having known the different critical thinking skills and the decision-making
One who conceptualizes, applies, analyzes, evaluates, and synthesizes strategies, both strategic and intuitive, the students should be able to critically
information gathered from, or generated by, observation, experience, evaluate issues related to prevailing trends and networks on various levels—local,
reflection, reasoning, or communication, as a guide to belief and action. global, social, planetary, and neural.
EFFECTIVE COMMUNICATOR (EC)
 Having understood the difference between trends and fads and the relationships
One who articulates effectively and appropriately in a variety of contexts among kinds of networks, the students should be able to clearly articulate the
using communication, literacy, numeracy, and information technology benefits of democratic processes, the importance of environmental protection,
skills to serve the common good and the will of God. and the positive and negative effects of technology on their well-being and the
good of society.

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REFLECTIVE LIFELONG LEARNER (RLL)
 Having gained the knowledge about the nature of trends and the dynamics of
One who passionately pursues his/her field of specialization for the sake various kinds of networks and the critical skills for evaluating the impact of
of learning and to serve humanity in accordance with a common belief technology on individual well-being and social development, the students should
of what is good and is the will of God. be able to come up with a personal vision of a better future for themselves and
the world in general and the means by which it could be achieved.
SERVICE DRIVEN CITIZEN (SDC)
 Having learned the meaning, dimensions, and benefits of democracy, the students
One who creates products and performances that contribute positively should be able to actively participate in democratic processes that promote
to the accomplishment of team goals through collaborative processes universal justice and respect for human rights.
and are appropriate for his/her intended audience.

ENVIRONMENTAL STEWARD (ES)


 Having known the effects of consumption and production patterns on climate
One who sees the interconnectedness of all life and enables change and the various causes of environmental damages, the students should be
communities and people to improve the quality of life without able to devise creative ways to contribute to the solution of environmental
compromising that of future generations. problems and/or actively support advocacies for environmental protection.

COURSE REQUIREMENTS AND GRADING SYSTEM:

I. PERFORMANCE TASKS (60%) Topics Descriptions


Trends A (100-word) reflective essay on a certain idea arising from the study of trends.
1. ESSAYS (20%) Climate Change An analytical essay on how and why production and consumption habits contribute to the problem of
climate change, and on how to personally contribute to the resolution of the problem.
Local Networks A color-coded map of the networks of power relations (political, economic, cultural, and kinship ties)
2. MAPS (20%) within a community.
(Individual or Group Project) Global Networks A map tracing any one of the following:
(a) the different geographical origins of the various elements of an industrial / technological /
agricultural product, with personal reflections;
(b) the workplaces of the OFWs in their community, with personal reflections.

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Neural and Social A social map tracing the various roles that students play in the community (family members,
Networks community leader, etc.) and rank the significance of these roles.
Democratic A video/oral presentation of the ill effects of undemocratic practices related to factors such as gender
3. PRESENTATIONS (20%) Interventions biases, poverty, political marginalization, racial inequality, cultural domination, crisis of representation
(Individual or Group Project) and politics of recognition.
Information and A video/oral presentation of an event dealing with a significant global issue using ICT, which one helps
Communication moblize or participates in.
Technology
II. CULMINATING PROJECT: The Ideal Future A video presentation of a proposal of the kind of future that you want, taking into consideration the
Video Presentation (30%) previous outputs. The presentation should explain why you want that future, and should illustrate
(Individual or Group Project) how you intend to get there.
III. CLASS PARTICIPATION (10%)

RUBRICS

I. Rubric for Essays


CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING RATING
4 3 2 1
Comprehensiveness has an exceptional scope has a large scope of has a minimal scope of has limited scope of
of information information information information

Logic presents information in a presents information in an presents information in a presents information in an


very organized manner organized manner somewhat organized manner unorganized manner

Degree of Analysis analyzes information in a analyzes information in a analyzes information in a analyzes information in a
highly critical and very critical and insightful somewhat critical and low critical and insightful
insightful manner manner insightful manner manner
Quality of Generalizations presence of a deeply presence of a deeply presence of a deeply reflective presence of a deeply
reflective deliberation is reflective deliberation is deliberation is made to a reflective deliberation is

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CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING RATING
4 3 2 1
made very extensively made extensively moderate extent very limited
OVER-ALL SCORE

II. Rubric for Presentations


CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING RATING
4 3 2 1
Creativity the project is highly creative the presentation is creative Is somewhat creative Is not creative
and exceedingly unique and unique

Relevance to the Course manifests great relevance manifests great relevance manifests moderate relevance manifests little relevance
to many topics covered in to a few topics covered in to a few topics covered in the to a few topics covered in
the course the course course the course

Impact is highly stimulating and is stimulating and is stimulating and is not stimulating and not
exceptionally transformative; moves the transformative in some degree; transformative; does not
transformative; strongly spectators to take an moves the spectators to take create an impact to the
moves the spectators to action according to the an action according to the spectators
take an action according purpose of the activity purpose of the activity in some
to the purpose of the degree
activity

Insights on Resolving issues presents very good insights presents good insights on presents superficial insights on presents no insights on
on how to resolve issues how to resolve issues how to resolve issues tackled in how to resolve issues
tackled in the presentation tackled in the presentation the presentation tackled in the
presentation
Communication of the message is very the message is effectively the message is effectively the message is
Message effectively communicated, communicated, communicated, convincing ineffectively
exceptionally convincing convincing and novel and novel in some degree communicated,
and highly novel unconvincing and not
novel

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CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING RATING
4 3 2 1

OVER-ALL SCORE

SCHEDULE:
UNIT TOPIC WEEK LEARNING OUTCOMES OBJECTIVES ASSESSMENT LEARNING ACTIVITIES AND
(Learning Competency) RESOURCES

Orientation and Overview 1


 Objectives and Contents of Resources:
the Course  Course Syllabus
 Course Requirements and  Student Handbook (DLSU
Grading System Integrated School)
 Reference Materials
 Schedule of Activities and
Consultation
 Class Policies

I. Defining a Trend 1-2 The learner understands  Define a trend Class participation, Learning Activities: identifying
the emergence of  Explain the process on how to performance of prior knowledge, KWL charts,
 Trends and Fads trends and patterns. spot a trend activities, short concept mapping, discussion,
 [Process of identifying a  Differentiate a trend from a fad quiz, long film viewing, analysis of cases
trend; Differentiating a trend  Describe the different examination,
from a fad; Elements and characteristics of a trend critical essays, Resource: Ch. 1 of Trends,
characteristics of a trend]  Identify parts of a whole creative/synthesis Networks, Crtiitcal Thinking in
 Identify emerging patterns project the 21st Century (2017 De la
 See, discover and differentiate Rosa et al.)
relationships between causes
and consequences

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UNIT TOPIC WEEK LEARNING OUTCOMES OBJECTIVES ASSESSMENT LEARNING ACTIVITIES AND
(Learning Competency) RESOURCES
 Present the derived ideas
through a 100-word essay or
other graphic representation

II. Understanding Local 3-4 The learner understands  Define and explain strategic class participation, Learning Activities: identifying
Networks strategic analysis and analysis and intuitive thinking performance of prior knowledge, KWL charts,
intuitive thinking.  Attain facility in strategic activities, short concept mapping, discussion,
 Networks: Introductory analysis quiz, long film viewing, analysis of cases
Concepts  Use intuitive thinking in dealing examination,
 Critical Thinking: Skills and with varied activities critical essays, Resource: Ch. 2 of Trends,
Attitudes  Differentiate key components in creative/synthesis Networks, Crtiitcal Thinking in
 Decision-Making: Analysis strategic analysis and intuitive project the 21st Century (2017 De la
and Intuition thinking Rosa et al.)
 (Strategic Analysis and  Examine how the map of social
Intuitive Thinking) networks can be used to
introduce creative solutions to a
particular problem in a
community using intuitive
thinking

III. Global Networks 5 The learner understands  Give examples of various class participation, Learning Activities: identifying
the components, activities in one’s daily life that performance of prior knowledge, KWL charts,
 The Nature of Global operations, effects, and show the concrete effects of activities, short concept mapping, discussion,
Networks networks of globalization quiz, long film viewing, analysis of cases
 Global Networks and globalization in his/her  Explain the comprehensive examination,
Globalization daily life. effects of globalization critical essays, Resource: Ch. 3 of Trends,
 (Labor and Migration)  Show the interconnectedness of creative/synthesis Networks, Crtiitcal Thinking in
peoples and nations project the 21st Century (2017 De la
 Explain and demonstrate the Rosa et al.)
benefits of collaboration and
cooperation
 Identify and discuss the different
contributions of the parts to a
whole
 Stress the important role of the

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UNIT TOPIC WEEK LEARNING OUTCOMES OBJECTIVES ASSESSMENT LEARNING ACTIVITIES AND
(Learning Competency) RESOURCES
creative imagination in putting
together the various parts of a
whole
 Create a map to show the
origins of the different
components of a gadget,
business enterprise, industrial /
technological / agricultural /
product, etc.
 Write a reflection essay on the
insights generated from the
map

IV. Planetary Networks: 6-7 The learner understands  List activities that exemplify care class participation, Learning Activities: Identifying
Climate Change the consequences of for the environment performance of prior knowledge, KWL charts,
personal and local  Explain the effects of activities, short concept mapping, discussion,
 Climate Change: Its Nature action to global and consumption and production quiz, long film viewing, analysis of cases
and Causes planetary climate patterns that contribute to the examination,
 The Effects of Climate change. problem of climate change critical essays, Resource: Ch. 4 of Trends,
Change  Explain and illustrate personal creative/synthesis Networks, Crtiitcal Thinking in
 Addressing the Climate contributions that can actually project the 21st Century (2017 De la
Change Problem solve the problem of climate Rosa et al.)
 [Effects of consumption and change
production patterns on  Make a stand on how the
climate change] consequences of one’s action
affect the lives of others and the
environment

7 Midterm Examination

V. Democratic Interventions 7-8 The learner understands  Identify preferred democratic class participation, Learning Activities: identifying
the meaning and practices; and explain and performance of prior knowledge, KWL charts,
 Democracy: Models, dimensions of analyze the reason for their activities, short concept mapping, discussion,
Element, Practices, and democracy preferences quiz, long film viewing, analysis of cases

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UNIT TOPIC WEEK LEARNING OUTCOMES OBJECTIVES ASSESSMENT LEARNING ACTIVITIES AND
(Learning Competency) RESOURCES
Interventions  Illustrate the benefits of examination,
democratic participation critical essays, Resource: Ch. 5 of Trends,
 Explain the importance of creative/synthesis Networks, Crtiitcal Thinking in
participation in democracy project the 21st Century (2017 De la
 Disitnguish / differentiate Rosa et al.)
paticipatory from representative
democracy
 Generate the criteria for
assessing prevailing political
and social instiutions
 Conceptualize / formulate what
can be a viable alternative to
undemocratic practices.

VI. Information and 9-10 The learner understands  Identify dimensions of class participation, Learning Activities: identifying
Communication how ICT enslaves, technology that are enabling performance of prior knowledge, KWL charts,
Technology emancipates, and and not inhibiting activities, short concept mapping, discussion,
empowers individuals.  Discuss the benefits of quiz, long film viewing, analysis of cases
 Information and technology examination,
Communications  Utilize technology effectively critical essays, Resource: Ch. 6 of Trends,
Technology: Dimensions, rather than be enslaved by it creative/synthesis Networks, Crtiitcal Thinking in
Benefits, and Challenges  Identify the weakest link in a project the 21st Century (2017 De la
system using strategic and Rosa et al.)
intuitive thinking
 Explain how information
communication technology
can facilitate social relationships
and political movements
(occupy movements)
 Make or propose a creative
intervention to improve human
life

VII. Neural and Social 11-12 The learner understands  Identify connections, class participation, Learning Activities: identifying
Networks the parallelism relationship, and networks performance of prior knowledge, KWL charts,

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UNIT TOPIC WEEK LEARNING OUTCOMES OBJECTIVES ASSESSMENT LEARNING ACTIVITIES AND
(Learning Competency) RESOURCES
between neural and  Illustrate how the brain or neural activities, short concept mapping, discussion,
 Connections, Relationships, social networks network works quiz, long film viewing, analysis of cases
and Networks  Compare the neural networks examination,
 Neural Networks and Social with social networks critical essays, Resource: Ch. 7 of Trends,
Networks  Establish linkage between self creative/synthesis Networks, Crtiitcal Thinking in
and the social network one project the 21st Century (2017 De la
belongs to Rosa et al.)
 Demonstrate how thinking
processes are shaped by social
relationships
 Identify the significant social
roles students play withing the
community by creating a social
map of their relationships
 Rank the roles in the community
in terms of signficance and
explain why

13 Culminating Activity

MAIN REFERENCE:
De la Cruz, R., Fadrigon, C. & Mabaquiao, N. (2017). Trends, Networks, and Critical Thinking in the 21st Century Culture. Quezon City: Phoenix Publishing House.

ADDITIONAL READINGS/RESOURCES:
Anderson, James A. (1995). An Introduction to Neural Networks. Cambridge, Massachusetts: MIT Press.
Carolan, Brian V (2014). Social Network Analysis and Education: Theory, Methods and Applications. Los Angeles, London, New Delhi: Sage.
Catt, Helena. (1999). Democracy in Practice. New York and London: Routledge.
Egan, Brian Denis. (2005). “The Role of Critical Thinking in Effective Decision- making.” Global Knowledge Network, Inc., 1–15. Online: https:// articulosbm.
les.wordpress.com/2010/03/criticalthinking.pdf

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Facione, Peter A. (2013). “Critical Thinking: What it is and why it counts.” Online: http://spu.edu/depts/health-sciences/grad/documents/ ctbyfacione.pdf. 1–27.
groups/public/documents/APCITY/UNPAN006918.pdf
Hefti, Anny Misa (n.d.) “The Philippines: Globalization and Migration.” Accessed on September 1, 2016. http://unpan1.un.org/intradoc/
Holton, Robert J. (2008). Global Networks. New York: Palgrave Macmillan.
Keane, John. (2003). Global Civil Society?. Cambridge: Cambridge University Press.
Khatri, Naresh & Ng, H. Alvin. (2000). “The Role of Intuition in Strategic Decision-making.” Human Relations, Volume 53 (1): 57-86. Online:
Lawson, Kay. (1989). The Human Polity: An Introduction to Political Science. Boston: Houghton Mif in Company.
Mabaquiao, Napoleon. (2007). “Globalisasyon, Kultura, at Kamalayang Pilipino” (“Globalization, Culture, and Filipino Consciousness”). Malay 19 (3): 79-94.
Maoz, Zeev (2011). Networks of Nations. The Evolution, Structure, and Impact of International Networks, 1816-2001. Cambridge: Cambridge University Press.
Moore, Brooke Noel and Richard Parker. (2005). Critical Thinking. 7th Edition. International Edition. McGraw Hill.
PreserveArticles.com. (2012). “Globalization is primarily of three types: Economic, Cultural and Political.” Accessed on September 1, 2016.
Ranada, Pia. (2015). “6 Ways climate change will affect PH Cities.” Accessed on April 15, 2016. http://www.rappler.com/nation/48599-six-ways-climate- change-
affects-ph-cities.
Saward, Michael. (2003). “Representative and Direct Democracy.” In Democratic Politics: An Introduction. By Roland Axtmann (ed.). London, Thousand Oaks, New
Supermarketnews.com. (2016). “How to spot difference between fads and trend.” Accessed on June 10, 2016. http://supermarketnews. com/blog/how-spot-
difference-between-fads-and-trend.
United States Environmental Protection Agency. (2016). “Climate Change.” Accessed on April 15, 2016. https://www3.epa.gov/climatechange.html
University of Wisconsin (2007). “The Basics of Neural Networks.” Accessed on August 1, 2016. www.pages.cs.wisc.edu/~bolo/shipyard/ neural/local.htm.

CLASS POLICIES:
To be specified by the teacher.

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