Dean Cortez Edit

Unit I
Literacy and
Education in the 21st
Century Philippines
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Lesson 1
Introduction to Literacy and Numeracy
Question for Discussion:
What is your personal concept and existing understanding of literacy and numeracy?
How can you relate literacy and education?
How can you apply numeracy in real life?
I. Definitions of Literacy and Numeracy
1. What is Literacy?
The dictionary defines literacy as the ability of a person to read and write;
competence and knowledge in specified area. Additionally, experts define literacy as the
“ability to identify, understand, interpret, create, communicate and compute using
printed and written materials associated with varying contexts”. The experts also note
that “Literacy involves a continuum of learning in enabling individuals to achieve their
goals, to develop their knowledge and potential, and to participate fully in their
community and wider society”.
Literacy skills help students gain knowledge through reading as well as using
media and technology. These skills also help students create knowledge through writing
as well as developing media and technology.
2. What is Numeracy?
The dictionary defines numeracy as the ability to understand and work with
numbers. It is the ability to use Mathematics in everyday life.
Numeracy involves skills that aren’t always taught in the classroom – the ability
to use numbers and solve problems in real life. It means having the confidence and skill
to use numbers and mathematical approaches in all aspects of life. Numeracy is as
important as literacy. In fact, it's sometimes called ‘mathematical literacy’. People need
both skills to function in modern life.
Table 1.1
Use and Importance of Numeracy
When do we use Examples
numeracy?
Giving correct change, weighing and measuring, using

At work
spreadsheets and understanding data.
In practical everyday
Working out how many minutes until our train, increasing
activities at home and
a recipe to serve extra guests.
beyond
Understanding how much we'll save with a 15% discount,

As consumers checking we've received the right change, working out how
much to tip in a restaurant.
Setting and keeping to a weekly or monthly allowance so as

In managing finances not to be short for food budget, boarding house rentals and
as students others. Understanding the financial implications of
borrowing money.
Helping children with homework, playing board and

As parents
puzzle games with children.
As patients making Managing our diet and nutrition, making and keeping
sense of health medical appointments, measuring medicine doses, working
information out a routine for taking tablets regularly.
As citizens
Making sense of statistics and graphs in the news,
understanding the
understanding information about government spending.
world about us
II. Origins, Evolution and Timeline of the Concept of Literacy and Numeracy
1. Prehistoric and Ancient Literacy

Literacy emerged with the development of numeracy and computational devices
as early as 8000 BCE. Script developed independently at least five times in human
history Mesopotamia, Egypt, the Indus civilization, lowland Mesoamerica, and China.
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The earliest forms of written communication originated in Sumer, located in
southern Mesopotamia about 3500-3000 BCE. During this era, literacy was “a largely
functional matter, propelled by the need to manage the new quantities of information and
the new type of governance created by trade and large scale production”. Writing systems
in Mesopotamia first emerged from a recording system in which people used impressed
token markings to manage trade and agricultural production. The token system served as
a precursor to early cuneiform writing once people began recording information on clay
tablets. Proto-cuneiform texts exhibit not only numerical signs, but
also ideograms depicting objects being counted.
Egyptian hieroglyphs emerged from 3300-3100 BCE and depicted royal
iconography that emphasized power amongst other elites. The Egyptian hieroglyphic
writing system was the first notation system to have phonetic values.
Writing in lowland Mesoamerica was first put into practice by
the Olmec and Zapotec civilizations in 900-400 BCE. These civilizations
used glyphic writing and bar-and-dot numerical notation systems for purposes related to
royal iconography and calendar systems.
The earliest written notations in China date back to the Shang Dynasty in 1200
BCE. These systematic notations were found inscribed on bones and recorded sacrifices
made, tributes received, and animals hunted, which were activities of the elite. These
oracle-bone inscriptions were the early ancestors of modern Chinese script and
contained logosyllabic script and numerals.
Indus script is largely pictorial and has not been deciphered yet. It may or may not
include abstract signs. It is thought that they wrote from right to left and that the script is
thought to be logographic. Because it has not been deciphered, linguists disagree on
whether it is a complete and independent writing system; however, it is genuinely
thought to be an independent writing system that emerged in the Harappa culture.
These examples indicate that early acts of literacy were closely tied to power and
chiefly used for management practices, and probably less than 1% of the population was
literate, as it was confined to a very small ruling elite.
2. Classical and Post-Classical Literacy
Until recently it was thought that the majority of people were illiterate in ancient
times. However, recent work challenges this perception. Anthony DiRenzo asserts
that Roman society was “a civilization based on the book and the register”, and “no one,
either free or slave, could afford to be illiterate”. Similarly Dupont points out, “The written
word was all around them, in both public and private life: laws, calendars, regulations at
shrines, and funeral epitaphs were engraved in stone or bronze. The Republic amassed
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huge archives of reports on every aspect of public life”. The imperial civilian
administration produced masses of documentation used in judicial, fiscal and
administrative matters as did the municipalities. The army kept extensive records relating
to supply and duty rosters and submitted reports. Merchants, shippers, and landowners
(and their personal staffs) especially of the larger enterprises must have been literate.
In the late fourth century the Desert Father Pachomius would expect literacy of a
candidate for admission to his monasteries: they shall give him twenty Psalms or two of
the Apostles’ epistles or some other part of Scriptures. And if he is illiterate, he shall go at
the first, third and sixth hours to someone who can teach and has been appointed for him.
He shall stand before him and learn very studiously and with all gratitude. The
fundamentals of a syllable, the verbs and nouns shall all be written for him and even if he
does not want to he shall be compelled to read.
In the course of the 4th and 5th century, the Churches made efforts to ensure a
better clergy in particular among the bishops who were expected to have a classical
education, which was the hallmark of a socially acceptable person in higher society (and
possession of which allayed the fears of the pagan elite that their cultural inheritance
would be destroyed). Even after the remnants of the Western Roman Empire fell in the
470s, literacy continued to be a distinguishing mark of the elite as communications skills
were still important in political and Church life (bishops were largely drawn from the
senatorial class) in a new cultural synthesis that made “Christianity the Roman religion”.
However, these skills were less needed than previously in the absence of the large
imperial administrative apparatus whose middle and top echelons the elite had
dominated as if by right. Even so, in pre-modern times it is unlikely that literacy was
found in more than about 30-40% of the population. The highest percentage of literacy
during the Dark Ages was among the clergy and monks who supplied much of the staff
needed to administer the states of Western Europe.
Post-Antiquity illiteracy was made much worse by the lack of a suitable writing
medium. When the Western Roman Empire collapsed, the import of papyrus to Europe
ceased. Since papyrus perishes easily and does not last well in the wetter European
climate, parchment was used, which was expensive and accessible only by the Church
and the wealthy. Paper was introduced into Europe in Spain in the 11th century. Its use
spread north slowly over the next four centuries. Literacy saw resurgence as a result, and
by the 15th century paper had largely replaced parchment except for luxury manuscripts.
The Reformation stressed the importance of literacy and being able to read the
Bible. The Protestant countries were the first to attain full literacy; Scandinavian countries
were fully literate in the early 17th century. The Church demanded literacy as the pre-
requisite for marriage in Sweden, further propagating full literacy.
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3. Modern Literacy
Literacy data published by UNESCO displays that since 1950, the adult literacy
rate at the world level has increased by 5% every decade on average, from 55.7 per cent in
1950 to 86.2 per cent in 2015. However, for four decades, the population growth was so
rapid that the number of illiterate adults kept increasing, rising from 700 million in 1950
to 878 million in 1990. Since then, the number has fallen markedly to 745 million in 2015,
although it remains higher than in 1950 despite decades of universal education policies,
literacy interventions and the spread of print material and information and
communications technology (ICT). However, these trends have been far from uniform
across regions.
III. Impacts and Importance of Literacy and Numeracy
Literacy and numeracy skills are essential for students to develop their abilities in
science. Teachers support students by identifying their literacy and numeracy capabilities,
building on their strengths, and developing their areas of need.
Various educators and government offices in the world identify “using language,
symbols, and texts” as among key competencies that all people need in order to live and
learn. These skills prepare students and the younger generations for successful
participation in tertiary education, for careers in an increasingly knowledge-based society,
and for life as reflective and informed citizens.
Curriculum from different countries all over the globe makes it clear that every
learning area requires both literacy and numeracy skills, and presents opportunities for
students to develop them. For example, a strong grasp of reading, writing, mathematics,
and statistics gives students the necessary skills to comprehend scientific text, diagrams,
and data and to communicate their own ideas. At the same time, studying science can
motivate students to enhance their literacy and numeracy skills.
IV. Literacy, Numeracy and Education
Literacy and numeracy are much more than “reading, writing and arithmetic”.
Traditionally, we have thought about literacy as the skills of reading and writing; but
today our understanding of literacy encompasses much more than that. Literacy includes
the capacity to read, understand and critically appreciate various forms of communication
including spoken language, printed text, broadcast media, and digital media. Today,
when we refer to “literacy”, we mean this broader understanding of the skills, including
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speaking and listening, as well as communication using not only traditional writing and
print but also digital media.
Meanwhile, Numeracy is not limited to the ability to use numbers, to add, subtract,
multiply and divide. Numeracy encompasses the ability to use mathematical
understanding and skills to solve problems and meet the demands of day-to-day living in
complex social settings. To have this ability, a young person needs to be able to think and
communicate quantitatively, to make sense of data, to have a spatial awareness, to
understand patterns and sequences, and to recognize situations where mathematical
reasoning can be applied to solve problems.
Every young person needs to be literate and numerate. We use the basic skills of
literacy and numeracy in almost every part of our lives when we communicate with each
other (in traditional written forms or through the internet and digital media), when we
follow signs and instructions, when we are at our work or enjoying leisure time and when
we try to make sense of the mass of information and data available through the media.
We need to foster literacy and numeracy from early childhood to adulthood.

Children will develop good literacy and numeracy skills if those abilities are fostered in a
consistent way from early childhood to the end of second-level education. Early
childhood, the period from birth to six years of age, is a time of significant opportunity
for learning. During these early years, children take their first steps along their journey of
lifelong learning. They have an inherent capacity to learn from birth and the experiences
they have in their homes and wider environment impact significantly on their
development and future learning.
Early experiences that support the development of children’s communication

skills (such as their awareness of verbal and non-verbal communication; their knowledge
of sound, pattern, rhythm and repetition; their awareness of symbols such as print and
pictures; the opportunities that they have to become familiar with and enjoy print in a
meaningful way; and the opportunities that they have to use mark-making materials) play
a key role in the development of their literacy skills. Their awareness of materials, shape,
space, pattern and difference, classifying, matching, comparing and ordering are
important for the development of numeracy. The knowledge, skills, attitudes and
dispositions developed in these early years impact significantly upon their later learning
experiences. This learning progresses in the primary school.
Vital aspects of the child’s skill sets in literacy (in both English and Irish) and
numeracy skills continue to develop during the entire period of second-level education
but especially during the junior cycle, when students encounter texts in new subjects for
the first time.
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During the primary school years, critical early skills need to be developed within
a broad, balanced and enjoyable curricular experience. These literacy and numeracy skills
have to be carefully consolidated and developed throughout the junior and senior cycles
in post-primary schools and in centers for education.
There may be a mistaken belief that the development of young people’s literacy
and numeracy skills should be completed by the end of primary school: this is not the
case. We know, in fact, that there will be considerable variation in the level of skills
acquired by twelve-year-olds. Some children will have mastered basic literacy skills by
the age of twelve years, but many will still be developing these skills. All children of this
age will require well-thought-out teaching and purposeful learning experiences in the
post-primary school to enable them to acquire the skills they have yet to grasp, to
consolidate the skills they have already learned, and to equip them for work, further
learning and leisure.
Just as children develop literacy skills at different rates, their development of

mathematical understanding also varies. We need to ensure that the teaching of numeracy
in the post-primary school builds upon the learning that children have acquired in the
primary school years, so that over the course of compulsory education, they master the
essential ability to understand and use mathematics in every-day life and in further
learning. It is also important for us to remember that the development of children’s
literacy and numeracy skills in post-primary schools is not just the responsibility of
teachers of languages and mathematics. Teachers of all post-primary subjects have an
important role to play in developing and consolidating students’ ability to use literacy
and numeracy.
Continuity in the learning experience is of critical importance in the child’s

development from early childhood through to the completion of post-primary education.
This can only happen for learners if we ensure that there is a seamless transition for them
at each point of change in the education system. Procedures between the various
education providers should ensure that relevant information transfers at each juncture to
facilitate continuity and progression for the child.
1. Literacy in Science
Literacy involves reading and understanding texts (in print/online), visual

images, graphs, tables, diagrams, visual cues, and thinking critically about them. These
texts have both written and visual features.
For science learners, literacy is the ability to understand, respond to, and use a
range of specialist language to describe the natural world and represent and communicate
ideas. Literacy in science should not be confused with scientific literacy.
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Science students need specific help from teachers as they learn:
A. the specialist vocabulary associated with science;

B. how to read and understand scientific terms and texts;
C. how to communicate knowledge and ideas using the language of science; and
D. how to listen and read critically and assess the value of what they hear and
read.
Meanwhile, Science teachers support student learning by:
A. knowing their students and their literacy needs

B. identifying the literacy demands of the curriculum
C. identifying concepts students will find difficult and having strategies to
address these (this is called pedagogical content knowledge, PCK, and is
crucial in science)
D. making outcomes appropriate for each student
E. supporting students to make abstract concepts concrete
F. recycling language and terminology so that it becomes an integral part of
students’ vocabulary
G. encouraging students to self-evaluate and strive for improvement.
When students have the opportunity to select their own context for their science
learning they are more motivated to develop increasingly sophisticated literacy skills
through expressing understandings about science. They can generate and discuss ideas
and access a range of information within this context (use the “think it - draw it – talk it –
write it” strategy).
2. Numeracy in Science
Numeracy is the ability to understand numbers and calculations. As they become

numerate, students develop the confidence, willingness, and ability to apply these skills
to different learning areas at school and in their lives beyond the classroom.
Science students rely on mathematics knowledge and skills when they undertake
scientific inquiry and communicate about their own and others’ ideas. Students
specifically use numeracy skills when they:
A. gather data by making observations and taking measurements

B. process data using calculation, tabulation, graphing skills
C. interpret data by identifying patterns and trends
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D. calculate and predict values
E. make judgments about accuracy of data
F. consider issues of uncertainty and reliability.
A key strategy for developing students’ numeracy and mathematical skills

involves changing information from text to data and vice versa, for example:
A. interpreting information presented in tables and graphs to describe trends

B. taking information from a piece of text and presenting it as a table or graph
C. taking information from a piece of text to solve an algebraic problem in
physics.
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Name:
Course, Year & Section:
Date: Score
Activity 1.1
Directions: Write an essay answering the following topics:
1. Based on the interview conducted in the pre-discussion activity and on the class
discussions for this lesson, provide a clear concept of literacy and numeracy.
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2. Supported by researches and readings about literacy and numeracy, what is the
impact of literacy to the education and economy of a country?
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Name:
Date: Score
Activity 1.2
Directions: Ready to check your numeracy level? Follow the link given below and try the
an example of a Numeracy Challenge, a free tool that enables you to check which
numeracy level you are currently working at, find your strengths and weaknesses and
may get help to improve. Then, share your experience below.
https://www.nnchallenge.org.uk/home/index.html?utm_source=nnsite&utm_mediu
m=whatisnume&utm_campaign=internal_links&_ga=2.34114593.1221093952.157802749
2-1441397751.1578027492
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Lesson 2
Literacy and Education in the Philippines
How can we relate literacy, economy and education in one country?
Do you think the Government through our educational system is serious in addressing
the literacy issues concerning the youth today? Provide evidences.
I. Literacy Trends in the Asia-Pacific Region
The Asia-Pacific region has seen great progress in adult literacy rates between 1990
and 2016. During this period, adult literacy rates rose from 46% to 72% in South Asia; from
64% to 81% in West Asia; and from 82% to 96% in East and South-East Asia. Likewise,
youth literacy rates increased from above 80% to close to 100% in East and South-East
Asia; from 80% to 90% in West Asia; and from 59% to 89% in South Asia, the sub-region
with the most significant increase. Although gender disparities have remained, especially
in South and West Asia, overall female literacy rates have increased at a faster rate than
male literacy rates between 1990 and 2016. This means that gender gaps have indeed
shrunk over the past 26 years.
Despite this remarkable progress, the region is still home to a huge number (more
than 68%) of the world’s illiterate adults. South Asia alone is home to almost half of the
global illiterate population (49%), while 10% live in East and South-East Asia, and 9% in
West Asia, with the latter two sub-regions home to nearly one-fifth of the world’s illiterate
adults. In West Asia and South Asia, adult women are up to six times less likely than men
to have basic reading and writing skills.
Within the Asian region (2016), Singapore ranks as the second most literate
country with a youth literacy rate of 99.93 percent. The literacy rate in Singapore for
people aged 15 years and older has been steadily increasing in the past years.
Lesson 2 –Literacy and Education in the Philippines

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Figure 2.1
Asian Countries by Literacy Rates
Comparing the literacy rates of elderly people (over the age of 65) with those of
youth demonstrates the magnitude of the progress made over the past 50 years. In 2016,
84% of the elderly in East and South-East Asia were literate, along with 42% in South Asia
and 53% in West Asia. At the same time, only 10% of the youth population were illiterate
in West Asia, 9% in South Asia and about 1% in East and South-East Asia. This
generational progress is most apparent for women in South Asia, where only 27% of
elderly women are literate compared to 86% of female youth.
This disparity indicates significant progress in this region. In particular, Bhutan

and Nepal saw the most significant increase in reading and writing skills among their
population over the last 50 years. Only one in seven elderly people is able to read and
write in Bhutan, and one in five in Nepal, while six out of seven youth in Bhutan and four
out of five in Nepal are literate. This achievement is mainly due to increased access to
primary schooling.
The majority of countries missed the Education for All (EFA) goal of reducing
adult illiteracy rates by 50% between 2000 and 2015, according to UIS data. Maintaining

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the momentum of increasing literacy rates is key to ensuring that all age groups, both men
and women, achieve literacy and numeracy to meet the SDG literacy goal by 2030.
II. Literacy in the Philippines
The 2008 Functional Literacy, Education and Mass Media Survey (FLEMMS) is a
national survey that gathers information on basic and functional literacy status of the
population, the educational skills qualifications, and exposure of the population to mass
media. It is the fourth in a series of functional literacy surveys conducted by the National
Statistics Office (NSO). The three previous rounds were conducted in 1989, 1994, and 2003.
The survey is conducted in order to obtain data that will be used as basis of educational
policies and programs that will improve the coverage and quality of education in the
country. Specifically, the survey sought to:
1. estimate the proportion of the population 10 years old and over who are basically
literate, and proportion of the
2. population aged 10 to 64 years who are functionally literate;
3. determine the educational skills qualifications of the population in terms of formal
schooling; and
4. determine the mass media exposure of the basically and functionally
literate/illiterate population.
The survey was designed to provide data representative of the country and its 17
administrative regions. The 2008 FLEMMS was conducted by the NSO in coordination
with the Literacy Coordinating Council (LCC) and the Department of Education (DepEd).
Basic literacy or simple literacy refers to the ability of a person to read and write with
understanding a simple message in language or dialect. In this survey, basic literacy status
of an individual was determined based on the respondents answer to the question “Can
____ read and write a simple message in any language or dialect?”
Functionally literate refers to a person who can read, write and compute or one who
can read, write, compute and comprehend.
In 2016, the global literacy rate among adults (aged 15 and up) reached 86%, and 91%
among youth (15-24 years old), according to the newly released fact sheet from the
UNESCO Institute for Statistics (UIS), “Literacy Rates Continue to Rise from One Generation
to the Next”. Yet, 102 million youth and 750 million adults – two-thirds of whom were
women – lacked basic reading and writing skills.
From the results of the 2008 Functional Literacy, Education and Mass Media
Survey (FLEMMS) which was released in March 2011, the basic literacy is almost universal
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in the Philippines. Of the estimated 68 million Filipinos 10 years old and over in 2008, 95.6
percent are basically literate. The basic literacy rate is 96.1 percent among females and 95.1
percent among males. By region, basic literacy rates are about the same for males and
females.
Figure 2.2
Functional Literacy Rate of Population 10-64 by Sex and Age Group, Philippines: 2008
Further, the 2008 FLEMMS results also show that the functional literacy rate
among females is higher than among males. Overall, functional literacy rate is 88.7 percent
for females and 84.2 percent for males. Among the 15 to 24 age group, 94.0 percent of
females as compared to 88.7 percent of males are functionally literate. Meanwhile, 87.6
percent of females and 84.1 percent of males in the 25 to 64 age group are functionally
literate. In four regions, namely, Eastern Visayas, Western Visayas, Bicol, and Caraga
female functional literacy rates are at least eight percentage points higher than male
functional literacy rates.
Functional literacy rate is also generally high among men and women exposed to
different forms of mass media. Among men, functional literacy rate ranges from 93.0
percent for those who watched television to 95.5 percent for those who surfed the internet.
Among women, it ranges from 94.7 percent for those who watched television to 97.0
percent for those who surfed the internet.
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Figure 2.3
Basic Literacy Rate of Population 10 Years Old and Over and Functional Literacy Rate
of Population 10-64 Years Old by Sex and Region. Philippines: 2008
III. Relationship of Literacy and Education in the Philippines through the Years
In the Philippines, the ability to read and write is a priority, so any effort to
promote literacy by the government, organizations, or even private individuals is
celebrated.
“It is through literacy that one is empowered to interact in his community and
realizes his worth, what he can do and eventually make him do things that contribute in
sustainable development of his society,” said Department of Education’s (DepEd)
Literacy Coordinating Council OIC Dina Ocampo in a speech during the 2014 National
Literacy Conference and Awards.
That “community” progressively expanded, based on the country’s literacy data

collected through the national census. Results from the National Statistics Office’s 2010
Census of Population and Housing (CPH) show that 97.5% of the 71.5 million individuals
who are 10 years old and older were literate or could read and write—an increase from
the 2000 CPH record of 92.3%.
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Prior to World War I, the literacy rate in the Philippines was at a dismal 20%. But
it was one of the countries that experienced rapid school expansion in the late 1930s,
according to United Nations Educational, Scientific and Cultural Organization’s
(UNESCO) 2006 Education for All Global Monitoring Report, and, as a result, literacy
rates rose to the middle range during the 1950s (35%–75%). UNESCO has said literacy
transitions are linked to educational expansion.
The same findings echoed the observations of Dr. Michael Alba, a research fellow
and professor at De La Salle University-Manila. In his journal article, “Estimating Literacy
Rate: A Study Relating Literacy Rate with Combined Gross Elementary and Secondary
Schools Enrollment Rate,” he attributes the growth of literacy rates in the Philippines to
the formalization of the education system there and its success in achieving its basic
objective: to prioritize literacy skills for students.
Shifts in the country’s education system were rooted in structural changes and
policy-making bodies throughout history.
The creation of regulation surrounding education took some 70 years to evolve

and 1960 and 1970 literacy data did not include education offered outside regular
classrooms, including community learning centers and public halls, for out-of-school
youths, dropouts, and differently abled (documented as “non-formal education”). The
establishment of the National Manpower and Youth Council, the agency tracking non-
formal education, Alba said, made a huge impact on the 1980 literacy rate improvement
to 91.79%, according to UNESCO figures.
For John Arnold S. Siena, a director for the National Educators Academy of the
Philippines, part of DepEd, the high literacy rate in the country and the 95.24% school
participation of children in elementary schooling were achieved through the campaign of
the government, particularly DepEd, to bring more school-age children to school. He said
initiatives that focused on this goal include the following:
1. The Alternative Learning System, which provides opportunity for out-of-school

youths to use the education services of DepEd and take the accreditation and
equivalency test, paving the way for further education
2. Open high school and night school opportunities
3. Establishment of schools in areas without schools
4. The Kindergarten Law, which makes attending kindergarten a requirement
5. Literacy-specific initiatives include the following:

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6. Every Child A Reader Program, which mandates all schools, school divisions, and
regions to develop interventions addressing reading in schools based on certain
assessment techniques such as the Philippine Informal Reading Inventory (Phil-
IRI)
7. The Library Hub, established nationwide, in which a vast collection of book titles
appropriate for children of various ages is located and in which the books are
circulated in schools and made part of the learning competencies of the children
8. A focus in K–3 curriculum on language development, including reading
9. The mother tongue–based multilingual education as part of the K–12 program

(under this program, teachers are trained to teach mother tongue competencies to
prepare for learning of a second language)
10. Journalism program RA 7079, which offers teacher and student training in
journalism
11. Activities throughout the year, including Book Week and National Reading Month
The Philippines committed to Education for All (EFA) 2015 Goals at the World
Education Forum in Dakar, resulting in the Philippine EFA 2015 National Action Plan,
“Functionally Literate Filipinos: An Educated Nation.” This plan focuses on achieving
wider access to education and life skills programs, a 50% improvement in levels of adult
literacy (age 15 and older), and remarkable learning outcomes in literacy, numeracy, and
essential life skills.
IV. DepEd, Government Agencies, and other Non-Government Agencies’ Initiative

to Address Literacy Concerns in the Philippine Educational System
DepEd is currently finalizing the policy on Learning Action Cell implementation

and strengthening envisioned as “a sustainable and cost-effective means of supporting
teacher development.” Learning Action Cells are group-based intervention toward
improving teaching practice, and that the reading program, especially in the K–3 stage,
will benefit substantially from the intervention.
The Department of Education also seeks to develop more reading experts from the
ranks of teachers through scholarships, long-term trainings, locally available or abroad,
to help strengthen the reading programs.
But education reforms and literacy projects cannot be in the hands of DepEd alone.
Schools implement their own strategies to contribute to literacy development, like the

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Reading Literacy Extension Program (RELP) of the University of Northern Philippines
(UNP) in Tamag, Vigan.
Book drives initiated by the private sector are also popular in the Philippines, such
as the Philippine Toy Library, which collects books, board games, and even musical
instruments; Sa Aklat Sisikat Foundation (With Books, One Will Be Famous); and Books
for a Cause, a movement that distributes books to schools located in remote areas.
The World Vision initiated an approach called, Integrating hardware and software
interventions. This approach banks on the capacity of the community to address illiteracy
issues among children, youth, parents and caregivers in both formal and non-formal
learning environments. It focuses on the participation of local stakeholders, capacity
building of teachers and volunteers, development of locally-relevant learning materials,
and tracking of improvement of reading, basic math and essential life skills outcomes.
1. Program For Illiterates: Basic Literacy Program (BLP)
The Basic Literacy Program (BLP) is a program aimed at eradicating illiteracy

among out-of-schools youth and adults (in extreme cases school-aged children) by
developing basic literacy skills of reading, writing and numeracy.
2. Program For Dropouts Of Formal Elementary And Secondary Levels:

Continuing Education: Accreditation And Equivalency (A&E) Program
The Accreditation and Equivalency (A&E) Program is a program aimed at

providing an alternative pathway of learning for out-of-school children, youth and
adults who are basically literate but who have not completed the 10 years of basic
education mandated by the Philippine Constitution. Through this program, school
dropouts are able to complete elementary and high school education outside the
formal school system.
3. Program For Muslim Migrants: Arabic Language And Islamic Values

Education In Alternative Learning System (ALIVE IN ALS)
The Arabic Language and Islamic Values Education in Alternative Learning

System (ALIVE in ALS) is designed for the Muslim Migrants to be able to
positively contribute to the peace efforts of our government in order to improve
the quality of life of Muslim OSY and adults. It has components, namely; Basic
Literacy Program + ALIVE; Accreditation & Equivalency (A&E) Program +
ALIVE; Informal Education + ALIVE; Technical Vocational Education Program +
ALIVE; and Entrepreneurship Development + ALIVE.

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4. Program For Hearing Impairment: Alternative Learning System For Differently-
Abled Persons (ALS-DAP)
The Alternative Learning System for Differently-Abled Persons (ALS-DAP) is a

project which aims to deliver Basic Literacy Program to the special/differently-
abled children/OSYs/adults, e.g., hearing impaired learners who have not availed
of/have no access to the formal school system through specialized approaches,
e.g., sign language.
5. Program For Adolescents: Adolescent Reproductive Health (ARH)
The Adolescent Reproductive Health is a project for out-of-school adolescents ages

9-24 years old. It is a life skills-based education program for adolescents who are
in high-risky behavior, sex-related or non-sex related behavior.
6. Program For Parents: Parent Education
The Parent Education is an informal education which is a life skills short-term

course that addresses the special needs and interests of the parents to promote
pride in their work and ownership of their responsibilities as members of the
family and their community.
7. Program For Poor Families: Family Basic Literacy Program (FBLP)
This is a literacy service learning intervention utilizing literate family members to

help non-literate members upgrade their literacy skills and improve the
educational opportunities of poor families in the depressed, deprived and
underserved (DDU) areas.
8. Radio-Based Instruction (RBI)
The Radio-Based Instruction (RBI) Program is an alternative learning delivery

mode using radio broadcast to deliver the ALS programs. As a form of distance
learning, it is able to expand access to education by bringing it to where the
learners are. It aims to provide learning opportunities to listeners and enable them
to acquire equivalency in basic education through the broadcast of lessons.
9. Program For Disadvantaged Children: Informal Education For Disadvantaged

Children
This program focuses on packaging of short-term educational activity that

addresses the special needs and interests of the street and working children. It

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intends to use life skills active learning approaches/strategies aimed at
developing/enhancing social, civic, aesthetic, cultural, recreational physical and
personal development. The learning materials/packages may be
developed/adopted/adapted or gathered from other sources and tailored-fit to
the identified needs of the said users.
V. Out-of-School Children and Youth in the Philippines (Results from the 2013
Functional Literacy, Education and Mass Media Survey) (Reference Number:
2015-029; Release Date: Monday, April 20, 2015)
The 2013 Functional Literacy, Education and Mass Media Survey (FLEMMS)
covered around 36 million population aged 6 to 24 years. According to the survey, one in
every ten or about 4 million Filipino children and youth was out-of-school in 2013. Out-
of-school children is defined in the FLEMMS as persons aged 6 to 14 years who are not
attending school while out-of-school youth as persons aged 15 to 24 years who are not
attending school, have not finished any college or post-secondary course, and are not
working.
Out-of-school children and youth in ARMM comprised 14.4 percent, which is the
highest across regions. Six regions have proportion of out-of-school children and youth
higher than the national figure at 10.6 percent, namely, SOCCSKSARGEN, Davao, Central
Luzon, Zamboanga Peninsula, Caraga and MIMAROPA (ranging from 11.2 to 12.3
percent). Meanwhile, the proportion of out-of-school children and youth was lowest in
CAR at 7.1 percent.
In general, the proportion of persons who are out-of-school was higher among the
youth than among children. Excluding CAR, the proportion of out-of-school youth across
regions ranged from 14.5 percent to 20.4 percent. For children, the figure ranged from 1.7
percent to 4.9 percent, except ARMM with 10.9 percent. In terms of gender, the proportion
of out-of-school children and youth was higher among females than males in all regions
(Table 1).
Top Reasons for Not Attending School
The 2013 FLEMMS results also showed that of the nearly 4 million out-of-school
children and youth, 22.9 percent have entered into union or marriage. Another 19.2
percent cited insufficient family income to send child to school as the reason for not
attending school (this refers to all educational expenses other than tuition fee), while 19.1
percent lack the interest in attending school.

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Among females, 4 out of every 10 have already entered marriage while 3 in every
10 males have no interest in attending school. The proportion of out-of-school children
and youth whose family income was not sufficient to send child to school was 22.7 percent
and 17.0 percent, among males and females, respectively (Figure 1).
Improving Literacy in the Philippines
In Zamboanga del Norte, World Vision, with the help of generous donors and
partners, has helped the local government in the repair of school classrooms and several
reading facilities. This was complemented by a culture of reading program where parents
were trained to better care for and support their children’s learning. Teachers, on the other
hand, were further trained to incorporate skill-building into their regular curricula.
“Children are also involved in helping boost the functional literacy of our fellow children,”
shares 15-year old Lea, a World Vision sponsored child and an active member of the
Barangay Children’s Association (BCA). Lea tutors younger children on Math, English
and Science during weekends or during summer vacations. She, along with other trained
BCA members started the tutorial after they were trained in 2015.
In another baseline study conducted by World Vision in 2016, the functional

literacy rate across World Vision’s assisted areas was at 76.53%. In Siayan, Zamaboanga
del Norte, the rate went up from 44% to 62.64% which amounts to 50%-70% of the students
that 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 shows that there is more to
be done as the rate is still 17.36% short of the 80% threshold.
To date, World Vision continues to work with the Department of Education, the
local government and community volunteers across its 38 area programs in the
Philippines. World Vision has catered to more than 85,000 children through its education
interventions and has trained 2,571 teachers and 3,606 community educators in context-
based teaching methodologies for reading and literacy building. And 15,231 Children are
currently participating in after-school literacy activities.
In a separate root cause analysis by World Vision, results show that low functional
literacy could mean low resilience to respond to abnormal conditions and could 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 Education for

All (EFA) Post-2015 Agenda. EFA identifies nine strategic tasks to achieve its goals,
including the provision of opportunity for out-of-school youth to learn through
the Alternative Learning System (ALS). In 2016, World Vision complements with this

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agenda by monitoring almost 8,000 youth attending the program. It also explored
opportunities to enable the youth to land in better jobs.
The DepEd also launched "Brigada Pagbasa” that aims to unleash the potential in
every child. This campaign is a life-long commitment until every child receives an
opportunity to be educated and develop his or her full potential.
Brigada Pagbasa promotes the concept of bayanihan or partnership between public

and private institutions, the project would create opportunities for all stakeholders to
contribute possible solutions to close the current gaps in Philippine education.
A national shift in teaching literacy has improved learning for 1.8 million students.
As principal of the San Pascual Elementary School in Ubay, Philippines, Maria

Jeana Polinar is committed to creating an environment where every child learns to read.
Classrooms at her school have cozy reading corners stocked with books. Students learn to
read and write in Visayan, their mother tongue, as well as Filipino and English, and there
are remedial reading and writing classes for students who need extra help.
Polinar has even instituted a “zero non-reader” policy in her school to help
teachers stay laser-focused on literacy instruction. “Reading is the foundation of
learning,” she says. “There is no learning at all if a child can’t read and comprehend.”
Polinar’s approach is a remarkable departure from how literacy used to be taught

in the Philippines. For decades, teachers taught exclusively in Filipino and English—even
though most children spoke one of the Philippines’ 19 major local languages at home. But
this changed in 2012 when the Philippines government passed a wide-ranging education
reform bill that, among many changes, adopted mother tongue instruction for
kindergarten through grade 3.
Implementing this new policy has been a huge undertaking for the Philippines
Department of Education (DepEd)—but its partnership with EDC through the USAID-
funded Basa Pilipinas program has delivered noteworthy results. Since 2013, Basa
Pilipinas has improved literacy instruction for 1.8 million students in over 3,000 schools.
DepEd is now preparing to roll out Basa’s approach and materials to every primary school
in the country.
Mother-tongue Instruction
After Polinar received training, she became a master trainer herself, leading
workshops that reached hundreds of other educators. She taught teachers how to help
children learn to read in their mother tongue, as well as how to help them bridge those
languages and Filipino and English.
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This shift from instruction in Filipino and English to teaching in students’ mother
tongue has made a significant difference for young learners, says Polinar.
“[Children] find it easier to discuss things because they are using the mother
tongue language, which is our own dialect,” she says. “The pupils are responsive and
participate in the class discussions because they are able to express themselves freely and
confidently and can relate well to the lessons.”
A recent study found that second-grade students who acquired a mother tongue
foundation in Basa Pilipinas classrooms could read more fluently in Filipino than a similar
cohort four years earlier who did not. The study also showed substantial gains in reading
comprehension, with current students’ performance on a comprehension task 14 percent
higher than that of a previous cohort.
This doesn’t surprise EDC’s Rachel Christina, a literacy expert who has studied
the impact of mother tongue instruction on early literacy learning.
“We know that mother tongue instruction improves literacy outcomes,” says
Christina. “Basa Pilipinas is showing that mother tongue instruction can also work at scale
to help students transition effectively into literacy in languages that are less familiar,
especially when you have a partner like DepEd, which has shown itself to be truly
committed to the effort.”
More Authentic Materials
Another challenge the project addressed was the fact that most classrooms didn’t
have any books in the local mother tongue, limiting opportunities for students to practice
reading.
So Basa pulled together a team of local illustrators and writers to produce reading
materials. This effort yielded 40 picture books for kindergarteners in two different
languages: Sinugbuanong Binisaya and Ilokano. Staff also wrote leveled readers and read-
aloud books for students in grades 1-3. In all, the project has distributed 1.4 million
reading resources to schools.
“Before Basa, there wasn’t much opportunity for independent reading or

communicating about what you read in public schools,” says EDC’s Cecilia Ochoa,
deputy chief of party for the project. “We were able to introduce literature-based materials
that provide a more authentic literacy experience for students.”
These materials are now available to teachers all across the country. And, with
Basa coming to a close, DepEd is leading an effort to create more books, readers, and

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classroom materials in the Philippines’ other mother tongue languages. The result is the
potential to improve mother tongue-based education for millions more Filipino children.
“This partnership has shown that a mother tongue-based education policy can
bring about real literacy gains,” says Ochoa. “DepEd’s multilingual approach to literacy
works when teachers and classrooms are well supported. The young learners who can
now read in their mother tongue, Filipino, and English are the best testament to Basa’s
success.”

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Name:
Date: Score
Activity 2.1
Literacy and Education in the Philippines
Directions:
1. The groups who were assigned to gather data of literacy rates from the different
countries in Southeast Asia will prepare a PowerPoint presentation/infographics.
2. Each of the group is given 5 minutes to present their findings and analysis.
3. Members of the class are required to participate and ask questions after all the
groups have presented.
4. The class will be required to write a five-minute reflection paper after the activity.
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Lesson 3
New Skills and Literacies for the 21st Century
Learners
How can we describe the paradigm shift in the concept of literacy in the 21st century from
the previous one?
What are the necessary and essential skills and literacies that 21st century students need
to have and develop?
I. Characteristics of 21st Century Learners
What are 21st century skills?
The 21st century skills are a set of abilities that students need to develop in order
to succeed in the information age. The Partnership for 21st Century Skills lists three types:
Learning Skills Literacy Skills Life Skills
A. Critical Thinking A. Information A. Flexibility

B. Creative Thinking Literacy B. Initiative
C. Collaborating B. Media Literacy C. Social Skills
D. Communicating C. Technology D. Productivity
Effectively Literacy E. Leadership
Learners will have to acquire a set of skills and adopt certain characteristics in order
to become successful in 21st century society:
1. Creativity and Innovation
“Creativity is as important in education as literacy and we should treat it with the same
status.”
– Sir Ken Robinson, 2013
Today, creativity and innovation are critical skills for students to possess (Delp,
2011; NEA, 2012). Not only are these capacities fundamental drivers in the global
workforce, but they are rapidly becoming key requirements for success personally and
Lesson 3 – New Skills and Literacies for the 21st Century Learners
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professionally (NEA, 2012). Both the National Education Association (2012) and Andain
and Murphy (2008) believe that if children are leaving school without having this
innovative capacity and not knowing how to be creative, they are at risk of being
underprepared for the workforce and challenges that society brings. Creative skills and
innovation are highly desired in the 21st century learner.
Twenty-first century children need to be able to think creatively, work creatively

with others and also implement innovation in their everyday lives (NEA, 2012;
Partnership for 21st Century Skills, 2009). This means that students need to be capable of
developing creative solutions to the many problems and challenges that they may face
and that the 21st century brings (Delp, 2011). Children need to be able to think creatively,
develop new ideas that are entwined with originality and inventiveness and demonstrate
imagination and curiosity in their learning (NEA, 2012; P21CS, 2009). They can then
maximise their creative efforts, by elaborating and analysing their ideas for improvement
(NEA, 2012). The 21st century learner also works creatively with others, being able to
develop and implement their creative ideas through communication and collaboration
with the group (NEA, 2012; P21CS, 2009). They are able to act on their creativity and make
creative contributions to areas where innovation occurs (NEA, 2012; P21CS, 2009).
These aspects of creativity and innovation should be promoted in the classroom

(NEA, 2012). Teachers needs to foster and support the development of creative skills in
children and give 21st century learners the opportunities to pursue creativity and
innovation (Andain & Murphy, 2008). They need to provide children with an education
that allows for them to take part in creative exploration and discovery (Andain & Murphy,
2008; NEA, 2012). By giving children these challenging problems they are encouraged to
use more of their potential creativity, using innovation and to overcome these challenges
(NEA, 2012).
Twenty-first century learners view failures and mistakes as productive and as

opportunities to learn and enhance their creative thinking capability (Andain & Murphy,
2008; NEA, 2012).
2. Collaboration and Communication
The world children are growing up in today in a world where communication,

collaboration and teamwork is essential (Andain & Murphy, 2008). Due to the increasing
improvement of technology and economic globalization, these skills are now absolutely
necessary, without them students would not succeed in modern society (Delp, 2011;NEA,
2012).
Effective collaboration requires students to learn to respect each other’s differences

and use their different personalities (Delp, 2011; NEA, 2012). This allows children to
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collectively solve problems as a team, creating and innovating original ideas (Delp, 2011).
Learning to collaborate effectively will greatly increase any given student’s employment
opportunities in the future as the collaboration of knowledge is a key factor in today’s
global corporate world.
The ability to communicate effectively is an essential ingredient in any successful

collaboration between students. Students need to have the ability to present their ideas
articulately through a range of oral, written and non-verbal communication platforms
(P21CS, 2009; NEA, 2012). In order to become an effective communicator, students must
first learn to listen effectively. Listening effectively will aid in the development of
communication within a team environment, where communication and collaboration is
used in a range of team and ‘pair-and-share activities, as well as in group and partner
discussion (NEA, 2012). Using communication in a group context will enable students to
teach one another, sharing skills and knowledge to develop the group’s overall
intelligence (NEA, 2012).
Once communication and collaboration is being used effectively, students must

learn to adapt their skills for a range of purposes in a variety of diverse environments
(P21CS, 2009; NEA, 2012). Collaboration and communication can be further developed
through the use of multimedia and technology by students to achieve collaborative and
communicative outcomes (NEA, 2012).
The 21st century learner already has a collaborative advantage due to their
increased exposure to technology from a young age, allowing them to collaborate with a
wide variety of peers across their nation and globally (NEA, 2012). The technological
advances 21st century learners have access to allow them to learn and collaborate within
different contexts and cultures, broadening their learning experience beyond just the
classroom (NEA, 2012).
Collaboration and communication are necessities in any 21st century classroom

(Andain & Murphy, 2008; Delp, 2011). These skills need to be developed on a daily basis
in order to prepare students for the reality of today’s globalised society (Delp, 2011). In
later life, students will need to work with diverse cultures in an array of different contexts
to achieve their personal and business objectives (NEA, 2012). 21st Century learners in
essence cannot survive in today’s world without these two absolutely essential skill sets,
the ability to communicate and collaborate effectively drives creativity and innovation;
skills which modern society demands and practices globally on a daily basis (NEA, 2012).
3. Critical Thinking & Problem Solving
In a constantly changing world, students need the ability to think critically and
solve any problem which may occur in their lives (P21CS, 2009; NEA, 2012; Pacific Policy
Page | 30
Research Centre, 2010). Constant technological advancements mean that students need to
be prepared to adapt to any change and continue to perform at their potential, both in
their education and future employment (NEA, 2012). To be able to adapt to change
effectively, students need to have the ability to make connections between information
and arguments, interpret information to draw conclusions and reflect critically on
learning experiences and processes (P21CS, 2009; PPRC, 2010). To adapt, students need to
have the ability to solve problems in both a conventional manner and through the use of
innovation. This ability will allow students to adapt to any changes in future employment,
allowing them to continue as an effective team member.
In addition to this, students need to make judgements and decisions, based on

effectively analyzing and evaluating evidence, arguments, claims and beliefs (P21CS,
2009; PPRC, 2010). Making these decisions will give students the ability to innovate in
order to problem solve, allowing them to adapt to changing social and technological
factors in both their current and future lines of employment (NEA, 2012).
Whilst these skills are all quite traditionally based, 21st century learning changes
their level of importance as advanced technology is now available for acquiring, creating,
changing, maintaining, storing, communicating and analysing various different types of
information (PPRC, 2010). Teaching critical thinking and problem solving to 21st century
students is essential, as it leads students to develop other more important skills, such as
high levels of concentration, increased ability to analyse information, and an
improvement in the way students process thoughts and information (NEA, 2012; PPRC,
2010).
4. Global Citizens
As today’s world economy rapidly globalising, so too do our student’s learning

needs. 21st Century learners need to be effective as global citizens, in order to be prepared
for this, they need to be educated about the different cultures and lifestyles of the world
(PPRC, 2010). Students need the ability to interact with people from various different
cultural and linguistic origins (Davy, 2011; NEA, 2012).
Becoming a global citizen complements the skills of collaboration and

communication, as it allows students to effectively learn from and work collaboratively
with a host of different individuals from diverse cultures, religions and lifestyles (Davy;
2011). This encourages a classroom and work environment of open mindedness and
mutual respect for one another (PPRC, 2010). To be successful in developing this
environment, students need to become internationally minded citizens, considering other
cultures, nations and lifestyles in each decision they make, as well as learning to
effectively collaborate with a variety of people from different backgrounds (NEA, 2012;
PPRC, 2010). Students can utilize their 21st century learning skills to understand and
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engage with global issues and diverse learning communities, better preparing them for
the global workforce of tomorrow (Davy, 2011; NEA, 2012).
5. Technology Literacy
In the 21st century, technology has completely revolutionized the way we live our
lives. It has reinvented the way we work, learn, shop and how we are entertained (Andain
& Murphy, 2008). Advanced technology and all forms of digital media are completely
integrated into modern society and are an integral aspect of a 21st century learner’s life,
whether it be in how they learn, work or even socialize (Andain & Murphy, 2008). With
instant access to a vast array of information via the internet, smart phones and other
devices, today’s students are digital learners and will adapt to technological change far
easier than any generation beforehand (PPRC, 2010). 21st century students are
accustomed to frequent changes in technology and welcome any technological
innovations as they occur (PPRC, 2010).
The rapid advances of technology in modern society mean that students need to
learn the skills necessary to exceed in a technology rich environment (Cater, 2010).
Students need the ability to access information efficiently and effectively, navigating
through ‘waste’ to find the correct and relevant information for each situation (P21CS,
2009). This means using information accurately and creatively whilst still managing the
relevance of information coming from a wide variety of sources (P21CS, 2009; PPRC,
2010). In addition to this, they need to then have the ability to critically and competently
evaluate any information they come across, learn what is relevant and what to discard so
they can then present this information to fellow classmates and co-workers as definitive
research (Andain & Murphy, 2008).
In a world where virtual tools and open-source software eliminate learning

boundaries for students, it is important that they learn to use technology as an effective
research tool to organise, evaluate and communicate information to a wide range of
different audiences (Berry, 2010; Andain & Murphy, 2008).
6. Lifelong Learners
Twenty-first century society is constantly evolving, as a result students need to

have the ability to become lifelong learners in order to adapt to changes and succeed in
modern society (Mauch, et. al., 2001). Globalization and technological advancement are
the key drivers for lifelong learning skills, and students need to adapt to these skill sets
otherwise they will not become successful in later life (Mauch, et. al., 2001).
II. The New Definition of Literacy

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UNESCO has been at the forefront of global literacy efforts since 1946, advancing
the vision of a literate world for all. It views acquiring and improving literacy skills
throughout life as an intrinsic part of the right to education. The “multiplier effect” of
literacy empowers people, enables them to participate fully in society and contributes to
improve livelihoods.
Literacy is also a driver for sustainable development in that it enables greater

participation in the labour market; improved child and family health and nutrition;
reduces poverty and expands life opportunities,
Beyond its conventional concept as a set of reading, writing and counting skills,
literacy is now understood as a means of identification, understanding, interpretation,
creation, and communication in an increasingly digital, text-mediated, information-rich
and fast-changing world.
III. Frameworks and Models of 21st Century Skills and Literacies
Framework For 21st Century Learning
Partnership for 21st Century Learning (P21)’s Framework for 21st Century
Learning was designed and developed in collaboration with teachers, education experts,
and business leaders to clearly describe and visualize the skills and knowledge learners
need for long-term development and success in work, life and citizenship, as well as the
support systems necessary for 21st century learning outcomes. It has been used by
thousands of educators and hundreds of schools to put 21st century skills at the center of
learning.
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Figure 4
Model of the 21st Century Skills and Literacies
Globally Utilized
The Framework is continuously used by many of schools and educators globally

to put 21st century skills at the center of learning. To ensure 21st century readiness for
every learner, All elements of the Framework are critical.
Foundation for Better Education
When schools and communities build on this infrastructure, combining

knowledge and skills with the necessary support systems of standards, assessments,
curriculum and instruction, professional development, and learning environments –
students are more engaged in the learning process and graduate better prepared to thrive
in today’s complex, rapidly evolving, globally connected, highly technological, and
environmentally fragile world
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21st Century Student Outcomes
Twenty-first Century Outcomes (represented by the rainbow) are the skills,

knowledge and expertise learners should master to secure their success in continuing
education, work and life in the 21st century.
1. Content Knowledge and 21st Century Themes
Mastery of fundamental subjects and 21st century themes is essential for students
in the 21st century. Disciplines include:
In addition to these subjects, we believe academic institutions must move beyond

a focus on basic aptitude to promoting understanding of academic content at much
greater altitudes by weaving 21st century interdisciplinary themes into curriculum:
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2. Information, Media and Technology Skills
Today we live in a digital and media driven world with:
A. access to an abundance of information,

B. rapid changes in technology tools, and
C. the ability to collaborate and make individual contributions on an
unprecedented scale.
To be effective in the 21st century, the individuals in a society must be able to

create, evaluate, and effectively utilize information, media, and technology.
3. Life and Career Skills
Today’s learners need to establish thinking skills, content knowledge, and social
and emotional competencies to navigate in a rapidly evolving, globally connected, highly
technological, and environmentally fragile world. P21’s essential Life and Career Skills
include:
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21st Century Support Systems
The elements described below are the critical systems necessary to ensure student
mastery of 21st century skills. 21st century standards, assessments, curriculum,
instruction, professional development and learning environments must be aligned to
produce a support system that produces 21st century outcomes for today’s students.
1. 21st Century Standards
A. Focus on 21st century skills, content knowledge and expertise.

B. Build understanding across and among academic subjects as well as 21st
century interdisciplinary themes
C. Emphasize deep understanding rather than shallow knowledge
D. 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
E. Allow for multiple measures of mastery
2. Assessment of 21st Century Skills
A. Support a balance of assessments, including high-quality standardized testing

along with effective classroom formative and summative assessments
B. Emphasize useful feedback on student performance that is embedded into
everyday learning
C. Require a balance of technology-enhanced, formative and summative
assessments that measure student mastery of 21st century skills
D. Enable development of portfolios of student work that demonstrate mastery
of 21st century skills to educators and prospective employers
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E. Enable a balanced portfolio of measures to assess the educational system’s
effectiveness at reaching high levels of student competency in 21st century
skills
3. 21st Century Curriculum and Instruction
A. Teaches 21st century skills discretely in the context of key subjects and 21st
century interdisciplinary themes
B. Focuses on providing opportunities for applying 21st century skills across
content areas and for a competency-based approach to learning
C. Enables innovative learning methods that integrate the use of supportive
technologies, inquiry- and problem-based approaches and higher order
thinking skills
D. Encourages the integration of community resources beyond school walls
4. 21st Century Professional Development
A. 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
B. Balances direct instruction with project-oriented teaching methods
C. Illustrates how a deeper understanding of subject matter can actually enhance
problem-solving, critical thinking, and other 21st century skills
D. Enables 21st century professional learning communities for teachers that
model the kinds of classroom learning that best promotes 21st century skills
for students
E. Cultivates teachers’ ability to identify students’ particular learning styles,
intelligences, strengths and weaknesses
F. 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
G. Supports the continuous evaluation of students’ 21st century skills
development
H. Encourages knowledge sharing among communities of practitioners, using
face-to-face, virtual and blended communications
I. Uses a scalable and sustainable model of professional development
5. 21st Century Learning Environments
A. Create learning practices, human support and physical environments that will
support the teaching and learning of 21st century skill outcomes
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B. Support professional learning communities that enable educators to
collaborate, share best practices and integrate 21st century skills into classroom
practice
C. Enable students to learn in relevant, real world 21st century contexts (e.g.,
through project-based or other applied work)
D. Allow equitable access to quality learning tools, technologies and resources
E. Provide 21st century architectural and interior designs for group, team and
individual learning.
F. Support expanded community and international involvement in learning,
both face-to-face and online
IV. Best Practices around the World in Teaching New Literacies and Skills
What is Effective Teaching of Literacy?
According to Sheena Hervey – author of Generation Ready, the craft of teaching is

becoming increasingly complex and nowhere is this more evident than in the area of
literacy. Effective teachers are capable of ensuring that an increasingly diverse group of
students have the literacy skills to cope with the demands of life beyond school in their
careers and/or college.
Experts have been debating the best way to teach reading for over fifty years. In
reality, there is no single method that will teach all students to read and write successfully.
Over the years, various approaches have come in and out of favor in an effort to raise
achievement. These include: tighter curricula specifications, prescribing structures for
literacy blocks, providing scripts for teaching and increasing accountability, all resulting
in minimal impact on the learning outcomes for students (Boykin & Noguera, 2011).
Classrooms today are complex and dynamic learning environments. Identifying

the range of factors that positively impact student achievement has been a major focus of
research. There is clear, documented evidence of the most effective features of practice
including the degree of the teachers’ influence and what they do to raise student learning
outcomes (Allington 2002, Hattie 2009).
Literacy teaching can only be described as truly effective when it positively

impacts student learning. Successful teachers are able to skillfully integrate a range of
instructional approaches and resources to meet the diverse learning needs of their
students.
We can now say that, with certitude, effective teachers of literacy:
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1. Know the literacy processes and the pedagogy that determines how their students
learn
2. Know what their students need to understand and be able to do to meet the
Standards
3. Know their students as learners
4. Have high expectations for their students and encourage risk taking
5. Flexibly use a range of instructional practices
6. Engage students in challenging learning experiences
Dimensions of Effective Literacy Practice
1. Effective teachers understand literacy learning
Effective teachers of literacy have a deep understanding of the complexities and

cumulative processes of reading and writing. They also understand the developmental
nature of literacy learning.
Effective teachers understand that:
A. The pathway to literacy is developmental

B. Becoming literate is a social process where students are active learners
C. Students take individual and multiple pathways in their learning
Effective teachers are aware of the complexity of a wide range of texts and the
potential challenges these pose for students. They also recognize the sequence of events
that occur within the classroom and how it could impact student learning. Most
importantly, effective teachers know it is not how much students know, but rather, how
they apply this knowledge.
Effective teachers see themselves as lifelong learners. They understand the need to
continuously update their skills and knowledge in response to the changing world, new
research, and emerging information about literacy learning and teaching.
It is what happens, moment by moment in their classrooms, that makes a difference to student
achievement.
– Sheena Hervey, 2013
2. Effective teachers know wh at their students need to learn
In order to ensure that students are on track for college and career, effective
teachers know what literacy skills and understandings their students require.
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The new Standards set rigorous expectations for students, and effective teachers
understand the instructional shifts in practices that are needed to ensure that students
meet these raised expectations. Effective teachers understand that while the standards set
common outcomes for students, this does not mean equal input.
3. Effective teachers know their students as learners
Effective teaching involves knowing the student as an individual. Because reading

is a process where students’ prior knowledge interacts with print to construct meaning, it
is important that teachers understand as much as possible about the students’ world. The
most important single factor that influences learning is what the learner already knows
(Ausubel, 1968).
Effective teachers also know students as literacy learners and collect information
from a range of sources on students’ strategies, understandings, attitudes and previous
learning experiences. Knowing students as learners requires one to understand the
pathways of progress for individual students and the patterns of progress for students as
a whole. Therefore, effective teachers need to extensively and continuously develop their
knowledge of:
A. Their students’ individual learning profiles and the implications this has for
teaching
B. The patterns of progress for students as they become literate
C. Their students’ literacy practices outside school, as well as in school
D. Effective teachers recognize assessment as central to their classroom practice
and gather data from a range of sources. They:
E. Acknowledge their students’ prior learning, helping them make connections
between new learning and what they already know
F. Use ongoing assessment to identify learning needs of students, using this to
inform their teaching
G. See students’ errors and misconceptions as a window into the learning process
Effective teachers strategically gather, analyze, and use information to guide

students learning, which is accomplished by their own understanding of literacy learning
and what is expected as a measure of success.
4. Effective teachers have high expectations for students
Effective teachers’ positive expectations for, and acknowledgment of, their

students’ efforts are key factors leading to success in literacy learning. The expectations
teachers have for their students are a powerful indicator of success. Students’ patterns of
progress and achievement are impacted by their teacher’s expectations. Research shows
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that students know that they are treated differently and that teachers have higher
expectations of some than others (Weinstein, 2002).
This applies to older students who have not yet mastered reading and writing, and
to students who are learning to both speak, and become literate, in English. Effective
teachers’ expectations are high, appropriate, clearly articulated, and:
A. Clearly expressed
B. Shared with, and informed by feedback from all partners in the student’s
learning
C. Reflected on and reviewed
High expectations go hand in hand with creating an optimal learning environment

that generates an atmosphere of trust, where it is understood it is OK to make mistakes
and self correct because mistakes are the essence of learning.
The social setting that teachers provide is equally as important as the physical
environment. Research shows that the quality of the instruction makes a difference and
more than that, that it is the interaction between the teacher and student, most especially
the feedback the student gets, which is essential (Hattie, 2003).
Learning to read and write involves taking risks. This is more likely to happen if
students feel that their attempts will be valued. Teachers need to help students see that
mistakes are a natural part of the learning process. By accepting their approximations and
providing informed, genuine, and encouraging responses, teachers let students know that
they believe they will learn. While teachers can create the conditions that foster learning
and demonstrate strategies for learning to occur, the students have to actively engage in
the process. The program needs to be interesting enough so that students want to be
engaged in the learning.
Effective teachers also create learning environments that are alive with purposeful
print and where students have access to reading, and creating, a wide range of texts.
... our best evidence... is that what happens in classrooms through quality teaching and through
the quality of the learning environment generated by the teacher and the students, is the key
variable in explaining up to 59%, or even more, of the variance in student scores.
– Ministry of Education, 2003
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5. Effective teachers use a range of instructional strategies
Effective teachers flexibly use a range of instructional practices to meet the diverse
needs of the students in any class. These strategies are the tools of effective practice and
teachers should plan for whole class, small groups and independent work. Within these
contexts, effective teachers will provide a varying degree of support that reflects the needs Commented [JN1]:
of the students and the challenge in the learning. This gradual release of responsibility
will come through reading and writing, to shared and guided reading and writing with
the students, leading to independent reading and writing by the students.
Effective teachers:
A. Routinely and explicitly demonstrate how proficient readers and writers make
meaning of, and construct, texts
B. Demonstrate skills and strategies in a variety of ways to cater for different
learning styles
C. Demonstrate the use of reading skills and strategies across all learning and
expect students to use them in all content areas
D. Provide opportunities for students to discuss texts, developing appropriate
language for meaningful talk
E. Support or guide students as they practice the skills and strategies
demonstrated
F. Provide daily opportunities for students to independently practice skills and
strategies in authentic contexts
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G. Encourage students to self-reflect and goal set
Successful literacy learning and teaching involves a shift in responsibility from

teacher to student, with new learning introduced in the most supportive setting. Effective
teachers create a balanced program where there is a range of instructional practices which
offer students varying degrees of teacher support.
6. Effective teachers engage students in challenging learning
While teachers can create the conditions that foster learning and demonstrate
strategies, for real learning to occur, students need to be active participants. The program
needs to be interesting enough to make students want to engage in the learning.
One of the greatest challenges for teachers of literacy is ensuring that students have
the comprehension strategies needed to cope in the increasingly complex world of print.
The Literacy Common Core State Standards acknowledges this and have placed
an increasing emphasis on making students ready for the complexities of texts they will
face both in and out of school.
Effective teachers are able to provide the appropriate challenge for each of their
students. They understand that learning takes place in the ‘zone of proximal
development.’ It is in the struggle that new learning occurs.
We need to help students develop the stamina and resilience that comes from
engaging them in challenging tasks where they read and write for authentic purpose.
Effective teachers are firmly convinced that they are responsible for student learning and
consistently bend their efforts towards doing a better job every day.
– Steele, 2009: 185
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Name:
Date: Score
Activity 3.1
New Skills and Literacy for the 21st Century Learners
Directions: Illustrate and discuss the Framework/Model of the 21st Century Skills and
Literacies.
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Lesson 4
The Philippine K-12 Curriculum
In your own assessment, what makes you ready to be in a university?
I. Historical Foundations of Philippine Educational Curriculum (with emphasis on

Literacy Development)
Philippine Educational Curriculum had undergone changes and development to

meet the growing needs of the Filipinos in the different periods.
The timeline presents a historical development of the Philippine educational

curriculum (Musa and Ziatdinov, 2012; Taburnal,2015; SS, 2013.):
1. Pre – Spanish Period
A. The use of Baybayin (not Alibata as commonly known, because the term
(Alibata) is from Middle East) as the very first form of writing among Filipinos.
B. It is informal, unstructured and no methods used.
C. Children were more on vocational training and less academics (3Rs) by their
parents and in the houses of tribal tutors.
2. Spanish Period
A. 1521
 Religious Congregations built schools

 Christian doctrines
 Promotion of Spanish language
 Imposition of Spanish culture
B. 1863
 Educational Decree of 1863

 regulation of private schools
 establishment of public schools
 founding of normal school
 at least one primary school for boys and girls in each town under the
responsibility of the municipal government
Lesson 4 – The Philippine K-12 Curriculum

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 establishment of normal school for male teachers under the supervision
of the Jesuits
 primary instruction was free
 Education during this period was inadequate, suppressed, and controlled.
3. American Period
A. 1898
 Promote democratic ideas and way of life
B. 1899
 Malolos Constitution
 Free and compulsory elementary education
C. 1901
 Education Act of 1901 or Act of 74

 600 teachers from the USA - Thomasites
 public schools
D. 1902
 Act No. 477

 Bureau of Public Instruction to Bureau of Education
 Establishment of special educational institutions, school of arts and
trades, and agricultural school, commerce, and marine institutions
 high school system - provincial governments
4. Start of Commonwealth Period
A. 1935
 develop moral character, personal discipline, civic conscience, and

vocational efficiency
 duties of citizenship
 adult education
B. 1936

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 Executive Order No. 134
 President Quezon designated Tagalog as the basis of a national
language.
C. 1940
 Education Act of 1940

 Reduction of the elementary course from 7 to 6 years
 School entrance age was 7 years old
 Compulsory attendance of primary children in grade 1.
5. Start of Japanese Occupation
A. 1942
 stop depending on US and Great Britain

 vocational education, technical and agricultural; love for labor or work;
adopt the Nippongo language as a medium of instruction
 Tagalog, Philippine History, and Character Education
 Military Order No. 42
 Establishment of the Commission of Education , Health, and Public
Welfare
B. 1943
 Creation of the Ministry of Education

 Love for work and dignity of labor was emphasized.
C. 1947

 Department of Instruction to Department of Education
 Bureau of Public and Private Schools
 regulation and supervision of public and private schools
 R.A. 139
 Provides the basics for the selection and adoption of textbooks
6. Post-Independence Era
A. 1948 (Third Republic)

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 democratic ideals and way of life
 equal educational opportunity for all
 civil service eligibility of teachers
B. 1956
 R.A. 1425 or Rizal Law

 Directs all public and private schools, colleges, and universities to
include in their curricula courses or subjects on the life, works, and
writings of Dr. Jose Rizal.
C. 1968

 PCSPE - Presidential Commission to Survey the Philippine Education
D. 1972
 PD 6A or Educational Decree of 1972

 Provided for the national development goals and the aims of the
educational system, and established a ten-year educational
development program
 Proclamation 1081 of 1972
 Department of Education became the Department of Education and
Culture
E. 1973
 1973 Constitution
 to foster love of country
 to teach the duties of citizenship
 to develop moral character, self-discipline and scientific, technological
and vocational efficiency
F. 1975
 PD No. 146
 NCEE (National College Entrance Examination) was first
administered.
G. 1978
 PD No. 1397

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 became Ministry of Education and Culture
 13 regional offices were created
 MECS ORDER No. 22
 Use of Filipino in school, colleges, and universities in teaching
Philippine History, Government and Constitution, Rizal’s Life and
Works, Sociology, Land Reform and taxation, P.E., Home Economics,
Nutrition, Practical Arts, General Psychology, and Ethics.
H. 1982
 Batas Pambansa Blg 232

 established integrated system of education
 Program for Decentralized Education (PRODED) was launched
 New Elementary School Curriculum (NESC) was implemented
I. 1988
 R.A. 6655
 Free public secondary education and for other purposes
J. 1989
 New Secondary Education Curriculum was launched

 DECS Order No. 107
 Use of Filipino or English or both, but the language the child brings to
school should be valued.
K. 1993
 DECS Order No. 30

 National Elementary Achievement Test (NEAT) for all grade 6 pupils
in public and private schools.
L. 1994
 R.A. No. 7731

 Abolished the National College Entrance Examination (NCEE)
required of all high school graduates seeking admission into a
minimum four-year college program as mandated by P.D. 146.
 R.A. No. 7796
 Technical Educational Skills Development Authority
 R.A. 7722
 Commission on Higher Education
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 R.A. 7743
 Establishment of public libraries and reading centers in every
barangay, city, and municipality of the country.
 R.A. 7686
 Dual Training System Act (OJT)
M. 1995
 Program for Basic Education (PROBE)
 R.A. 8047
 Book Publishing Industry Act
N. 1996
 Ten-Year Master Plan for Basic Education (1996-2005)

 modernizing education
 computer education and ICT program
 teacher training
O. 1997
 Third Elementary Education Program
P. 1998
 Early Childhood Care and Development

 Multigrade Program in Philippine Education (MPPE)
 Preschool Service Contracting Program
 SPED Personnel Enhancement Program
 Resource Materials Development for Children with Special Needs
 Early Intervention Program for Children with Disabilities
 Standards for Quality Elementary Education
Q. 2001
 Programs:
 Thinking Skills Development for Maximized Cognitive Development
(TSD-MCP)
 Teacher Training Program -Child Friendly School System (CFSS)
 Every Child A Reader Program (ECARP) –

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R. 2013
 R.A. No 10533
 Enhanced Basic Education Act
II. The Philippine K-12 Curriculum Program
Paraluman (2012), consultant of the K – 12 curriculum development, clarified the

birth of the program in response for the Filipinos to respond with the demands of time
such as:
1. Results in the World Economic Forum Global Competitiveness Report shows that
Philippines is at the bottom;
2. We are the last country in Asia and one of the only three countries in the world
with a 10 year pre-university program;
3. The lack of two more years pre– university education prevents recognition of
other countries of our graduate professionals; and
4. Lacking the two more years pre – university education disqualifies many Filipinos
admission to universities outside our country.
The above situations caused the need to reform the educational landscape of the
country to be at paced and parallel with the standard of the global community.
Paraluman further added that with the K – 12 Curriculum, we will produce

holistically developed Filipinos who have 21st century skills and are prepared for higher
education, middle-level skills development, employment, and entrepreneurship.
Thus, Filipino graduates are envisioned to:
1. Possess sufficient mastery of basic competencies (e.g. literacy, numeracy,

problem solving, etc.) to develop themselves to the fullest;
2. Be emotionally developed and competent to live a meaningful life;
3. Be socially aware, pro-active, and involve in public and civic affairs and
contribute to the development of a progressive, just, and humane society;
4. Be adequately prepared for the world of work or entrepreneurship or higher

education; be legally employable; and,
5. Be globally competent and competitive.

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Filipino professionals are characterized as graduates who:
1. Possess healthy mind and body
2. Have a solid moral and spiritual grounding
3. Appreciate and care for humanity, the world and environment
4. Are proud to be Filipinos
To facilitate further understanding, Ocampo (2014), the Undersectary of DepEd,

provided us an extensive and informative presentation about the Philippine K – 12
Curriculum Program.
K – 12 Curriculum Framework
The contexts of K – 12 Curriculum are as follows:
A. Philosophical and Legal Bases
 The 1987 Phil. Constitution

 BP 232, Education Act of 1982
 RA 9155, Governance of Basic Education Act
 The vision, mission statements of DepEd
 SOUTELE, 1976
 The EDCOM Report of 1991
 Basic Education Sector Reform Agenda (BESRA)
 The four pillars of education (UNESCO)
 RA 10533, Enhanced Basic Education Act
B. Nature of the Learner
 Has a body and spirit, intellect, free will, emotions, multiple intelligence,
learning styles
 Constructor of knowledge and active maker of meaning, not a passive
recipient of information
C. Needs of the Learner
 Life skills
 Self-actualization
 Preparation for the world of the work, entrepreneurship, higher education

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D. Needs of National and Global Community
 Poverty reduction and human development

 Strengthening the moral fiber of the Filipino people
 Development of a strong sense of nationalism
 Development of productive citizens who contribute to the building of a
progressive, just, and humane society
 Ensuring environmental sustainability
 Global partnership for development
III. New Literacies and the K-2 Curriculum
Ocampo explained that its ultimate goal is a holistically developed Filipinos with
21st century skills. To achieve of being and becoming a whole person, a curriculum support
system is devised. They are:
A. Skills
 Information, Media, and Technology Skills

 Learning and Innovation Skills
 Communication Skills Life and Career Skills
B. Learning Areas
 Language Technology and Livelihood Education (TLE)

 Mathematics and Science
 Arts and Humanities
Another provision created to assure for its right implementation is the monitoring
and evaluation system. It has the following components:
A. Teachers
B. Materials, Facilities, and Equipment
C. ICT
D. Assessment
E. School Leadership and Management
F. Schools Divisions Technical Assistance
G. Community Industry Relevance and Partnerships
C. Curriculum Exits

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The curriculum exits of the K – 12 are four (4) areas with respective specific
descriptors: They are:
 Information, Media, and Technology Skills
 Visual and information literacies

 Media literacy
 Basic, scientific, economic and technological literacies and
multicultural literacy
 Global awareness
 Learning and innovation Skills
 Creativity and curiosity

 Critical thinking problem solving skills
 Risk taking
 Communication Skills
 Collaboration and interpersonal skills
 Life and Career Skills
 Flexibility and adaptability

 Initiative and self - direction
 Social and cross cultural skills
 Productivity and accountability
 Leadership and responsibility
 Ethical, moral and spiritual values
D. Mother Tongue-Based Multilingual Education (MTB-MLE)
Here are the highlights of the K – 12 Curriculum in relation to language education:
 Mother Tongue as a subject is taught from Grades 1-3 where the child’s
mother tongue is used in instruction and learning materials.
 Filipino and English language proficiency is developed from K-3 but very
gradually.
 Mother Tongue is used in instruction and learning materials of other
learning areas.
 The learners retain their ethnic identity, culture, heritage and values.

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 Children learn better and are more active in class and learn a second
language even faster when they are first taught in a language they
understand.
The following are the significant features of the curriculum:
 Learner-centered, inclusive and research based
 Inclusive, culture responsive and culture sensitive, integrative and

contextualized, relevant and responsive
 Standard and competence based, seamless, decongested
 Flexible, ICT-based, and global
The figure below presents the provision for Alternative Learning System (ALS) in
the K-12 Curriculum.
(Adopted from blogspot.com)

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Figure below illustrates the continuum program of the K – 12 Curriculum.
(Adopted from blogspot.com)

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Name:
Date: Score
Activity 4.1
Directions: What the Legal Bases Say Make a research on the legal bases on the
conceptualization and implementation of the Philippine K – 12 Curriculum. Highlight
them by summarizing or synthesizing them. Follow the format below.
Legal Bases What it says. . . .
1. The 1987 Phil. Constitution
2. BP 232, Education Act of 1982
3. RA 9155, Governance of Basic

Education Act
4. The vision, mission statements of

DepEd

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5. SOUTELE, 1976
6. The EDCOM Report of 1991
7. Basic Education Sector Reform Agenda

(BESRA)
8. The four pillars of education

(UNESCO)
9. RA 10533, Enhanced Basic Education

Act

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Name:
Date: Score
Activity 4.2
Directions: Write an informative article on the status on the implementation of

Philippine K – 12 Curriculum focusing on: (A) the updates on the implementation of the
curriculum; (B) Challenges in the implementation of the new curriculum. Cite your sources
in your discussion and write them in your references. Follow the APA format for your
references.
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Lesson 5
Teaching in the 21st Century
Why technology is undeniably inevitable among the 21st Century Teachers?
I. The 21st Century Teacher
Teachers of the 21st century are beset by many challenges in all aspects of their
profession from personal (inner) to environmental (outside) factors. The landscape of
educational system is inevitably changing in order to meet the demands of time. Teachers
are no exemption to these rapid changes occurring. The 21st Century is a milieu of global
change. It is not only in a local context but international in nature. The domino effect of a
local change, especially the economically and politically powerful communities, creates
waves affecting the global community in so many ways.
Thus, a new portrait of a 21st Century teacher must be painted in line with the local
ideals, standards, attributes, etc and also in complement with the regional and global
perspectives, advocacies, and directions.
As Gordana Miljević (2013), Project Manager of Education Support Program of the

Open Society Foundations (ESP/OSF) puts it in her foreword on Teaching Profession for
the 21st Century:
There is a need to develop a common understanding of the knowledge, skills and

values that the twenty-first century teacher should have. . . . . . countries are at different
stages in developing standards for the teaching profession, teacher licensing procedures,
defining learning outcomes for teacher education and professional development, setting entry
standards for the profession and career progression, and introducing quality assurance
mechanisms for teacher education and professional development.
. . . . . Teaching should be recognized as both complex and challenging, requiring high

standards of professional competence and commitment. The need for a stronger focus
on teacher knowledge, skills, values and dispositions is a feature of the developing thinking
across the world.
What is a 21st Century Teacher?
Lesson 5 – Teaching in the 21st Century

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Teachers, teacher educators and student teachers then from these participating
countries perceive teacher competence to involve four components in the following order
of importance (Donaldson, G., et al, 2013):
1. Knowledge of subject matter, pedagogy and curricular areas;

2. Dealing with values and child development;
3. Self-evaluation and professional development;
4. Understanding the education system and contributing to its development
Donald, et al further added that Advancing Teacher Professionalism for Inclusive,

Quality and Relevant Education (ATEPIE) Project developed framework of teacher
competences based on a constructivist approach to learning. The project identified areas
where those teacher competencies be demonstrated. They are:
1. Learner and learning
2. Teaching and assessment
3. Learning environment
4. Professional development and responsibility
5. School, family and community cooperation
6. School development and improvement of the education system.
Within each area, the main competence components have been defined as
knowledge, skills, attitudes, and values. For each of those components, specific indicators
have been developed. The table below summarizes the specific indicators:
A. Learner and Learning

A. PROFESSIONAL B. PROFESSIONAL C. PROFESSIONAL
KNOWLEDGE indicators SKILLS VALUES
indicators indicators
A teacher should have
knowledge and A teacher should be able to: A teacher should:
understanding of:
1. Relevant theories of 5. Apply knowledge on 9. Believe that every/each

learning, developmental human development and child can learn and develop.
theories and current scientific socio-cultural diversity and
research individual differences to 10. Foster a holistic approach.
maximize learning outcomes.
2. Individual differences 11. Set an example for
among students in their 6. Support all aspects of a students in the belief about
learning abilities, interests, child’s personality, her/ his the value of learning and need
styles and previous learning self-confidence and self- for personal growth.
experience. esteem and the development

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of life skills and other
competences. 12. Transfer enthusiasm for
3. The basis and principles of learning to students.
inter-culturality in education,
including mechanisms of 7. Use methods for
developing stereotypes, enhancement of students’ 13. Value diversity and
prejudices and cognitive and metacognitive nurture a spirit of tolerance
discrimination. learning skills. 8. Support with students.
students in building their
4. The learning needs of gifted individuality and capacities
and talented students, for self-regulated learning.
disadvantaged students and
those with disabilities.
B. Learning Environment
understanding of:
14. Learning opportunities in 19. Create a stimulating 23. Treat each child with
diverse learning settings learning environment dignity, respect, empathy and
(classroom, laboratory, regarding the needs of diverse promote the same values in
community, family, cultural students. students.
and other institutions).
20. Use behavior control 24. Be open to ideas, changes
15. The impact of different methods and other methods and innovations contributing
learning environments on and techniques that contribute to the creation of stimulating
students of different age, to creating a safe learning learning environments.
gender, cultural background environment and support the
and educational needs. social and emotional 25. Promote values regarding
development of every child. personal wellbeing combined
16. The possibilities and with respect for others.
limitations of various learning 21. Establish an environment
resources, including ICT. in which each student feels
safe, competent, accepted and
17. The factors which supported.
contribute to creating a safe
and supportive environment 22. Recognize and adequately
for every child. react to crisis situations in the

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18. The regulations, laws and best interests of children
conventions concerning the (violence, suffering etc.).
protection of the child’s
rights.
C. Teaching and Assessment

understanding of:
26. Subject matter including 32. Plan learning goals and 38. Base the teaching/
key concepts, theories and design learning sequences learning process on a student-
research in the curriculum appropriate to the pupils’ centered approach.
area they teach. development stages, their
capabilities and needs using 39. Show high expectations
27. Curriculum logic and research evidence on effective regarding learning
relationships between its teaching and learning. possibilities and the
components (teaching goals, development of each pupil.
content, learning and 33. Select and use teaching
teaching, assessment of methods which sustain 40. Identify a student’s
learning outcomes). motivation for learning and potential and strengths and
support students to actively build on them.
28. Current research on participate in the process of
effective teaching of specific learning and cooperate with
content and areas, including other students.
potential difficulties students
may encounter. 34. Provide students and their
parents with constructive and
29. Various lesson designs and timely verbal and written
organisation of learning feedback about the learning
sequences that advance the progress and achievement of
student’s learning. learning goals.
30. Various monitoring and 35. Select and apply valid

assessment strategies and assessment strategies using a
valid methods for assessing variety of formative and
and analyzing student summative approaches to
learning. 31. The significance assess student learning.
of multidisciplinary
approaches and integrated 36. Link the subject content
teaching with other subjects and

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content to assure the practical
application of knowledge.
37. Analyze and interpret

student assessment data and
use them to plan future
student learning as well as the
improvement of her/his own
teaching practice.
D. Professional Development and Responsibility

understanding of:
41. The complexity of the 44. Use professional standards 49. Be committed to
teacher’s role and to regularly evaluate her/his professional development
responsibilities and of the own professional knowledge throughout her/ his whole
social significance of the and practice as well as to plan career, as well as to reaching
teaching profession. future professional learning. high professional standards.
42. Standards and code of 45. Have a constructive 50. Show readiness to support
ethics of the teaching dialogue with colleagues and and contribute to the
profession. mentors about their professional development of
professional knowledge and colleagues.
43. Effective models of skills and use feedback for
professional development improving her/ his own 51. Promote the standing of
and learning and their teaching/ learning practice the teaching profession and
importance. positive beliefs about it.
46. Use formal and non-
formal opportunities for 52. Value the contribution of
learning and professional educational sciences and
development research evidence and act
upon them.
47. Discuss with colleagues
relevant educational issues
and engage in joint learning
and research to contribute to
the improvement of teaching
practices.

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48. Use and develop reflective
skills for analyzing and
enhancing her/his teaching.
E. School, Family and Community Cooperation

understanding of:
53. The contribution of expert 57. Establish cooperation and 60. Be open and ready to
associates and other participate in team work in cooperate with other experts,
professionals in and out of diverse cultural contexts. parents and the wider
school towards ensuring the community.
well-being of each child.
58. Communicate effectively
54. The importance and and respectfully with teachers 61. Nurture relations with
impact of family involvement colleagues, parents, other actors based on
in school life. educational experts and the empathy, mutual respect and
representatives of authorities. tolerance of diverse opinions.
55. Approaches to encourage
and sustain the partnership 59. Apply different strategies 62. Promote mutual trust and
between parents in order to develop an confidentiality in relations
(family/caregivers) and effective partnership between with students, colleagues and
schools. family, school and parents.
community.
56. The possibilities and 63. Be ready to take action and
resources of the local promote the rights and
community to support interests of each child in the
families and children. school and community.
F. School, Development and Improvement of the Education System

understanding of:

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64. The structure and purpose 69. Design and manage 73. Promote the value of the
of the educational system and projects and small-scale action school as a learning
its influence on changes in research for school community.
society. improvements.
74. Show openness to
65. Global and local trends in 70. Participate in the strategic collaboration for
education and the impact of planning and monitoring of improvement, the
social and economic school achievements. development of new ideas,
developments on the professional exchange and
educational system. 71. Initiate changes that lead sharing of good practice.
to improvement and motivate
66. Educational sector others to participate in it. 75. Promote the importance of
legislation and governance, quality education and the
including the school 72. Analyze problems and right of each child to
management process. identify solutions experience it.
collaboratively.
67. The school development 76. Evaluate and foresee new
strategy, its institutional educational needs and
mission, vision and demands in a given context.
development goals
68. Mechanisms for quality

monitoring and continuous
improvement of the quality
and impact of the work of
school.
II. How to Teach in the 21st Century
Gambrell, Malloy, and Mazzoni (2007) as cited in Literacy of the 21st Century
recommend some principles as to the how to be an effective 21st Century teacher: They are
as follows:
1. PRINCIPLE 1: Effective Teachers Appreciate the Uniqueness of Young

Learners
Young adolescents experience dramatic physical, social, and intellectual

changes during their transition to adolescence, and these changes directly affect
their academic achievement.

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The dynamic changes that young adolescents undergo have important
implications for literacy instruction. Literacy instruction should be developmentally
appropriate and should embody these elements: (1) Active Learning; (2) Social Interaction;
(3) Authentic Activities; (4) Strategy Instruction; (5) Individualization; and, Inquiry
Learning,
2. PRINCIPLE 2: Effective Teachers Understand How Students Learn
Understanding how young adolescents learn influences how teachers teach.

Student- centered theories that advocate students’ active engagement in authentic
literacy activities have become more influential. The three most important theories
are constructivism, sociolinguistics, and information processing.
In addition, Tracey and Morrow (2006) argue that incorporating multiple

theoretical perspectives improves the quality of literacy instruction; accordingly, the
stance presented in this text is that instruction should represent a realistic balance between
teacher- and student-centered theories.
Characteristic Instructional
Instructional Description Recommendations
Recommendations
 Understand the
physical, social, and intellectual
characteristics of young
Professional Teachers are passionate about adolescents.
Commitment working with young learners.  Engage students in
learning experiences that reflect
these characteristics.
 Build strong
relationships with students.
 Respect and value
Teachers create a nurturing cultural diversity.
 Create a classroom
classroom community that’s
Classroom Community culture where learning
inviting, safe, and supportive.
flourishes
Teachers create a literacy

curriculum that’s relevant, • Choose literature that deals
challenging, integrative, and with diverse cultures and social
Literacy Curriculum exploratory. It includes reading issues.
and writing fiction and

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nonfiction and using reading • Teach students how to read
and writing as tools for content- nonfiction and content-area
area study. textbooks.
• Expand students’ ability to
express ideas through writing.
• Use reading and writing as
tools for content area learning.
• Encourage lifelong literacy
habits.
• Engage students in active and

authentic reading and writing
activities.
• Have students work in
groups. • Differentiate
Teachers ensure that instruction
instruction.
is relevant and authentic, and
Meaningful Instruction • Incorporate online literacy
they share their enthusiasm for
experiences.
reading and writing.
• Use multiple approaches to
instruction.
• Provide explicit instruction on
literacy strategies.
• Communicate instructional
goals clearly.
• Link assessment and
Teachers set high expectations instruction.
High Expectations and believe all students will • Use a variety of assessment
succeed. tools.
• Teach students to self-assess
their learning.
3. PRINCIPLE 3: Effective Teachers Create a Nurturing Classroom Culture
Classrooms are social settings. Together, students and their teacher create a
classroom community, and the environment strongly influences the learning that takes
place (Angelillo, 2008). The classroom community should be inviting, supportive, and safe
so young adolescents will be motivated to participate.
In a classroom community, students and the teacher are joint “owners” where
students assume responsibility for their own behavior and learning, work collaboratively
with peers, complete assignments, and care for the classroom. While teachers are the
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guide, instructor, monitor, coach, mentor, and grader, sometimes they share these roles
with students, but the ultimate responsibility remains with the teacher.
A successful classroom community has specific, identifiable characteristics that are
conducive to academic achievement: (1) Safety, (2) Respect, (3) High Expectation, (4)
Risk–Taking, (5) Collaboration, (6) Available Choices, (7) Responsibility, and, (8)
Family and Community Involvement.
4. PRINCIPLE 4: Effective Teachers Adopt a Balanced Approach to Instruction
Balanced approach to instruction is based on a comprehensive view of literacy that

combines explicit instruction, guided practice, collaborative learning, and independent
reading and writing.
Pearson, Raphael, Benson, and Madda (2007) explain that “achieving balance is a
complex process that requires flexibility and artful orchestration of literacy’s
various contextual and conceptual aspects”. The characteristics of the balanced
approach are embodied in an instructional program that consists of these
components:
A. Reading literature
B. Reading nonfiction
C. New literacies
D. Literacy strategies and skills
E. Oral language
F. Vocabulary
G. Comprehension
H. Writing
I. Spelling
5. PRINCIPLE 5: Effective Teachers Scaffold Students’ Reading and Writing
Teachers scaffold students’ literacy development as they demonstrate, guide, and

teach, and they vary the amount of support they provide according to the instructional
purpose and students’ needs. Sometimes teachers model how experienced readers
read or guide students when they’re revising their writing. Teachers use four
levels of support, moving from more to less as students assume responsibility
(Fountas & Pinnell, 2001). The levels of support for literacy activities are: modeled,
shared, guided, and independent.
Teachers working with fourth through eighth graders use all four levels. When
teachers introduce a reading strategy, for instance, they model how to apply it. And, when
teachers want students to practice a strategy they’ve already introduced, they guide
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students through a reading activity, slowly releasing responsibility to them. Once
students can apply the strategy easily, they’re encouraged to use it independently.
The purpose of the activity, not the activity itself, determines the level of support.
Teachers are less actively involved during independent reading and writing, but the
quality of instruction that students have received is clearest because they’re applying
what they’ve learned.
6. PRINCIPLE 6: Effective Teachers Organize for Literacy Instruction
There is NO one instructional program that best represents the balanced approach
to literacy; instead, teachers organize for instruction by creating a program that fits their
students’ needs, their state’s grade-level standards, and the school’s curricular
guidelines. The instructional programs teachers create should reflect these
principles:
A. Teachers create a community of learners in their classrooms.

B. Teachers implement the components of the balanced approach.
C. Teachers scaffold students’ reading and writing experiences.
D. Teachers choose among a variety of instructional programs, combine parts
of two or more programs, alternate programs, or add other components to
meet their students’ needs.
7. PRINCIPLE 7: Effective Teachers Differentiate Instruction
Because young learners vary in reading level, academic achievement, and

language proficiency, effective teachers differentiate instruction by adjusting their
instruction and assignments so all students can be successful.
Tomlinson (2004) explains that the one-size-fits-all instructional model is obsolete,

and that teachers respect students by honoring both their similarities and their
differences. Differentiation is based on Vygotsky’s idea of a zone of proximal
development. If instruction is either too difficult or too easy, it won’t be effective;
instead, teachers provide instruction that addresses students’ instructional needs.
III. Technologies for Teaching in the 21st Century
“Today’s digital kids think of ICT as something akin to oxygen; they expect it, it’s what
they breathe and it’s how they live.”

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This statement of John Seely Brown clearly shows a different learner of time – a
learner so dependent to technology.
In addition, Knowing Tech (2015) presents the value of technology in the K – 12

Curriculum. They are as follows:
1. The addition of technology into the classroom can help transform the
classroom experience from a classic teacher centered one into a student-
centered experience – with students taking a more active role in their
learning.
2. Technology provides teachers and students with access to a variety of educational

resources that inspire creativity, critical thinking, communication, and
collaboration.
3. We all know that there has been, and will continue to be, different levels of
students in our classrooms – and with uniquely important learning
needs. Through the use of instructional technology, differentiated
instruction can be made much easier. The use of technology also provides
students access to very rich learning materials outside of the classroom.
4. It is of paramount important that while in school, students use tools that will
best prepare them for their future academic and professional experiences.
– This includes a blend of new tech and old tech. Integrating technology into the
classroom provides students with a set of skills to navigate through the variety of
online tools we have today. It also provides teachers opportunities to
educate students on digital citizenship and the new challenges to academic
integrity.
Liu (2010) mentioned that Web 2.0 technologies are emerging every day in spite the fact
that there are already more than enough applications for people to use. They are:
1. YouTube,
2. ITunes,
3. Facebook,
4. MySpace,
5. Instagram,
6. Blogging,
7. Wikis,
8. Tumbler,
9. Twittering
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Teach Thought Staff (2015) explains why teachers need such technologies.
Teaching Technology Why Every 21st Century Teacher Should Be Able To
Use It
Tools like twitter, facebook, and Flipboard can act as a kind of
1. RSS or Social Readers
(e.g. volume control (if you’ll allow a mixed metaphor) so that you
Flipboard) can hear what you want, when you want.
You can share documents, publish videos, socialize project-

based learning artifacts, communicate with colleagues, send
messages, participate in threaded discussions, and interact
with families and community members in a social media
2. Google+ Communities
setting. And the best part? You can make groups open or
closed, giving you control over the transparency of data and
interaction.
As whimsical or substantive as the content you find (like

apps),for film, video, or music, and dead simple to use,
YouTube is capable of enabling self-directed learning,
3. YouTube Channels academic direct instruction, full-on test preparation (if that’s
your thing), or authentic project-based learning, and absolutely
deserves a spot in any 21st century teacher’s classroom.
Whether you use it for a flipped classroom, blended learning

environment, for project-based learning, or to personalize
learning for struggling or gifted learners, it is essentially an
online course catalogue of diverse academic content. While it
4. iTunesU
may be more complex than turning a student loose on iTunesU,
properly implemented the education materials found here are
simply too good to ignore.
Cloud-based word processors were a boon to teachers

frustrated by smallish floppy disks, lost flash drives, or school
5. Cloud-Based Word network-based storage drives. With cloud-based word
processors, students can collaborate on writing pieces from
Processors (e.g., Google
anywhere, save comments, and curate all steps of the writing
Drive) process in digital portfolios (in this case, literally a simple
digital folder).
You need a way to backup files and share media, and whether
you use Dropbox or the more direct approach of an app like
6. Dropbox (or other file- dropcanvas, this is the kind of function you’ll undoubtedly
need. And if you never do–if you have never needed to send or
sharing platforms) receive a large file ever, this is a sure-fire sign you may be
under-utilizing the internet’s potential.

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Organize anything. Literally anything. Take pictures of papers
or learning products. Save web screenshots. Take quick notes.
Use it as a word processor in a pinch. Organize by notebook,
literary genre, class, student, academic year. Use the mobile
app, your web browser, or the computer-based app.
7. Evernote
Some people use Evernote for a few days and are
underwhelmed by its lack of flash, but Evernote is whatever
you want it to be, and that kind of flexibility makes it the perfect
tool for the 21st century teacher.
Elegantly and functionally curating information is a digital

8. Pocket literacy skill everyone can benefit from.
By allowing you to save academic research artifacts with a

single click, with access to a library of citation support
materials, Zotero reminds us all that citing sources is more
complicated than a hat tip, and collecting those works cited
9. Zotero
pages are an important part of the academic and social learning
process. Anything that makes this formerly cumbersome
process more streamlined deserves a spot in your browser.
Every aspect of human life is being conditioned by technology. Teachers in the 21st
Century should be abreast with the different technologies to make teaching contribute
greater impact among the new the new type of learners: the Generation Z. They are techno
- citizens in which they are naturally technologically adept. They need to be guided
accordingly for these types of learners to imbibe the accountability, responsibility, and
discipline. Technology will be used properly for individual growth and productivity in
particular and for the benefits of humanity in general.

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Name:
Date: Score
Activity 5.1
Teaching in the 21st Century
Directions: A group account will be created by your teacher. This group account will be
exclusive for the class. It is intended for a scholarly forum discussion and exchange ideas
of the whole class on a weekly basis. The forum will last for one month.
Mechanics of the Forum:

A. A main topic/issue will be posted each week. Topic/issue will last only for a
week.
B. Each member should be posting position statement and/or reactions to the
topic/issue.
C. Position statement is limited to one page short bond size paper only. Cite your
sources properly. Only one (1) position statement will be entitled for each
member of the class.
D. Reactions should be limited to ½ short bond size paper only. Two (2) reaction
statements will be entitled for each member of the class.
E. Ethical communication will be strictly observed. Be accountable for what will
you say.
F. English will only be the medium of communication to be used.
G. Your teacher can participate in the forum.
H. Assessment of your participation will be properly accounted by your teacher.

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Unit II
Teaching 21st
Century Skills to
Philippine Schools
Page | 77
Lesson 6
Critical Thinking and Problem Solving
How can you describe a person with critical thinking skills? What are the essential traits
and habits that s/he possesses?
I. Critical Thinking and Problem Solving: Definition and Importance
Figure 6.1.
Illustration of Critical Thinking
When examining the vast literature on critical thinking, various definitions of

critical thinking emerge. Here are some samples:
1. “Critical thinking is the intellectually disciplined process of actively and skillfully

conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience, reflection,
reasoning, or communication, as a guide to belief and action” (Scriven, 1996 ).
2. “Most formal definitions characterize critical thinking as the intentional

application of rational, higher order thinking skills, such as analysis, synthesis,
Lesson 6 – Critical Thinking and Problem Solving
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problem recognition and problem solving, inference, and evaluation”(Angelo,
1995, p. 6 ).
3. “Critical thinking is thinking that assesses itself” (Center for Critical Thinking,
1996b ).
4. “Critical thinking is the ability to think about one's thinking in such a way as:
A. To recognize its strengths and weaknesses and, as a result,
B. To recast the thinking in improved form" (Center for Critical Thinking,

1996c ).
Perhaps the simplest definition is offered by Beyer (1995) : “Critical thinking...

means making reasoned judgments" (p. 8). Basically, Beyer sees critical thinking as using
criteria to judge the quality of something, from cooking to a conclusion of a research
paper. In essence, critical thinking is a disciplined manner of thought that a person uses
to assess the validity of something (statements, news stories, arguments, research, etc.).
Characteristics of Critical Thinking
Wade (1995) identifies eight characteristics of critical thinking. Critical thinking

involves asking questions, defining a problem, examining evidence, analyzing
assumptions and biases, avoiding emotional reasoning, avoiding oversimplification,
considering other interpretations, and tolerating ambiguity. Dealing with ambiguity is
also seen by Strohm & Baukus (1995) as an essential part of critical thinking, "Ambiguity
and doubt serve a critical-thinking function and are a necessary and even a productive
part of the process" (p. 56).
Another characteristic of critical thinking identified by many sources is

metacognition. Metacognition is thinking about one's own thinking. More specifically,
"metacognition is being aware of one's thinking as one performs specific tasks and then
using this awareness to control what one is doing" (Jones & Ratcliff, 1993, p. 10 ).
In the book, Critical Thinking, Beyer elaborately explains what he sees as essential
aspects of critical thinking. These are:
1. Dispositions: Critical thinkers are skeptical, open-minded, value fair-mindedness,

respect evidence and reasoning, respect clarity and precision, look at different
points of view, and will change positions when reason leads them to do so.

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2. Criteria: To think critically, must apply criteria. Need to have conditions that must
be met for something to be judged as believable. Although the argument can be
made that each subject area has different criteria, some standards apply to all
subjects. "... an assertion must... be based on relevant, accurate facts; based on
credible sources; precise; unbiased; free from logical fallacies; logically consistent;
and strongly reasoned" (p. 12).
3. Argument: Is a statement or proposition with supporting evidence. Critical

thinking involves identifying, evaluating, and constructing arguments.
4. Reasoning: The ability to infer a conclusion from one or multiple premises. To do

so requires examining logical relationships among statements or data.
5. Point of View: The way one views the world, which shapes one's construction of
meaning. In a search for understanding, critical thinkers view phenomena from
many different points of view.
6. Procedures for Applying Criteria: Other types of thinking use a general procedure.
Critical thinking makes use of many procedures. These procedures include asking
questions, making judgments, and identifying assumptions.
Why Teach Critical Thinking?
Oliver & Utermohlen (1995) see students as too often being passive receptors of
information. Through technology, the amount of information available today is massive.
This information explosion is likely to continue in the future. Students need a guide to
weed through the information and not just passively accept it. Students need to "develop
and effectively apply critical thinking skills to their academic studies, to the complex
problems that they will face, and to the critical choices they will be forced to make as a
result of the information explosion and other rapid technological changes" (Oliver &
Utermohlen, p. 1 ).
As mentioned in the section, Characteristics of Critical Thinking , critical thinking

involves questioning. It is important to teach students how to ask good questions, to think
critically, in order to continue the advancement of the very fields we are teaching. "Every
field stays alive only to the extent that fresh questions are generated and taken seriously"
(Center for Critical Thinking, 1996a ).
Beyer sees the teaching of critical thinking as important to the very state of our
nation. He argues that to live successfully in a democracy, people must be able to think
critically in order to make sound decisions about personal and civic affairs. If students
learn to think critically, then they can use good thinking as the guide by which they live
their lives.
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What is Problem Solving?
Problem Solving is the result of critical thinking. It involves discovering and

anaylizing the problem with the goal of finding the best possible solution to overcome the
obstacle. One must then complete the following steps:
1. Identify the problem: Find the source of what is

wrong
2. Define the problem: After it is identified, the problem needs to be fully

defined
3. Forming a Strategy: How are you going to solve the

problem?
4. Organizing Information: Before you start solving your problem, you need to
organize your facts: What do you know? What do you not know? The more
information you have, the better.
5. Allocating Resources: Determine if this problem is important and a high

priority to solve or if it is not as important and less of a priority. The more of a
priority it is, the more time, money or other resources you may want to use.
6. Monitoring Progress: This is key because if you are not making good progress in
reaching your goal, you can reevaluate the situation and look for a new strategy.
7. Evaluating the Results: Need to evaluate your results to determine if that is the
best possible solutions (www.psychology.about.com)

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Figure 6.2.
Illustration of Problem Solving
Here are two lesson ideas that utilize critical thinking and problem solving:
1. "What Would You Do" scenario: Here, the students are put into real life scenarios
with problems we face every day. Their goal is to come up with the best possible
solution to solve the problem in the scenario that would benefit themselves and
anyone else effected.
2. Mock Trial: Each student would be given a role in the court room and as a class,
we would play through the trial with both sides arguing why they are innocent or
not and have the jury and the judge solve the case.

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II. Research and Theory-Based Practices and Pedagogies: What and How to Teach
1. Teaching Strategies to Help Promote Critical Thinking
The 1995, Volume 22, issue 1, of the journal, Teaching of Psychology , is devoted
to the teaching critical thinking. Most of the strategies included in this section come from
the various articles that compose this issue.
A. CATS (Classroom Assessment Techniques): Angelo stresses the use of ongoing

classroom assessment as a way to monitor and facilitate students' critical
thinking. An example of a CAT is to ask students to write a "Minute Paper"
responding to questions such as "What was the most important thing you
learned in today's class? What question related to this session remains
uppermost in your mind?" The teacher selects some of the papers and prepares
responses for the next class meeting.
B. Cooperative Learning Strategies: Cooper (1995) argues that putting students

in group learning situations is the best way to foster critical thinking. "In
properly structured cooperative learning environments, students perform
more of the active, critical thinking with continuous support and feedback
from other students and the teacher" (p. 8).
C. Case Study /Discussion Method: McDade (1995) describes this method as the
teacher presenting a case (or story) to the class without a conclusion. Using
prepared questions, the teacher then leads students through a discussion,
allowing students to construct a conclusion for the case.
D. Using Questions: King (1995) identifies ways of using questions in the

classroom:
 Reciprocal Peer Questioning: Following lecture, the teacher displays a list

of question stems (such as, "What are the strengths and weaknesses of...).
Students must write questions about the lecture material. In small groups,
the students ask each other the questions. Then, the whole class discusses
some of the questions from each small group.
 Reader's Questions: Require students to write questions on assigned
reading and turn them in at the beginning of class. Select a few of the
questions as the impetus for class discussion.
E. Conference Style Learning: The teacher does not "teach" the class in the sense
of lecturing. The teacher is a facilitator of a conference. Students must

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thoroughly read all required material before class. Assigned readings should
be in the zone of proximal development. That is, readings should be able to be
understood by students, but also challenging. The class consists of the students
asking questions of each other and discussing these questions. The teacher
does not remain passive, but rather, helps "direct and mold discussions by
posing strategic questions and helping students build on each others' ideas"
(Underwood & Wald, 1995, p. 18 ).
F. Use Writing Assignments: Wade sees the use of writing as fundamental to

developing critical thinking skills. "With written assignments, an instructor
can encourage the development of dialectic reasoning by requiring students to
argue both [or more] sides of an issue" (p. 24).
G. Dialogues: Robertson and Rane-Szostak (1996) identify two methods of

stimulating useful discussions in the classroom:
 Written dialogues: Give students written dialogues to analyze. In small

groups, students must identify the different viewpoints of each participant
in the dialogue. Must look for biases, presence or exclusion of important
evidence, alternative interpretations, misstatement of facts, and errors in
reasoning. Each group must decide which view is the most reasonable.
After coming to a conclusion, each group acts out their dialogue and
explains their analysis of it.
 Spontaneous Group Dialogue: One group of students are assigned roles to
play in a discussion (such as leader, information giver, opinion seeker, and
disagreer). Four observer groups are formed with the functions of
determining what roles are being played by whom, identifying biases and
errors in thinking, evaluating reasoning skills, and examining ethical
implications of the content.
H. Ambiguity: Strohm & Baukus advocate producing much ambiguity in the

classroom. Don't give students clear cut material. Give them conflicting
information that they must think their way through.
2. Problem-Based Learning (PBL)
Problem-Based Learning (PBL) is an instructional method of hands-on, active

learning centered on the investigation and resolution of messy, real-world problems.

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Problem-Based Learning (PBL) is a pedagogical approach and curriculum design
methodology often used in higher education and K-12 settings.
The following are some of the defining characteristics of PBL:
A. Learning is driven by challenging, open-ended problems with no one “right"

answer
B. Problems/cases are context specific
C. Students work as self-directed, active investigators and problem-solvers in

small collaborative groups (typically of about five students)
D. A key problem is identified and a solution is agreed upon and implemented
E. Teachers adopt the role as facilitators of learning, guiding the learning process
and promoting an environment of inquiry
F. Rather than having a teacher provide facts and then testing students ability to
recall these facts via memorization, PBL attempts to get students to apply
knowledge to new situations. Students are faced with contextualized, ill-
structured problems and are asked to investigate and discover meaningful
solutions.
Proponents believe that PBL
A. develops critical thinking and creative skills
B. improves problem-solving skills
C. increases motivation
D. helps students learn to transfer knowledge to new situations
Criticisms
One common criticism of PBL is that students cannot really know what might be
important for them to learn, especially in areas which they have no prior experience[3].
Therefore teachers, as facilitators, must be careful to assess and account for the prior
knowledge that students bring to the classroom.

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Name:
Date: Score
Activity 6.1
Directions: In your group, prepare an instructional plan incorporating a strategy/best

practices in teaching critical thinking and problem solving. Sample format will be
provided.

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Lesson 7
Creativity and Innovation
Why is creative and innovative thinking an essential skill in the 21st century? How can a
creative and innovative student be described?
I. Defining Creativity and Innovation
Creativity is the act of turning new and imaginative ideas into reality. Creativity
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.
Creativity involves two processes: thinking, then producing.
“Creativity is a combinatorial force: it’s our ability to tap into our ‘inner’ pool of
resources – knowledge, insight, information, inspiration and all the fragments populating
our minds – that we’ve accumulated over the years just by being present and alive and
awake to the world and to combine them in extraordinary new ways.” — Maria Popova,
Brainpickings
“Creativity is the process of bringing something new into being. Creativity

requires passion and commitment. It brings to our awareness what was previously hidden
and points to new life. The experience is one of heightened consciousness: ecstasy.” –
Rollo May, The Courage to Create
Is this possible in business? I believe so, but you have to be willing to take risks
and progress through discomfort to get to the finish line.
“A product is creative when it is (a) novel and (b) appropriate. A novel product
is original not predictable. The bigger the concept, and the more the product stimulates
further work and ideas, the more the product is creative.” (Sternberg & Lubart, Defying
the Crowd)
What is Innovation?
Innovation is the implementation of a new or significantly improved product,

service or process that creates value for business, government or society.
Some people say creativity has nothing to do with innovation— that innovation is
a discipline, implying that creativity is not. Well, I disagree. Creativity is also a discipline
Lesson 7 – Creativity and Innovation
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and a crucial part of the innovation equation. There is no innovation without creativity.
The key metric in both creativity and innovation is value creation.
Importance of Creativity and Innovation
Creativity provides a deeper understanding of concepts. When teachers employ a

creative and experimental form of teaching, they develop thinkers who are capable to
explore their varied interests utilizing their own strengths. These creative methods
develop young learners into creative, knowledgeable and independent thinkers who do
not feel shy to express themselves.
The more creative students are, the happier they are. Making any lecture or
assignments creative brings out the fun part and when students enjoy their work, they
understand in a better way. When you are creative, you can think of multiple solutions to
solve a problem. It helps students to invent strategies to deal with the unexpected and
complex situations.
Being creative is essential for a successful career. By making the course curriculum
creative especially boring subjects including Mathematics and Physics, the understanding
of the subjects goes beyond books. Students need to know the real-life applications of any
subject or topic to understand its significance and add a creative spark in the classroom.
Encouraging the element of creativity and innovation in students can help them
in expressing opinions and emotions through music, dance, theatre, art projects, or any
other way out to test boundaries and explore the world. This enables the emotional
development of students and enables them to realize their hidden potential.
A creative student can easily communicate with others and share his/her
experiences freely that might seem difficult otherwise. A creative classroom environment
provides endless opportunities for innovative thinking, group problem solving and
shared learning experience that can help students connect with each other on a personal
level.
In recent times, the job market has evolved in terms of career opportunities and
work culture. Employers prefer a creative employee who can come up with innovative
ideas for the growth of the company, not just fulfill his basic duties. You need to be
proactive and think outside of the box for a prospective employer to hire you over others
and to get ahead of the competition.
The Importance of Creativity
According to the National Education Association, in a piece written by Dawn

Dupriest titled, "Creativity in the Classroom," she claims, "Is there anything more
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satisfying than making something creative? A quilt, a webpage, a decoration, an
invention? As a child, do you remember the pride you felt when you showed your parents
a LEGO creation or a fairy house or even a mud pie? Creativity belongs everywhere, not
just in childhood games and extracurriculars. It involves all of your senses and creates
new knowledge that didn’t exist before. Students of all ages need to learn by creating – it
helps to synthesize information and bring joy and meaning into their educational
experience."
To create an innovative, open, creative and trustworthy place for students to grow,
take risks, and feel comfortable in their own patterns of learning, there are a few key
actions teachers can take to create a more innovative and entrepreneurial classroom.
The ability for students to connect, grow and innovate not only with class content,
but also with each other, the world around them and with me, was the culture I developed
in the classroom.
I view culture as one of the most critical aspects to invite innovation and make the
classroom a safe place to create, ask questions, and fail in order to learn.
Teachers create the mood and tone of the room. Positive classroom cultures that
invite authentic learning can lead to more opportunities for students to positively connect
with content, their peers, and their teacher.
Here are ten ways teachers can create innovative learning spaces.
1. Mindset
A change in mindset, mood, and overall classroom vibe begins with the teacher.
The teacher sets the tone of the class from the minute students walk into the building. If
educators are excited about their subject matter, students will tend to follow. Educators
must have passion for the subjects they're teaching. However, a teacher's mindset
regarding how to design and deliver content is critical to the innovative learning process.
Most teachers were trained to educate solely from the teacher's point of view. To change
this type of delivery and make the classroom more innovative, they need to think about
their students as leaders too--acting as guides rather than teaching content and asking
students to spill out information on a standardized test.
2. Self-Reflection
Self-reflection in the classroom is a way for educators to look back on their teaching
strategies to discover how and why they were teaching in a certain way and how their
students responded.

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With a profession as challenging as teaching, self-reflection can offer teachers a
critical opportunity to see what worked and what failed in their classroom. Educators can
use reflective teaching as a way to analyze and evaluate their own teaching practices so
they can focus on what works. Effective teachers acknowledge the fact that teaching
strategies, delivery and finding success can always be improved.
3. Ask Open-Ended Questions
Open-ended questions are questions without textbook answers. When educators

ask open-ended questions, there can be various answers and points of view. Student
answers can lead to strong collaboration, exciting conversations, new ideas, as well as
encourage leadership skills. This practice can also help students realize potential they
never found within themselves. Through open-ended questions, they can also make
connections to their own lives, within other stories, or to real-world events.
4. Create Flexible Learning Environments
With various teaching methods, it’s essential for teachers to consider how to use
their classroom space. For example, when teachers can move furniture around the class
with ease, they can find it is a crucial variable for improving student learning. As teaching
has evolved, the classroom space must provide ways for students to work alone, interact
with their peers, and provide areas of collaboration. Many classrooms today are still
crowded, cluttered, loud spaces that lack the space to move around with ease, cause a gap
in communication, and lead to roadblocks when students need to concentrate.
Learning spaces should be fluid and provide flexibility to support one-to-one

learning, collaboration, independent thinking, and group discussions.
5. Personality Matters: Create A Place For All Learners
In Susan Cain's book, Quiet: The Power of Introverts in a World That Can't Stop
Talking, one of the critical differences between introverts and extroverts is that extroverts
tend to get their energy from social interaction and introverts gain energy from quiet
spaces and a time to think and reflect alone.
Therefore, when a classroom solely focuses on group work-which emphasizes

whole group discussions, small groups working together, gathering peer feedback (all
which require a great deal of social interaction), extroverts in the classroom can grow and
gain energy, while introverted students can find themselves easily drained with a lack of
motivation to participate.
Also, when a project focuses solely on quiet reflection or individual research, the
opposite is likely to occur. Introverts can then thrive and blossom, leaving extroverts to
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feel antsy and lost. They can also become easily annoyed or get in trouble for trying to get
attention, talking, sneaking in on social media, and becoming disruptive.
When possible, teachers can offer students options of working in groups or on

their own. Extroverts can complete some projects alone, and introverts can choose to
collaborate--both of these ways of teaching are critical to meet the needs of different
learners.
Teachers who provide activities that best engage, inspire and sustains students'
love for learning are more likely to put in their best efforts, enjoy the process and find
positive results.
6. Use Problem-Finding
Instead of problem-solving, teachers can help students look at the world by

finding gaps to fill using problem-finding. Problem-finding is equivalent to problem
discovery. Teachers can use problem-finding as part of a more significant problem process
as a whole that can include problem-shaping and problem-solving all together. Problem-
finding requires an intellectual and imaginative vision to seek out what might be missing
or should be added to something important. Using this strategy, teachers can provide
students with the opportunity to think deeply, ask critical questions and apply creative
ways to solve problems.
7. Let Students Take Risks And Fail
Students need to see that adults in their lives try many things and repeatedly fail,
but keep on trying. Students need to experience failure to learn.
When teachers provide real-world projects that give students problems to solve,
they are offering a platform for students to learn from failure, step up again and again to
eventually find success.
In her 2017 paper “Learning from Errors,” psychologist Janet Metcalfe states that
avoiding and ignoring mistakes at school is the classic rule in American classrooms. When
we don't let students fail, we are most likely holding back not only individual student
growth, but we are also holding back the entire education system.
8. Consider A Flipped Classroom Model
When teachers use a flipped classroom model, the traditional order of teaching
and classroom events are reversed. Typically, students can view lecture materials, read
text, or do research as their homework prior to coming into class. The time spent in class

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is reserved for activities that can include peer-to-peer learning, group discussions,
independent learning, as well as engaging discussions or collaborative work.
9. Invite Entrepreneurs And Innovators Into The Classroom
Using technology as a venue for communication and reach, teachers can invite
entrepreneurs into their classrooms in various ways. Educators can reach out to different
leaders through social media sites such as LinkedIn or Twitter with a click of a button.
Invite these leaders into your classroom either through live-interaction or through virtual
means like Skype.
10. Use The Design-Thinking Process
The design thinking process is a set of structured strategies that identify

challenges, gather information, generate potential solutions, refine ideas, and test
solutions.
There are five phases to the process: discovery, interpretation, ideation,

experimentation, and evolution.
For each phase, students and teachers can follow the following pattern:
A. I have a challenge. How do I approach it?
B. I learned something. Now, how do I interpret it?
C. I see an opportunity. What can I create?
D. I have an idea. How can I build it?
E. I tried something new. How do I make it evolve?

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Name:
Date: Score
Activity 7.1
Creativity and Innovation
Directions: Write a detailed lesson plan incorporating creativity and innovation in

teaching a lesson under your area of specialization.

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Lesson 8
Leadership and Collaboration
As a future teacher, what kind of leader you want to work with? Identify two major
attributes such leader.
I. Definitions and Importance of Leadership and Collaboration
Leadership and collaboration are distinct entities affecting all aspects of the 21st
Century teaching development in the Philippines. The Philippine K – 12 Curriculum
reforms being implemented was just a result of leadership decision made by the architect
of change in the academic landscape of the country.
Leadership and collaboration typify the relationship of a leader and a subordinate.

Any endeavor will never be successful without each other. They complement for each
other.
Such complementing role recognizes that both should co – exist and that they need
each other. Thus, collaborative leadership is undeniably impossible and inevitable.
For proper context of our discussion, let us define both terms.
So, what is teacher Leadership?
According to Center for Strengthening the Teaching Profession CSTP (2009), teacher
leadership is characterized by the following skills framework: knowledge and skills;
dispositions; and, roles and opportunities.
Knowledge, skills, and dispositions demonstrated by teachers who positively impact

student learning by influencing adults, formally and informally, beyond individual
classrooms.
Teacher Leaders must possess certain characteristics and some conditions must be
present. Teacher leaders must possess the knowledge and skills needed to lead. In order
to be seen as a leader, they must also have a set of positive dispositions and attitudes.
Finally, there must be opportunities for leadership in the school, district or larger context.
How about collaboration?
Mattesich, Murray-Close, and Monsey (2001) laid foundational concepts about

collaboration:
Lesson 8 – Leadership and Collaboration
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A mutually beneficial and well-defined relationship entered into by two or more
organizations. The relationship includes a commitment to mutual relationships and
goals; a jointly developed structure and shared responsibility; mutual authority and
accountability for success; and sharing of resources and rewards.
Gleaning from the above definition, it encompasses all of the necessary elements
of structure, goal-orientation, mutual benefit, relationship-building, and clarity in
activities, and is the current standard within the literature for defining collaboration.
Leaders need to keep some form of this concept in mind in the initiation, building, and
maintaining of their collaborative efforts.
Moreover, collaboration (Miller and Miller, n.d.), is an advanced form of an

“interagency linkage,” the traits of which include shared vision and goals, well-developed
and formalized roles for participants, sharing of power and decision-making, and joint
assumption of risks and resources.
II. Research and Theory-based Practices and Pedagogies: What and How to Teach
Knowledge and Skills Needed by Effective Teacher Leaders
CSTP identified five major skills that must be present to be an effective a teacher
leader:
1. Working with adult learners
2. Communication
3. Collaboration
4. Knowledge of content and pedagogy
5. Systems thinking
Dispositions of Effective Teacher Leaders
Moreover, CSTP described behaviours that teacher leaders must possess:
1. Effective teacher leaders share a set of dispositions and attitudes.
2. They are energetic risk takers whose integrity, high efficacy, and content
knowledge give them credibility with their colleagues.

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3. Their desire to work with adults is grounded in their belief that systems-level
change will positively impact student learning, and that their contributions to the
profession are important and needed.
4. The natural curiosity of teacher leaders makes them life-long learners who are
open to new experiences and challenges.
5. Juggling many important professional and personal roles, they effectively

prioritize their work to maintain a sense of balance.
6. Teacher leaders often seek like-minded colleagues with similar positive intentions
as allies; however they also value different ideas and approaches that move the
work forward.
7. Difficult challenges require teacher leaders to tap into their deep sense of courage,
and their unwavering perseverance helps them to follow through.
8. When best-laid plans have unexpected outcomes, teacher leaders are open to
constructive criticism.
9. They reflect on their experience, learn from it, and then with resilience move
forward to the next challenge.
It will be more beneficial and enlightening by adapting some pedagogical

standards for collaboration and leadership. Such professional standard for pedagogy is
paramount in learning and teaching collaboration and leadership in the teaching
profession.
Wales’ Professional Standards for Teaching and Leadership provides such general
standards:
1. The standard for collaboration... enabling effective pedagogy to spread. The

teacher takes opportunities to work productively with all partners in learning in
order to extend professional effectiveness. The teacher in a formal leadership role
builds a climate of mutual support in which effective collaboration flourishes
within and beyond the school to spread effective pedagogy.
The teacher in a formal leadership role builds a climate of mutual support in which
effective collaboration flourishes within and beyond the school to spread effective
pedagogy.

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2. The standard for leadership...helping effective pedagogy to grow. The teacher
exercises leadership through all aspects of professional practice to support the
efforts of others across the school and beyond to fulfill the educational ambitions.
The teacher in a formal leadership role works intelligently to bring coherence,

clarity and a shared commitment to realizing the vision for pedagogy, learners,
colleagues and the wider community.
CSTP provides specific criteria for achieving teachers’ leadership and

collaboration:
A. Instructional/Curriculum C. Classroom Supporter

Specialist
Action researcher Assessment leader
Assessment developer Grade level/team leader
Content coach Instructional coaches
Instructional coach Teacher on Special Assignment
Data analyst D. Mentor
Data coach Mentor lst or 2nd year teacher
Resource provider Mentor teachers new to the district
Policy influence Mentor student teachers
Teacher on Special Assignment E. Learning Facilitator
Learning team leader Teacher trainer
Technology coach Group facilitator (large, small)
Technology expert F. School Leader
B. Advocate/Partner Committee work
Association reps/leaders Curriculum work
Advocate for teachers, students Department head/chair

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Professional content organization School improvement work
Publishing Team leader
Partner with organizations G. Learner
Partner with other school institutions Lesson study facilitator
An African proverb states:
If you want to go quickly, go alone. If you want to go far, go together.
Leader teachers to be effective for collaborative works, CSTP identified the

following the following skills:
A. Collaborative Skills B. Organizational Skills
Teaching, developing, and using Facilitating a meeting

norms of collaboration
Conflict resolution/mediation skills Documenting a meeting
Using protocols or other strategies Moving a group to task completion
Modeling/valuing diverse opinions Knowing resources and how to access

resources
Matching language to the situation Delegating responsibility to group

members
Sharing responsibility and leadership
Holding yourself accountable to the

group’s goals and outcomes
Dispositions of a collaborative leader:
According to CST, collaborative leaders display the following attributes:
1. Knows when to compromise
2. Able to read the group

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3. Admitting when wrong/do not know
4. Honest courageous communication
5. Desire to work with adults
6. Passion for topic motivates others

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Name:
Date: Score
Activity 8.1
Directions: Write an essay on The Challenges of Academic Leadership for the 21st Century
Teachers.

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Lesson 9
Effective Communication
In your own understanding, what three important characteristics of an effective

communicator?
I. Definition and Importance of Communication
Communication is very complex to describe. From its elements, nature, mode,

form, style, purpose, parties involved, formality, contexts, and many more, no single
encompassing definition can suffice to describe communication. Communication covers
five micro – skills: listening, reading, speaking, writing, and viewing. Moreover, these
micro – skills can be further divided into two categories: reception skills and production
skills. These skills interplay in the process of communication
Despite of such complexities, in the Handbook of Rhetorical and Communication

Theory written by Carroll Arnold and Kenneth Frandsen, it gives a broader beginning in
understanding communication which states:
“. . . understanding human communication activities cannot be separated from

understandings of what human beings are – as organisms; as minded beings; and as
social beings within a universe of dynamic forces, some humanly devised and some
seemingly preordained.”
Thus, we can conclude then that primarily the purpose of communication is to

understand human beings as unique, rational, and creative, individuals; human beings as
functional members of the local and global community who are its greatest assets who
can bring great development in the society.
Therefore, effective communication is undeniably an integral component of any

intent of change and development between and among members of the community
Irregardless of profession, discipline, organization, religion, and race.
Specifically, the importance of effective communication has two complementing

sides:
1. Personal significance. Firstly, an individual who hones his/her skills to be an

effective communicator has better way of expressing his/her “being” (values,
principles) and “having” (opinions, assertions). Secondly, such individual who
Lesson 9 – Effective Communication
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articulates well and express himself/herself has greater chance of understanding
and accepting his/her being and having (individuality). This aspect has great
impact and relationship on its second significance for they are more emotionally
and mentally capable and stable.
2. Social significance. According to Anxiety Canada (n.d.), effective communication
greatly improves social skills. It builds good relationships with other people that
lead to lesser stress and anxiety. Moreover, in the study conducted by
Communication Research Dateline on the relationship of communication,
particularly speech training, and career (as cited my Gronbeck, McKerroe,
Ehninger, Monroe, 1994) revealed the following:
A. communication training is imperative to career on public relations, law,

teaching, sales or marketing, and other professions; and,
B. there is high significant relationship between proficiency in

communication on maximizing employability including working at
internships. In another study
Furthermore, in another study of Communication Research Dateline on listening

behavior found out that:
A. Persons with persuasive ability and sensitive to social contexts have higher
levels of skill in both short term listening and lecture listening;
B. There is some evidence that a person’s listening skill has a positive impact
on the job level; the better the skill, the higher the job;
C. There also is some evidence to support the notion that better listeners are
more upwardly mobile within an organization.
II. Research and Theory-based Practices and Pedagogies: What and How to Teach
Amudavalli (n.d.) explained that theories are essentially frameworks for how the
world works, and therefore guide how to function in the world. Theory is an idea of how
something happens. It is an attempt to explain or represent an experience. The term
communication theory may refer to a single theory or an entire set of theories related to
communication. It serves to help us:
1. Organize and understand our communication experiences;

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2. Choose what communicative behaviours to study;
3. Broaden our understanding of human communication;
4. Predict and control our communication; and,
5. Challenge current social and cultural realities and provide new ways of
thinking and living.
In Introduction to Communication Theory there are three types of theories. They are
as follows:
1. Commonsense Theory, or Theory-In-Use. This type of theory is often created by an

individual’s own personal experiences or developed from helpful hints passed on
from family members, friends, or colleagues. Common sense theories are useful
because they are often the basis for our decisions about how to communicate.
2. Working Theory. This theory is a generalization made in particular profession

about the best techniques for doing something. For example, journalists work
using the “inverted pyramid” of story construction where the most important
information is to least important information while filmmakers operate using
specific camera shots to evoke particular emotions in the audience, so close-ups
are used when a film maker wants the audience to place particular emphasis on
the object in the shot. Working theories are more systematic than common sense
theories because they represent agreed on ways of doing things for a particular
profession. In fact, these working theories may very well be based on scholarly
theories.
3. Scholarly Theory. The term scholarly indicates that the theory has undergone
systematic research. Accordingly, scholarly theories provide more thorough,
accurate, and abstract explanations for communication than do commonsense or
working theories. The downside is that scholarly theories are typically more
complex and difficult to understand. If you are genuinely committed to improving
your understanding of the communication process, scholarly theory will provide
a strong foundation for doing so.
For a general view and for purposes of how the theories are operating in different
contexts, the University of Twente (2004), categorized these communication theories into
nine (9) general groups:
A. Information and Communication Technology.
The theories under this are:

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1. Adaptive Structuration Theory 6. Minimalism
2. Computer Mediated communication 7. Network Theory and Analysis
3. Contextual Design 8.Reduces Social Cues Approach
4. Diffusion of Innovation Theory 9. Social Presence Theory
5. Information Theories 10. Uses and Gratifications Approach
B. Communication Processes. The theories operating in this group are:
1. Framing 6. Psycholinguistic Theory
2. Language Expectancy Theory 7. System Theory
3. Model of Text Comprehension
4. Network Theory and analysis
5. Priming
C. Health Communication. The theories in this group are:
1. Elaboration Likelihood 6. Theory of Planned Behaviour/Reasoned

Model Action
2. Health Belief Model 7. Transactional Model of Stress and Coping
3. Protection Motivation Theory
4. Social Cognitive Theory
5. Social Support

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D. Interpersonal Communication and Relations. The theories are:
1. Attribution Theory 6. Cognitive Dissonance Theory
2. Argumentation Theory 7. Interpretative and Interaction theories
3.Contagion Theories 8. Sensemaking
4.Classical Rhetoric 9. Social Identity theory
5. Social Cognitive Theory 10. Symbolic Interactionism
E. Language Theories and Linguistics. The theories operating in this group are:
1. Altercasting
2. Coordinated Management of Meaning
3. Model of Text Comprehension
4. Psycho – Linguistic Theory
5. Speech Act
F. Mass Media. The theories operating in this group are:
1. Agenda Setting theory 6. Media Richness Theory
2. Cultivation Theory 7. Medium Theory
3. Dependency Theory 8. Spiral of Silence
4. Hypodermic Needle theory 9. Two Step Flow Theory
5. Knowledge Gap

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G. Media, Culture, and Society. The theories in this group are:
1. Domestication 6. Modernization Theory
2. Cultivation Theory
3. Gatekeeping
4. Dependency Theory
5. Mental Models
H. Organizational Communication. The theories operating in this group are:
1.Attraction-Selection-Attrition 6. Network Theory and Analysis in

Framework Organizations
2. Competing Values Framework 7. Uncertainty Reduction Theory
3. Enactment Theory
4. Framing in Organizations
5. Groupthink
I. Public Relation/Advertising, Marketing, and Consumer Behaviour. The theories

operating in this group are:
1. Cognitive Dissonance theory
2. Expectancy Value theory
3. Semiotic theories
4. Agenda Setting theory
5. Uncertainty Reduction Theory

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Only some of the theories in each category will be highlighted for purposes of
appreciating the significance and nature of the theory. Some of the theories are also
applicable to other categories.
1. Adaptive Structuration Theory. Conceptually, the theory articulates the role of

information technologies in organizational change. It examines the change process
in two dimensions:
A. the types of structures that are provided by the advanced technologies; and,
B. the structures that actually emerge in human action as people interact with
these technologies.
Core Assumptions of the Adaptive Strucuration Theory:
A. It deals with the evolution and development of groups and organizations.
B. It views groups or organizations as systems with ("observable patterns of

relationships and communicative interaction among people creating
structures").
C. Systems are produced by actions of people creating structures (sets of rules

and resources).
D. Systems and structures exist in a dual relationship with each others such that
they tend to produce and reproduce each other in an ongoing cycle. This is
referred to as the "structuration process."
E. The structuration process can be very stable, or it can change substantial over
time.
F. It is useful to consider groups and organizations from a structuration

perspective because doing so:
A. helps one understand the relative balance in the deterministic influences

and willful choices that reveal groups' unique identities;
B. makes clearer than other perspectives the evolutionary character of groups

and organizations; and
C. suggests possibilities for how members may be able to exercise more

influence than they otherwise think themselves capable of.
2. Computer – Mediated Communication. It explains and predicts media effects.

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Core Assumptions of the Computer – Mediated Communication
A. It has become a part of everyday life.
B. It is not neutral for it can cause many changes in the way people
communicate with one another (Fulk & Collins – Jarvis, 2001).
C. It can influence communication patterns and social networks (Fulk & Collins
– j Jarvis, 2001).
D. It limits the level of synchronicity of interaction, which may cause a reduction

of interactivity (Rice & Gattiker, 2001).
E. It can overcome time- and space dependencies. (Rice & Gattiker (2001).
3. Framing. This theory moves to explain the basis where people think about the
topic. The basis of framing theory is that the media focuses attention on certain
events and then places them within a field of meaning. A frame refers to the way
media and media gatekeepers organize and present the events and issues they
cover, and the way audiences interpret what they are provided.
Core Assumption of Framing
A. This is the original agenda setting ‘thought’. To illustrate it: the media draws
the public attention to certain topics, it decides where people think about; the
journalists select the topics.
B. Frames are abstract notions that serve to organize or structure social meanings.
C. Frames influence the perception of the news of the audience, this form of
agenda-setting not only tells what to think about, but also how to think about
it.
4. Language Expectancy Theory. It proposes to elucidate the effects of linguistic

variations on persuasive messages. The Language Expectancy Theory explains the
effect of the use of different linguistic variations (language, language intensity) on
people who use persuasive messages. It is used as a theoretical framework to
explain the effects of several source, message and receiver variables on message
persuasiveness.

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Core Assumptions of Language Expectancy Theory:
A. Language Expectancy Theory is a formalized model about message strategies

and attitude and behavior change. Message strategies include verbal
aggressions like fear appeal, explicit opinions and language intensity which
are more combat (Burgoon, 1995).
B. Language Expectancy Theory assumes that language is a rule-governed

system and people develop expectations concerning the language or message
strategies employed by others in persuasive attempts (Burgoon, 1995).
C. Expectations are a function of cultural and sociological norms and preferences

arising from cultural values and societal standards or ideals for competent
communication.
D. Language Expectancy Theory assumes that changes in the direction desired by

an actor occur when positive violations of expectancies occur. Positive
violations occur when:
a. the enacted behavior is better or more preferred than that which was
expected in the situation. Change occurs because enacted behavior is
outside the bandwidth in a positive direction, and such behavior prompts
attitude or behavioral change (Burgoon, 1995).
b. negatively evaluated sources conform more closely than expected to

cultural values or situational norms. This can result in overly
positive evaluation of the source and change promoted by the actor
(Burgoon, 1995).
c. Negative violations, resulting from language choices that lie outside

socially acceptable behavior in a negative direction, produce no attitude or
behavior change in receivers.
5. Elaboration Likelihood Model. It provides explanation on how motivation and

processing ability determine attitude change.
Core Assumptions of Elaboration Likelihood Model:
A. It is based on the idea that attitudes are important because attitudes guide
decisions and other behaviors. While attitudes can result from a number of
things, persuasion is a primary source.

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B. The key variable in this process is involvement, the extent to which an
individual is willing and able to think about the position advocated and its
supporting materials. When people are motivated and able to think about the
content of the message, elaboration is high. Elaboration involves cognitive
processes such as evaluation, recall, critical judgment, and inferential
judgment. When elaboration is high, the central persuasive route is likely to
occur.
6. Health Belief Model. It is a psychological model that attempts to explain and

predict health behaviors. This is done by focusing on the attitudes and beliefs of
individuals.
This theory was spelled out in terms of four constructs representing the
perceived threat and net benefits:
A. perceived susceptibility,
B. perceived severity,
C. perceived benefits, and,
D. perceived barriers.
These concepts were proposed as accounting for people's "readiness to act."

An added concept, cues to action, would activate that readiness and stimulate
overt behavior. A recent addition to the HBM is the concept of self-efficacy, or
one's confidence in the ability to successfully perform an action. This concept was
added by Rosenstock and others in 1988 to help the HBM better fit the challenges
of changing habitual unhealthy behaviors, such as being sedentary, smoking, or
overeating.
The Health Belief Model has been applied to a broad range of health
behaviors and subject populations. Three broad areas can be identified (Conner &
Norman, 1996):
Preventive health behaviors, which include health-promoting (e.g. diet,

exercise) and health-risk (e.g. smoking) behaviors as well as vaccination and
contraceptive practices.
Sick role behaviors, which refer to compliance with recommended medical

regimens, usually following professional diagnosis of illness. Clinic use, which
includes physician visits for a variety of reasons.

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Core Assumptions of Health Belief Model:
The Health Belief Model is based on the understanding that a person will
take a health-related action if that person:
A. feels that a negative health condition can be avoided,
B. has a positive expectation that by taking a recommended action, he/she will

avoid a negative health condition, and,
C. believes that he/she can successfully take a recommended health action.
7. Attribution Theory. It explains human behaviour as they take part in the

communication process. This theory is concerned with how individuals interpret
events and how this relates to their thinking and behavior. It has been used to
explain the difference in motivation between high and low achievers. According
to attribution theory, high achievers will approach rather than avoid tasks related
to succeeding, because they believe success is due to high ability and effort which
they are confident of.
Core Assumptions of Attribution Theory:
Attribution theory assumes that:
A. People try to determine why people do what they do. A person seeking to
understand why another person did something may attribute one or more
causes to that behavior.
B. According to Heider a person can make two attributions:
a. Internal Attribution is the inference that a person is behaving in a certain

way because of something about the person, such as attitude, character or
personality.
b. External Attribution is the inference that a person is behaving a certain

way because of something about the situation he or she is in.
C. Our attributions are also significantly driven by our emotional and

motivational drives. Blaming other people and avoiding personal
recrimination are very real self-serving attributions. We will also make
attributions to defend what we perceive as attacks. We will point to injustice
in an unfair world. We will even tend to blame victims (of us and of others) for
their fate as we seek to distance ourselves from thoughts of suffering the same
plight.
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8. Argumentation Theory. It moves to explain how people argue. Argumentation
theory is an interdisciplinary field which attracts attention from philosophers,
logicians, linguists, legal scholars, speech communication theorists, etc. The theory
is grounded in conversational, interpersonal communication, but also applies to
group communication and written communication. De Jong & Schellens (2004)
illustrate the possibilities of argumentation analysis in the context of public
information.
Core Assumptions of Attribution Theory:
A. Argumentation(Van Eemeren et al, 1996) is a verbal and social activity of

reason aimed at increasing (or decreasing) the acceptability of a controversial
standpoint for the listener or reader, by putting forward a constellation of
propositions intended to justify (or refute) the standpoint before a rational
judge.
B. Argumentation is a verbal activity, most often in an ordinary language. In

argumentation people use words and sentences to argue, to state or to deny
etc. Nonverbal communication is accompanied with verbal communication in
argumentation and can play an important role. Furthermore, argumentation is
a social activity, which in principle is directed to other people.
C. Argumentation is also an activity of reason, when people put forward their

arguments in argumentation they place their considerations within the realm
of reason. Argumentation is always related to a standpoint. An opinion itself
is not enough; arguments are needed when people differ on a standpoint.
D. The goal of argumentation is to justify one’s standpoint or to refute someone

else’s.
9. Altercasting. It is a tactic for persuading people by forcing them in a social role,

so that they will be inclined to behave according to that role. Altercasting means
that we ‘force’ an audience to accept a particular role that make them behave in
the way we want them to behave.
There are two basic forms of altercasting:
A. Manded altercasting means that we ‘tell’ people who they are (or are supposed
to be) by making an existing role salient (‘You as a Christian should....’), by
placing others in a particular role (‘You as a young ambitious person
should ....’), by attributing a new identity or role to someone, or by
asking people to play a role.

Page | 112
B. Tact altercasting means that we put ourselves as senders in a role that ‘evokes’
a natural counter-role for the other. Some common role sets are for instance
expert- unknowing public, fool - normal, helper - dependent, scapegoat -
sinners, etc.
Core Assumption of Altercasting:
A. When a person accepts a certain social role, a number of social pressures are
brought to bear to insure that the role is enacted. The social environment expects
the person to behave in a manner that is consistent with the role; the role also
provides the person with selective exposure to information consistent with the
role.
B. Altercasting is a powerful tactic because:
a. The social role is a basic unit in people’s everyday condition;
b. Presenting oneself in a social role that can be used to cast the alter (tact
altercasting) is relatively easy
c. Constructing roles that trap others in a course of action is also relatively easy;
10. Classical Rhetoric. This theory explains the effective use of language for
persuasion. The classical rhetoric is a combination of argumentation and
persuasion.
Core Assumption of Classical Rhetoric:
A. Rhetoric is used to:
a. Perceive how language is at work orally and in writing; and,
b. Become proficient in applying the resources of language in their own

speaking and writing.
B. In a way every utterance of a human is rhetoric, because all human utterances

are speech-acts meant to persuade.
C. Discerning how language is working in others' or one's own writing and

speaking, one must (artificially) divide form and content, what is being said
and how this is said, because rhetoric examines so attentively the how of
language, the methods and means of communication.

Page | 113
D. Rhetoric studies the effectiveness of language comprehensively, including its
emotional impact, as much as its propositional content.
11. Priming. This theory intends to elaborate the effects of media in communication.
This concept was derived from the cognitive psychological concept of priming.
Core Assumption of Priming:
A. Priming refers to enhancing the effects of the media by offering the audience a
prior context – a context that will be used to interpret subsequent communication.
The media serve to provide the audience with standards and frames of reference.
Agenda-setting refers mainly to the importance of an issue.
B. Priming tells us whether something is good or bad, whether it is communicated

effectively, etc. The media have primed the audience about what a news program
looks like, what a credible person looks like, and many more.

Page | 114
Name:
Date: Score
Activity 9.1
Directions: Fill Me Up
The Fill Me Up Activity. It intends to give you chance to study some theories on your
own. You will fill up the graphic organizer below. This time you will work
independently.
The mechanics of this activity are as follows:
1. From the list of the categories of theories, choose three that you like to work on. Make
it sure that they are not presented in the discussion.
2. Make a research study about these theories.
3. Discuss your output to at least three of your classmates. Ask them to affix their
signature above their names and date of the sharing.
3. Use the format of the graphic organizer below.
Name:___________________________ Year and Section:_________

Date: ____________________
Fill Up Activity
Communication Theory Category Intention Assumptions
__________________ _____________________ ______________________

Page | 115
Lesson 10
Life and Career Skills
What are the important life and career skills that one must have to live productively in the
21st century?
I. Definitions and Importance Life and Career Skills
To begin with, it is often said that education is life. This statement is absolutely
true. Thus, learners must be prepared to face life. Survival is the name of the game.
Education intends to arm the citizen skills for them to survive in the present time.
Thus, life and career skills are undeniably needed.
So, what are life skills?
Life skills are broad and inclusive in nature. Life skills are developmental for it
begins at birth and ends when death comes. Thus, life skills are big agenda of the home,
community, and school. So, academic community then should incorporate career
and life skills development in their curriculum to meet such growing needs of the
citizens.
Then, what are career skills?
Career skills are integral part of the school curriculum program meant to discover
and explore learners’ potentials which is useful for their decision in their future career
path. It may sound simplistic but in reality, it is very complex for it covers the whole being
of the learner.
Both life and career skills are needed by every individual to reach the pinnacle of
his/her self – actualization. Maximizing one’s potential to be a catalyst for community
development is anchored to how well the individual was ushered to equip with life and
career skills.
II. Research and Theory-based Practices and Pedagogies: What and How to Teach Life
and Career Skills
Life and career skills program intends to prepare students to make informed life
and career decisions for them to engage as citizens in a dynamic global community and
Lesson 10 – Life and Career Skills
Page | 116
to successfully meet the challenges and opportunities of the global workforce. Thus, life
and career skills must become a relevant component of the Philippine K – 12 Curriculum
as well as the Tertiary Education Program.
Goals of Life and Career Skills
In the article, 21st Century Life and Career Skills Curriculum, states systematic
integration of 21st-century life and career skills across the K-12 curriculum and in career
and technical education programs fosters a population that:
1. Applies critical thinking and problem-solving skills to make reasoned decisions at

home, in the workplace, and in the global community.
2. Uses effective communication, communication technology, and collaboration

skills to interact with cultural sensitivity in diverse communities and to work in
cross-cultural teams in the multinational workplace.
3. Is financially literate and financially responsible at home and in the broader

community.
4. Demonstrates creative and entrepreneurial thinking by recognizing and acting

on promising opportunities while accepting responsibility for possible
risks.
5. Is knowledgeable about careers and can plan, execute, and alter career goals
in response to changing societal and economic conditions.
6. Produces community, business, and political leaders who demonstrate core

ethical values, including the values of democracy and free enterprise,
during interactions with the global community.
The Need for Standards
The above article suggests standards as guide in the integration for:
1. Life and Career Skills:
All students will demonstrate the creative, critical thinking, collaboration, and problem
solving skills needed to function successfully as both global citizens and workers in diverse ethnic
and organizational cultures.

Page | 117
To illustrate how life and career skills can be integrated in the curriculum, the
article shows:
A. In Preschool, children’s social and emotional development provides the

foundation for later learning about careers and life skills.
B. In grades K-5, learners are introduced to 21st-century life skills that are critical
for personal, academic, and social development. They are also introduced to
career awareness information and to basic personal financial literacy skills.
C. In grades 6-8, learners continue to develop 21st-century life skills and personal
financial literacy, while also exploring careers that support their
academic and personal interests and aptitudes. As they prepare for the
transition to high school, students are provided with opportunities to apply
knowledge and skills learned in the classroom to real or simulated career
challenges.
2. Personal Financial Literacy:
All learners will develop skills and strategies that promote personal and financial
responsibility related to financial planning, savings, investment, and charitable giving in the local
and global economy.
The standard for personal financial literacy describes skills that prepare students
for personal and civic financial literacy. The inclusion of Personal Financial Literacy as a
standard, rather than as a strand, reflects the growing need for 21st-century citizens to be
financially literate, particularly in light of the increasing number of financial choices they
face due to the global economy. Financial literacy includes the application of knowledge,
skills, and ethical values when making consumer and financial decisions that impact the
self, the family, and the local and global communities.
3. Career Awareness, Exploration, and Preparation:
All students will apply knowledge about and engage in the process of career
awareness, exploration, and preparation in order to navigate the globally competitive work
environment of the information age.
The standard for career awareness, exploration, and preparation describes skills that
prepare students for career pursuits and lifelong learning.
Sample Activities for Integration of Life and Career Skills

Page | 118
The following samples are adapted from the article:
1. Brainstorming activities enhance creative and innovative thinking in individual

and group goal setting and problem solving.
2. Collaboration and teamwork enable individuals or groups to achieve common

goals with greater efficiency.
3. Practice collaborative skills in groups, and explain how these skills assist in
completing tasks in different settings (at home, in school, and during play).
4. Effective communication skills convey intended meaning to others and assist in

preventing misunderstandings.
5. Compare and contrast living expenses and debt.
6. Comparison of savings, debt, cash, credit, and living expenses.
7. Calculating a budget using the economic framework and the 70-20-10 rule.
8. Review personal budget
9. Explain the difference between a career and a job, and identify various jobs in the
community and the related earnings.
10. Relate how career choices, education choices, skills, entrepreneurship, and
economic conditions affect income.
11. Examine how labor market trends and the cost of living can affect real income,
spending decisions, and lifestyle.
12. Explain what a budget is and why it is important.

Page | 119
Name:
Date: Score
Activity 10.1
Life and Career Skills
Directions: The Blue – Print

Create an activity that can be integrated in the curriculum. Choose one from the 12
samples listed above. Follow the format below:
Name: _____________________________ Year & Section:_________
____________________________________________
Title of Activity
I. Category: (Choose one: Life skill, Career, Financial Literacy)
II. Goal:
III. Instructional Objectives:
IV. Instructional Materials:
V. Procedure:

Page | 120
Unit III
New Literacies for
the 21st Century
Learners

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Unit I

How can you relate literacy and education?

How can you apply numeracy in real life?

I. Definitions of Literacy and Numeracy

Giving correct change, weighing and measuring, using

Understanding how much we'll save with a 15% discount,

Setting and keeping to a weekly or monthly allowance so as

Helping children with homework, playing board and

1. Prehistoric and Ancient Literacy

2. Classical and Post-Classical Literacy

III. Impacts and Importance of Literacy and Numeracy

IV. Literacy, Numeracy and Education

We need to foster literacy and numeracy from early childhood to adulthood.

Early experiences that support the development of children’s communication

Just as children develop literacy skills at different rates, their development of

Continuity in the learning experience is of critical importance in the child’s

Literacy involves reading and understanding texts (in print/online), visual

A. the specialist vocabulary associated with science;

Meanwhile, Science teachers support student learning by:

A. knowing their students and their literacy needs

Numeracy is the ability to understand numbers and calculations. As they become

A. gather data by making observations and taking measurements

A key strategy for developing students’ numeracy and mathematical skills

A. interpreting information presented in tables and graphs to describe trends

Course, Year & Section:

Directions: Write an essay answering the following topics:

Course, Year & Section:

How can we relate literacy, economy and education in one country?

I. Literacy Trends in the Asia-Pacific Region

Lesson 2 –Literacy and Education in the Philippines

This disparity indicates significant progress in this region. In particular, Bhutan

Lesson 2 –Literacy and Education in the Philippines

II. Literacy in the Philippines

That “community” progressively expanded, based on the country’s literacy data

The creation of regulation surrounding education took some 70 years to evolve

1. The Alternative Learning System, which provides opportunity for out-of-school

2. Open high school and night school opportunities

3. Establishment of schools in areas without schools

4. The Kindergarten Law, which makes attending kindergarten a requirement

5. Literacy-specific initiatives include the following:

Lesson 2 –Literacy and Education in the Philippines

8. A focus in K–3 curriculum on language development, including reading

9. The mother tongue–based multilingual education as part of the K–12 program

IV. DepEd, Government Agencies, and other Non-Government Agencies’ Initiative

DepEd is currently finalizing the policy on Learning Action Cell implementation

Lesson 2 –Literacy and Education in the Philippines

1. Program For Illiterates: Basic Literacy Program (BLP)

The Basic Literacy Program (BLP) is a program aimed at eradicating illiteracy

2. Program For Dropouts Of Formal Elementary And Secondary Levels:

The Accreditation and Equivalency (A&E) Program is a program aimed at

3. Program For Muslim Migrants: Arabic Language And Islamic Values

The Arabic Language and Islamic Values Education in Alternative Learning

Lesson 2 –Literacy and Education in the Philippines

The Alternative Learning System for Differently-Abled Persons (ALS-DAP) is a

5. Program For Adolescents: Adolescent Reproductive Health (ARH)

The Adolescent Reproductive Health is a project for out-of-school adolescents ages

6. Program For Parents: Parent Education

The Parent Education is an informal education which is a life skills short-term

7. Program For Poor Families: Family Basic Literacy Program (FBLP)

This is a literacy service learning intervention utilizing literate family members to

8. Radio-Based Instruction (RBI)

The Radio-Based Instruction (RBI) Program is an alternative learning delivery