Polytechnic University of The Philippines Quezon City Branch Don Fabian ST., Brgy. Commonwealth, Quezon City

Polytechnic University of the Philippines
QUEZON CITY BRANCH

Don Fabian St., Brgy. Commonwealth, Quezon City
Dr. Caroline T. Sumande

Subject Facilitator
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Table of Contents
Introduction of the Course 3

Syllabus – Building and Enhancing New Literacies Across the Curriculum with 6
Emphasis on the 21st Century Skills
MODULE LESSONS
Lesson 1 Emergence of New Literacies for the 21st Century 11
- Traversal Skills
a. Definition and Importance
b. Six Domains of Transversal Skills
c. Other Core Skills from the British Council of the
Philippines (Enhanced)
Lesson 2 Digital and ICT Competencies and Frameworks 25
• Digital Competencies Skills Frameworks : Areas of Digital

Competence
• UNESCO ICT Competence Framework for Teachers: Three
Approaches of the Framework and Six Aspects of a Teachers
Work
• The omni-modal model of Dr. Carl Balita (Enhanced)
Lesson 3 General Frameworks of 21st Century Skills 34
• P21’s Framework for 21st Century Learning

• 21st century student outcomes
• 21st century support systems
Lesson 4 21CLD (21st Century Learning Design 40
• EnGauge 21st Century Skills
• Digital age literacy; Inventive Thinking; Effective
Communication; and High Productivity
Lesson 5 ATC21S project in 2012 (Assessment & Teaching of 21st century 48
skills)
Lesson 6 DeSeCo project in 2003 (Definition and Selection of Key 51

Competencies, Using tools interactively, Interacting in
heterogeneous groups, Acting autonomously
Lesson 7 Key Skills of Junior Cycle (2014) 53
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INTRODUCTION
Welcome to this course!
This module is designed for the Bachelor in Business

Teacher Education and other Education programs’
students from the Polytechnic University of the
Philippines This course covers the outcomes required
to facilitate the development of competency standards
for particular work, functions, work processes, work
roles and work related vocational outcomes. It also
deals with the knowledge and skills required to
undertake a training needs analysis to identify the
training needs of individuals or organization. This
course will also cover the competency in developing
and evaluating the training curriculum design which includes establishing training requirements,
identifying the learner and finishing the training program.
Several platforms will be used in the delivery of the lessons that students may choose from in
order to satisfy the minimum requirements of the course. But remember, that students are only
to choose one from the options at the onset of this semester, the most appropriate and applicable
to your situation.
One is an online mode of delivery where students are expected to:
1) attend at least 30% of online lectures. Online Lectures will be posted one week earlier prior to
the next online meeting. This is to provide students ample time to read and understand about the
Lesson to prepare them to participate in the online discussion and the scheduled online Quiz.
Note: The success of this course depends on the ability of the students to have read the assigned
readings closely, to have thought carefully about the points raised or ignored by the participants
of the group provided for the subject, and to bring to the group questions and concerns about their
concepts and positions into the chat or discussion group. Prior to each class, the teacher will post
Notes and outline the focus of the subsequent session and to direct reading or study prior to
online class discussion to ensure students’ productive participation.
2) Online Quiz. This will be facilitated via google forms, which will be provided after the Lesson
had already been discussed to check students’ understanding of the topic (it may consist of 1 to
10 items only). Or it may also be in the form of an essay to be submitted synchronously or
asynchronously by the students.
3.) Assignment. This is being provided to check an in-depth understanding of the Lesson and
identify some practical ways of applying what take aways students had in the Lesson. This may
be returned asynchronously.
4.) Chat/Forum Participation. This may also be utilized in synchronous or asynchronous way.
Also, it is expected that everyone should practice an appropriate ”NETIQUETTE” for all postings.
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5) Proposed Activity/Session: Group Activity. Students will propose and facilitate an online activity
based on the result of the needs analysis conducted through the use of the google form; from
which they are expected to follow the format being provided and be evaluated through the rubrics.
5.) Midterm and Final Examination. This may be taken through a scheduled meeting, that if the
students may not be able to participate with, will be required to take Position Paper/or an Action
Research.
REQUIREMENTS PERCENTAGE
Attendance to at least 30% of the 10%
scheduled online meetings (synchronous
and asynchronous)
Online Quiz 10%
Assignment 10%
Chat/Forum Participation 10%
Activities/Projects/Assigments/Seatworks/ 30%
Reports
Midterm/Final Examination 30%
Total 100%
1. Attendance. Attendance in a literature course is necessary. Since it greatly affects class

participation and activities, students must make it a point not to miss any class. However, due to
unavoidable circumstances, any student who fails to attend a class must exert arduous effort in
catching up with the rest.
2. Class Participation. Active class participation in tasks, activities, and opportunities is

encouraged. Such tasks, activities, and opportunities are for the purpose of developing literary
skills and other proficiencies honed individually
3. Assignments. Homework (e.g. exercises, essays / compositions, etc.) is essential. Individual

online assignments will be given frequently.
4. Summative Tests. Aim to monitor and assess students’ learning in each lesson which will be
given on the first and final half of the semester.
5. Refer to “Class Organization and Management” found in the module.
However, Online meetings and other online activities may be done through google room, FB
room, zoom and etc.
2. the other mode of delivery to be utilized is the Correspondence mode or the Modular Approach.
Correspondence education is a formal educational process under which the institution provides
instructional materials, by mail or electronic transmission, including examinations on the
materials, to students who are separated from the instructor. Interaction between the instructor
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and the student is limited, is not regular and substantive, and is primarily initiated by the student;
courses are typically self-paced.
Hence, at the end of each lesson in this module, there are different activities that student who
chose this approach to provide the following:
1) Assignment. This is being provided to check an in-depth understanding of the Lesson and
identify some practical ways of applying what take aways students had in the Lesson. This may
be returned asynchronously.
2) Research Output. Student is expected to prepare their own needs analysis to a specific group
of teachers or students; in primary or secondary level in 1 or 2 schools of around 50 teacher-
participants or student-participants where any of the topics covered in this module.
Format of submission shall consist of the following:
1. Cover where the title of the said activity is written

2. Acknowledgement
3. Table of Contents
4. Introduction
5. Methodology
6. Results/Discussion
7. Conclusion
8. References
REQUIREMENTS PERCENTAGE
Assignment 30% it is expected that all the lessons’ assignments
will be answered by the students and returned one
week before the end of the semester
Research Output 50% this will be graded on the basis of publication, the
student will get 50% if not, only around 40% graded
base on the rubrics to be provided.
Timeliness of Submission 20% (all these requirements shall be submitted on or
before the date of the final examination)
Total 100%
Class Reminders!!!
ONLINE MODE GUIDELINES- keep in mind some basic netiquettes
• Set a respectful tone all the times

• Think before you type, share, post, comment, or react.
• Recommended online platforms (e.g. Google Classroom-, Zoom etc.) must be used for
academic-related discourse only.
• Posts and comments must reflective of the subject topic/s discussed.
• Academic arguments, disagreements are allowed given a certain topic requires for it
within a proper forum/platform provided.
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• Avoid sarcastic posts and comments (avoid misguided arguments with classmates)
• Personal issues about the subject must be directly course through the Subject
Facilitator through a private message, text, chat or email.
• All individual assessment must be submitted or posted using his/her
LASTNAME/ASSESSMENT TOPIC (e.g. CRUZ/REACTION 1).
• All group assessment must be submitted or posted using GROUP NUMBER/GROUP
WORKS (e.g. GROUP 1/RESOURCE MODULE).
OFFLINE MODE GUIDELINES
• Be a responsible student, maximize your time by reading the handout/module given and
comply to submit the given tasks on scheduled time.
• In case you have inquiries and clarifications regarding offline tasks/assessments, feel
free to text the Subject Facilitator@09496208836
• Expect a call from a Subject Facilitator for the details of your inquiry and some
clarifications.
Syllabus
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Course Outcomes
At the end of the course, the students are expected to:
At the end of the course, the pre-service teacher should be able to:
1. demonstrate content knowledge and its application within and/or across curriculum
teaching areas,
2. demonstrate knowledge of teaching strategies that promote literacy skills,
3. apply teaching strategies that develop learners’ critical and creative thinking and /or other
higher order thinking skills,
4. show skills in the selection, development and use of variety of teaching and learning
resources, including ICT, to address learning goals; and
5. demonstrate skills in the positive use of ICT.
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for the 21st Century
Introduction
One of the requirements in today’s set-up in education is to become proficient in the new
literacies of 21st-century. This demands educators to effectively use emerging technologies, and
applies it in the curriculum or in the teaching and learning.
This Lesson presents transversal skills as part of the new literacies emerging at the start of the
21st century and relate transversal skills with the Core Skills identified by the British Council of
the Philippines.
Learning Outcomes: at the end of this lesson, the students are expected to:
➢ Identify new literacies required by the 21st century

➢ Analyze transversal skills in the context of the six domains of competencies
➢ Compare and provide analysis on the transversal skills and the core skills provided by the
British Council of the Philippines
Learning Materials
Unit 1 – The Emergence of New Literacies for the 21st Century
The Pandemic covid 19 has brought too abrupt changes the way curriculum should be
undertaken now a days. Hence, opening different opportunities on the use of technology.
There are four dimensions of New Literacies in the 21 st Century
(1) The Internet and other ICTs require new social practices, skills, strategies, and
dispositions for their effective use;
(2) new literacies are central to full civic, economic, and personal participation in a global
community;
(3) new literacies rapidly change as defining technologies change; and
(4) new literacies are multiple, multimodal, and multifaceted; thus, they benefit from multiple
lenses seeking to understand how to better support our students in a digital age
As wide variety of ICTs: wikis, blogs, avatars, podcasts, mobile technologies, and many others
unimagined at the beginning of their schooling.
the new literacies of today will be replaced by even newer literacies tomorrow as new ICTs
continuously emerge among a more globalized community of learners.
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networked communication technologies such as the Internet provide the most powerful
capabilities for information and communication we have ever seen, permitting access to people
and information in ways and at speeds never before possible.
(Discussion will be led through the link below)
➢ http://www.patef-update.org/resources/Day%202%20-
%201.%20Today%E2%80%99s%20Learning%20Tomorrow's%20Success%20-
%20Mr.%20Cabardo.pdf
➢ https://www.literacyworldwide.org/docs/default-source/where-we-stand/new-literacies-
21st-century-position-statement.pdf?sfvrsn=6
A. Transversal Skills
Definition
➢ Skills that are typically considered as not specifically related to a particular job, task,
academic discipline or area of knowledge and that can be used in a wide variety of
situations and work settings (for example, organizational skills).
Source: UNESCO IBE 2013, Global
Transversal skills are those typically considered as not specifically related to a particular
job, task, academic discipline or area of knowledge but as skills that can be used in a wide
variety of situations and work settings (IBE 2013). These skills are increasingly in high
demand for learners to successfully adapt to changes and to lead meaningful and
productive lives. Examples include:
• Critical and innovative thinking

• Inter-personal skills (e.g. presentation and communication
skills, organizational skills, teamwork, etc.)
• Intra-personal skills (e.g. self-discipline, enthusiasm, perseverance, self-motivation, etc.)
• Global citizenship (e.g. tolerance, openness, respect for
diversity, intercultural understanding, etc.)
• Media and information literacy such as the ability to locate and access information, as
well as to analyze and evaluate media content (UNESCO 2014c)
Source: UNESCO (Bangkok) 2014, Asia Pacific

Definition of ‘transversal competencies’ has six domains: 1) critical and innovative
thinking, 2) interpersonal skills, 3) intrapersonal skills, 4) global citizenship, 5) media and
Information literacy, and 6) others. The domain ‘others’ was created as a way for
researchers to include competencies, such as physical health or religious values, that may
not fall into one of the other.
➢ https://unevoc.unesco.org/home/TVETipedia+Glossary/filt=all/id=577#:~:text=Definition
%20of%20'transversal%20competencies'%20has,literacy%2C%20and%206)%20others.
B. Importance of Transversal Skills
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’The term 21st century skills refers to a broad set of knowledge, skills, work habits, and
character traits that are believed — by educators, school reformers, college professors,
employers, and others — to be critically important to success in today’s world, particularly
in collegiate programs and contemporary careers and
workplaces.’ https://www.edglossary.org/21st-century-skills/
In summary, it says:
‘Individuals, when looking for a job, or making decisions on learning, studying or working,
need access to information and guidance on what opportunities are available, on how to
assess their skills and on ways to present information about their skills and qualifications.’
It goes on:
‘Clear and widely disseminated information, a shared understanding and improved

transparency of skills and qualifications are important in order to address those
challenges.’
Then it says that all governments should have measurements for formal and informal learning of
this type by 2018.
Clearly, for those who understand the nature of this task apart from any ensuing debate delaying
progress, the dates are clearly unrealistic.
Given the size of the EU, this is an important step to recognizing that the measurement of these
competencies is necessary to solve the Skills Gap losing economies billions a year, companies
millions and causing untold stress and waste to individuals.
Large parts of Asia and China are accepting the challenge and moving faster to try to put systems
in place in what is becoming an economic battle of competencies.
The measurement of these competencies is not just pertinent to new waves of employees leaving
formal learning for the workplace.
McKinsey says that: ’50% of the global workforce needs retraining’
…and these competencies will form a large corpus of the competencies they will need t to acquire.
As the workforce globally is 2 billion people you can see the size of the problem.
Additionally, the speed of change within business and economies worldwide is accelerating due to
the adoption of artificially intelligent systems and robots who now do the repetitive tasks whether
they are physical or information system based.
There is simply no need for humans to do this any more and increasingly in all areas from medicine
and law to agriculture and manufacturing they are not.
The resultant changes in employment need radical and fast retraining systems so as not to lead to
mass unemployment and economic disaster.
So what are these skills or competencies?

Skills or competencies? Well, many refer to them inaccurately as skills. We define skills as:
‘Skills focus on the ability of the learner to apply knowledge, practice, training or aptitude
to complete a task, solve problems or answer questions.
Whilst problem solving is central to the skills application domain, its emphasis is on familiar
and routine tasks.’
Whereas competencies are ‘ Competence relates to the ability to do something efficiently,

effectively or proficiently. You might say it is a skill in a context’
For example, there may be many people that can perform a task is given a lot of time and no
pressure but there are fewer people who can perform the same task under extreme pressure.
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There are and have been many names for these competencies, emotional skills, 21c skills,
employability skills, etc.
Whatever the term it is generally agreed they are portable and cross over the specific job or work-
related knowledge or competencies and make people function better in any job role.
It is clear that as we necessarily change jobs more often and as the rote tasks become more
automated these higher cognitive abilities and human traits become more essential because
computers cannot perform them.
The irony which is recognized by the above legislation is that they are not usually taught, learned
or measured in formal learning.
There are many who seen argue that they cannot be taught but they have to be learned through
real-life experiences which are sadly mostly omitted from formal learning.
• Critical Thinking
• Innovative Thinking
• Reflective Thinking
• Reasoned Decision Making
• Communication Skills
• Collaboration
• Self Motivation
• Grit
• Diversity
• Intercultural Understanding
• Respect for the Environment
Of course, underneath each main heading are many other competencies but the UNESCO survey
seems to gather these as a common list across most countries contributing to the subject.
Below is the McKinsey Global Workforce Skills Executive Summary
➢ https://www.aegee.org/policy-paper-the-importance-of-transversal-skills-and-
competences-for-young-people-in-a-modern-europe/
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C. Six Domains of Transversal Skills
Transversal competencies’ has six domains:
• 1) Critical and innovative thinking.

• 2) Interpersonal skills,
• 3) Intrapersonal skills,
• 4) Global citizenship,
• 5) Media and Information literacy,
• 6) Others. -The domain ‘others’ was created as a way for researchers to include
competencies, such as physical health or religious values, that may not fall into one of the
other.
➢ https://www.linkedin.com/pulse/transverse-skills-foundation-future-ms-jemi-sudhakar
Definition of ‘transversal competencies’ has six domains: 1) critical and innovative thinking, 2)
interpersonal skills, 3) intrapersonal skills, 4) global citizenship, 5) media and Information literacy,
and 6) others. The domain ‘others’ was created as a way for researchers to include competencies,
such as physical health or religious values, that may not fall into one of the other.
➢ UNESCO Bangkok 2016, Asia-pacific
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• Critical and Innovative thinking. Is a self-directed thinking that produces new and
innovative ideas and solves problems. Reflecting critically on learning experiences and
processes
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Learning behaviors such as those related to higher ord3er thinking skills such as
explaining reasoning can lead to deeper learning when combined with learning behaviours related
to lower order thinking skills such as remembering.
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Learning behaviours related to lower order thinking skills displayed on their own are likely
to lead to learning that is less deep i.e. surface learning.
Deep learning attitudes and behaviours on their own, without a body of knowledge or facts
upon which to draw the unlikely to allow students to progress beyond a certain level.
2. Interpersonal skills. Interpersonal skills are the skills we use every day when we
communicate and interact with other people, both individually and in groups. They include
a wide range of skills, but particularly communication skills such as listening and effective
speaking. They also include the ability to control and manage your emotions.
Read more at: https://www.skillsyouneed.com/interpersonal-skills.html
Interpersonal skills are sometimes referred to as social skills, people skills, soft skills, or life
skills. However, these terms can be used both more narrowly and more broadly than
‘interpersonal skills’. On this website, we define interpersonal skills as:
“The skills you need and use to communicate and interact with other people.”
This definition means that interpersonal skills therefore include:

• Communication skills, which in turn covers:
o Verbal Communication – what we say and how we say it;
o Non-Verbal Communication – what we communicate without words, for example through
body language, or tone of voice; and
o Listening Skills – how we interpret both the verbal and non-verbal messages sent by
others.
o Emotional intelligence – being able to understand and manage your own and others’
emotions.
o Team-working – being able to work with others in groups and teams, both formal and
informal.
o Negotiation, persuasion and influencing skills – working with others to find a mutually
agreeable (Win/Win) outcome. This may be considered a subset of communication, but it
is often treated separately.
o Conflict resolution and mediation – working with others to resolve interpersonal conflict
and disagreements in a positive way, which again may be considered a subset of
communication.
o Problem solving and decision-making – working with others to identify, define and solve
problems, which includes making decisions about the best course of action.
3. Intrapersonal skills. Intrapersonal skills are all about self-awareness and controlling your
own internal attitudes and inner processes. Your intrapersonal skills form the foundation on which
you build your relationships with others because they help you more easily navigate your
interpersonal relationships.
So, interpersonal vs. intrapersonal skills, which one is more important? Your intrapersonal
communication skills and interpersonal skills are deeply connected. Both contribute to your
emotional intelligence and your ability to communicate your needs, goals, and ideas to others in
an effective way. Your interpersonal skills are essential for collaboration, leadership,
and influence – but you can’t project those qualities until you develop good intrapersonal skills.
Some of the most important intrapersonal skills include:
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• Analytical Thinking
• Delegation
• Productivity
• Resilience
• Resourcefulness
• Strategic Thinking
• Vision
These are soft skills that aren’t learned in a classroom. Instead, they’re a product of introspection
and self-reflection combined with a constant revision of the way you project yourself to the world.
Like your technical skills, however, intrapersonal skills are an essential part of your professional
tools.
Why Are Strong Intrapersonal Skills Vital for Your Career?

When you have strong intrapersonal skills, you take personal responsibility for your own feelings
and emotions. This mindset is also known as intrapersonal intelligence. You learn how to focus
your attention, set priorities and goals, and engage in purposeful thinking and problem-solving.
When something goes differently than you expect, you know how to respond with a thoughtful,
intentional strategy to achieve a positive outcome.
It’s easy to understand why teams and companies want people who have the internal strength to
approach every challenge or setback as an opportunity for growth. Their growth mindset enables
them to stay flexible, open to new information, and willing to look for creative solutions to their
obstacles. They’re motivation comes from within and is naturally infectious to others.
➢ https://matterapp.com/blog/what-are-intrapersonal-skills-and-why-are-they-
important/#:~:text=Intrapersonal%20skills%20are%20all%20about,easily%20navigate%
20your%20interpersonal%20relationships.
4. Global citizenship. It is a way of living that recognizes our world is an increasingly complex
web of connections and interdependencies. One in which our choices and actions may have
repercussions for people and communities locally, nationally or internationally.
Global Citizenship nurtures personal respect and respect for others, wherever they live. It
encourages individuals to think deeply and critically about what is equitable and just, and what
will minimize harm to our planet. Exploring Global Citizenship themes help learners grow more
confident in standing up for their beliefs, and more skilled in evaluating the ethics and impact of
their decisions.
What is a Global Citizen?
"An ethic of care for the world." Hannah Arendt
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There is a great deal of debate and discussion around this question, as there is around the whole
concept of globalization. A useful working definition, however, is offered by Oxfam:
A Global Citizen is someone who:
• is aware of the wider world and has a sense of their own role as a world citizen
• respects and values diversity
• has an understanding of how the world works
• is outraged by social injustice
• participates in the community at a range of levels, from the local to the global
• is willing to act to make the world a more equitable and sustainable place
• takes responsibility for their actions.
To be effective Global Citizens, young people need to be flexible, creative and proactive. They
need to be able to solve problems, make decisions, think critically, communicate ideas effectively
and work well within teams and groups. These skills and attributes are increasingly recognised
as being essential to succeed in other areas of 21st century life too, including many workplaces.
These skills and qualities cannot be developed without the use of active learning methods through
which pupils learn by doing and by collaborating with others.
Why is Global Citizenship education needed?
"Education must be not only a transmission of culture but also a provider of alternative views of
the world and a strengthener of skills to explore them" Jerome S Bruner
With the interconnected and interdependent nature of our world, the global is not ‘out there’; it is
part of our everyday lives, as we are linked to others on every continent:
• socially and culturally through the media and telecommunications, and through travel
and migration
• economically through trade
• environmentally through sharing one planet
• politically through international relations and systems of regulation.
The opportunities our fast-changing ‘globalized’ world offers young people are enormous. But so
too are the challenges. Young people are entitled to an education that equips them with the
knowledge, skills and values they need in order to embrace the opportunities and challenges they
encounter, and to create the kind of world that they want to live in. An education that supports
their development as Global Citizens.
The active, participatory methods of Education for Global Citizenship and Sustainable
Development help young people to learn how decisions made by people in other parts of the world
affect our lives, just as our decisions affect the lives of others. Education for Global Citizenship
and Sustainable Development also promotes pupil participation in the learning process and in
decision-making for the following reasons:
• Everything done in school sends out messages, so we need to exemplify the values we
wish to promote. If we wish to affirm beliefs about the equality of all human beings and
the importance of treating everyone fairly and with respect, we need to ensure that
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learning processes, and relationships between pupils and teachers, reflect and reinforce
these values.
• Research shows that in more democratic schools pupils feel more in control of their
learning, and the quality of teaching, learning and behavior is better.
• The UN Convention on the Rights of the Child affirms the right of children to have their
opinions taken into account on matters that affect them.
What does it look like in the classroom?

"Education is not a preparation for life, it is life itself." John Dewey
Education for Global Citizenship deals with issues of global interdependence, diversity of
identities and cultures, sustainable development, peace & conflict and inequities of power,
resources & respect.
These issues are addressed in the classroom through a wide and evolving variety of participatory
teaching and learning methodologies, including structured discussion and debate, role-play,
ranking exercises, and communities of enquiry. Such active methods are now established as good
practice in education, and are not unique to global citizenship. Curriculum for Excellence has at
its core a commitment to improved student participation in order to develop the four capacities:
successful learners, confident individuals, responsible citizens and effective contributors.
It is crucial to be aware that, far from promoting one set of answers or values or attitudes,
education for global citizenship encourages children and young people to explore, develop and
express their own values and opinions. (Always requiring too that they listen to and respect other
people's points of view.) This is an important step towards children and young people making
informed choices as to how they exercise their own rights and their responsibilities to others.
It is also vital that teachers at all levels do not approach education for global citizenship with the
feeling that they must have all the answers – impossible anyway in such a fast changing world.
The role of the teacher is to enable pupils to find out about their world for themselves and to
support them as they learn to assess evidence, negotiate and work with others, solve problems
and make informed decisions.
➢ http://www.ideas-forum.org.uk/about-us/global-citizenship
5. Media and Information Literacy. This domain concerns one’s own abilities of interpreting,
critically understanding and expressing one’s own creativity through digital media.
Being media and information liberated is something that needs to be developed through
education and through a constant exchange with the reality around us: it is essential to go
beyond being simply able to use, for example, one or another media or “being informed” about
something. A digital citizen has to keep a constant critical approach that leads to a meaningful
participation in his/her community.
Media and Information Literacy (MIL) brings together the three distinct dimensions of
Information Literacy, Media Literacy, and ICT or Digital Literacy. Acting as an umbrella
concept, it is “a new literacy construct that helps empower people, communities and nations
to participate in and contribute to global knowledge societies” (UNESCO, 2013).
Even though different terminologies are used in MIL, such as digital media literacy,
information literacy, visual literacy, Internet literacy or news literacy, in general, the definitions
refer to “competencies that emphasize the development of enquiry-based skills and the ability
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to engage meaningfully with media and information channels in whatever form and
technologies they are using” (UNESCO, 2011).
MIL encompasses “the full range of cognitive, emotional, and social competencies that
include the use of text, tools and technologies; the skills of critical thinking and analysis; the
practice of messaging composition and creativity; the ability to engage in reflection and ethical
thinking; as well as active participation through teamwork and collaboration” (Hobbs, 2010).
It “relates to the ability to access the media, to understand and critically evaluate different
aspects of the media and media content and to create communications in a variety of
contexts” (Commission of the European Communities, 2009).
MIL and Internet governance are "the new basics" of education 3.0, which "can provide
children with competencies for cooperation, creativity and social innovation (...) nurture their
human rights and understanding of shared values, which, in turn, will help to build more
inclusive societies" (Frau-Meigs & Hibbard, 2016). Accordingly, recent research results posit
media literacy as "an important resource to fulfil the promise of digital citizenship" (Martens &
Hobbs, 2015).
It is essentially “a matter of education, of citizenship education, of the necessary ‘literacy’ that
allows individuals to truly participate in society. We need strong education policies that include
at its core MIL education” (Torrent, 2014), since all citizens, with no exception, “should have
access to multi-literacy skills education – including media and information literacy – which is
effective, up-to-date and free of charge or affordable for the most financially disadvantaged
members of society” (Council of Europe, 2016).
➢ https://www.coe.int/en/web/digital-citizenship-education/media-and-information-literacy
Unit 2 – Other Core Skills from the British Council of the Philippines
The British council of the Philippines have provided the following 6 Core skills
Critical thinking and Problem Solving: Self-directed thinking that produces new and innovative
ideas and solves problems. Reflecting critically on learning experiences and processes and
making effective decisions.
Collaboration and communication: Communicate effectively orally, in writing, actively listen to

others in diverse and multilingual environments and understand verbal and non-verbal
communication, work in diverse international teams, learning from and contributing to the learning
of others, assuming shared responsibility, co-operating, leading, delegating and compromising to
produce new and innovative ideas and solutions.
Creativity and Imagination: economic and social entrepreneurialism, imagining and pursuing
novel ideas, judging value, developing innovation and curiosity.
Citizenship: Active, globally-aware citizens who have the skills, knowledge and motivation to
address issues of human and environmental sustainability and work towards a fairer world in a
spirit of mutual respect and open dialogue. Developing an understanding of what it means to be
a citizen of your own country and your own country’s values.
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Digital Literacy: Using technology as a tool to reinforce, extend and deepen learning through
international collaboration. Enabling the student to discover, master and communicate knowledge
and information in a globalized economy.
Student leadership and personal development: Honestly, leadership, self-regulation and

responsibility, perseverance, empathy for contributing to the safety and benefit of others, self-
confidence, pupil voice, resilience, personal health and well-being, career and life skills and
learning to learn/life-long learning.
Activities/Assessment
1. Whole-group activity. – thinking on your feet about global risks.
Start the activity by closing your eyes and listening to the teacher as she set the scene. As you
will be literally be thinking on your feet for this activity, you should stand up when instructed to do
so and look out for a soft ball to represent the earth. If you can think of an event or condition that
represents a risk to our planet on a global scale, raise your hand and someone will throw the ball
to you. Talk while you have the ball and throw it to another participant when you have finished
speaking.
Global risks and trends
A global risk is an uncertain event or condition that, if it occurs, can cause significant negative
impact for several countries or industries within the next ten years. (ex. COVID 19 pandemic)
or a more complicated one (what is it?)
Which among the transversal competencies will be necessary, why? And how? You will use
it?
Start your talking points with the global awareness
(for modular approach, provide an essay answer for this question composing of at least
200 words.)
2. Choosing Statement. In a pair or small group, choose from the three statements below
the one which you feel gives the best reasons for a more global conception of citizenship.
What global companies look for a people who we think can take a global perspective. Students
are well placed to do this, if they have taken opportunities to widen their cultural perspective.
The people that succeed can work in multi-disciplinary; multi-cultural and multi-locational
teams. If students have demonstrated they can work with other cultures and teams, that’s a
big plus for us as we need students to be intellectually curious and culturally agile if they are
going to work in a global context.
Education must fully assume its central role in helping people to forge more just, peaceful,
tolerant and inclusive societies. It must give people the understanding, skills and values they
need to cooperate in resolving the interconnectedness challenges of the 21 st century.
Increasing awareness and understanding of the rapidly changing interdependent and unequal
world in which we live …engaging people in analysis, reflection and action for local and global
participation…supporting people in understanding and acting to transform the social, cultural,
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political and economic structures which affect their lives at personal, community, national and
international levels.
(for online approach only)

3. Look up how much people from different countries regard themselves as world citizens
using the World Values Survey website: www.worldvaluessurvey.org/WVSOnline.jsp
(for modular approach only)
Activity 2. Breaking down into Pieces. Use Deductive Approach in your analysis of the
following tables: Write down your observation.
Transversal Skills Versus Core Skills
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Introduction
The world is shrinking because of the presence of technology. Many things happening around
the globe because of technology and things these ways cannot be exempt anyone in education.
The world is becoming digital, and eventually changing the kind of students/pupils. Hence, this
lesson will provide what it takes to be an educator in this era where technology works along
them.
➢ Explain the different digital and ICT Competencies and Frameworks; with that of the
UNESCO ICT Competence and the omni-modal model
➢ Discuss an issue and formulate recommendations following the 21CLD rubrics
➢ Provide a relevant capture of the lesson through the intended activities provided
Learning Materials
Unit 1 - Transversal skills frameworks
There are three frameworks used for transversal skills, these are as follows:
1. digital competences/skills frameworks

2. general frameworks of 21th century skills
3. national key skills frameworks
1. DIGITAL COMPETENCES/SKILLS FRAMEWORKS
DIGCOM
IPTS developed a DIGCOM framework in 2013 (http://ftp.jrc.es/EURdoc/JRC83167.pdf) and

proposed a framework for digital competence for all citizen - various aspects of digital competence
by listing 21 competences and describing them in terms of knowledge, skills, and attitudes. The
areas of digital competence can be summarized as follows:
1. Information: identify, locate, retrieve, store, organize and analyze digital information,
judging its relevance and purpose.
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2. Communication: communicate in digital environments, share resources through online
tools, link with others and collaborate through digital tools, interact with and participate in
communities and networks, cross cultural awareness.
3. Content-creation: Create and edit new content (from word processing to images and
video); integrate and re-elaborate previous knowledge and content; produce creative
expressions, media outputs and programming; deal with and apply intellectual property
rights and licenses.
4. Safety: personal protection, data protection, digital identity protection, security measures,
safe and sustainable use.
5. Problem-solving: identify digital needs and resources, make informed decisions on most
appropriate digital tools according to the purpose or need, solve conceptual problems
through digital means, creatively use technologies, solve technical problems, update own
and other's competence.
ISTE
The ISTE in 2015 ((International Society for Technology in

Education; http://www.iste.org/standards/iste-standards) published the family of ISTE
Standards which works in concert to support students, educators and leaders with clear guidelines
for the skills, knowledge and approaches they need to succeed in the digital age:
➢ ISTE Standards for Students
➢ ISTE Standards for Teachers
➢ ISTE Standards for Administrators
➢ ISTE Standards for Coaches
➢ ISTE Standards for Computer Science Educators SCO ICT
UNESCO ICT Competency Framework for Teacher in
2011 (http://unesdoc.unesco.org/images/0021/002134/213475e.pdf) created a framework of
18 modules by crossing the three approaches to teaching based on human capacity development
(technology literacy, knowledge deepening, and knowledge Creation) with the six aspects of a
teacher’s work:
➢ understanding ICT in education
➢ curriculum assessment,
➢ pedagogy,
➢ ICT,
➢ organization and administration and
➢ teacher professional learning.
2. General frameworks of 21st century skills
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P21's Framework for 21st Century Learning
P21's Framework for 21st Century Learning was developed in 2015 (http://www.p21.org/our-
work/p21-framework) to define and illustrate the skills and knowledge students need to succeed in
work, life and citizenship, as well as the support systems necessary for 21st century learning
outcomes. The P21 Framework represents both:
21st Century Student Outcomes: Content Knowledge and 21st Century Themes, Learning and
Innovation Skills (Creativity and Innovation, Critical Thinking and Problem Solving), Information, Media
and Technology Skills (Information Literacy, Media Literacy, ICT Literacy) and Life and Career
Skills (Flexibility & Adaptability, Initiative & Self Direction, Social & Cross-Cultural Skills, Productivity
& Accountability, Leadership & Responsibility)
21st Century Support Systems: 21st Century Standards, Assessment of 21st Century Skills, 21st
Century Curriculum and Instruction, 21st Century Professional Development and 21st Century
Learning Environments
21CLD
The six rubrics of 21CLD, 2013 (21st Century Learning Design,
SRI; https://www.sri.com/work/projects/21st-century-learning-design-21cld) of 21st century learning,
each of which represents important skills for students for develop: Collaboration, Knowledge
construction, Skilled communication, Real-world problem-solving and innovation, Use of ICT for
learning and Self -regulation.
EnGauge 21st century skills

EnGauge 21st century skills, 2003 (http://pict.sdsu.edu/engauge21st.pdf) based on two years of
study, represented the fresh, serious, new perspective required in light of recent historical events,
globalization, and the idiosyncrasies of the Digital Age. The following skill clusters, when considered
within the context of rigorous academic standards, are intended to provide the public, business and
industry, and educators with a common understanding of—and language for discussing—what is
needed by students, citizens, and workers in the Digital Age:
Each skill cluster is further broken down into representative skill sets, which offer guidance on
recognizing student performance in developing the enGauge21st Century Skills.
ATC21S
ATC21S project in 2012 (Assessment & Teaching of 21st century
skills; http://www.atc21s.org/) defined ten 21st-century skills into four broad categories:
Ways of thinking: Creativity and innovation, Critical thinking, problem solving and decision-making,
Learning to learn and metacognition
Ways of working: Communication, Collaboration and teamwork
Tools for working: Information literacy, ICT literacy
Living in the world: Citizenship –global and local
DeSeCo
DeSeCo project in 2003 (Definition and Selection of Key
Competencies; http://www.oecd.org/pisa/35070367.pdf ) designed key competencies in three broad
categories:
Using tools interactively (The ability to use language, symbols and text interactively, The ability to
use knowledge and information interactively, The ability to use technology interactively)
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Interacting in heterogeneous groups (The ability to relate well with others, The ability to cooperate,
The ability to manage and resolve conflicts)
Acting autonomously (The ability to act within the big picture, The ability to form and conduct life
plans and personal projects, The ability to assert rights, interests, limits and needs)
3. National key skills frameworks
NCCA – Key Skills of Junior Cycle

NCCA – Key Skills of Junior Cycle,
2014 (http://www.juniorcycle.ie/NCCA_JuniorCycle/media/NCCA/Documents/Key/Key_Skills_2014.p
df) highlights the importance of the developing key skills in a way that will lead to their integration in
the daily lives of students and requires a creative approach to teaching and learning. Learners will
need to encounter each of the skills frequently throughout the school day in different contexts:
managing myself: Knowing myself, Making considered decisions, Setting and achieving personal
goals, Being able to reflect on my own learning, Using digital technology to manage myself and my
learning
staying well: Being healthy, physical and active, Being social, Being safe, Being spiritual, Being
confident, Being positive about learning, Being responsible, safe and ethical in using digital technology
communicating: Listening and expressing myself, Performing and presenting, Discussing and
debating, Using language, Using numbers and data, Using digital technology to communicate
being creative: Imagining, Exploring options and alternatives, Implementing ideas and taking action,
Learning creatively, Stimulating creativity using digital technology
working with others: Developing good relationships and dealing with conflict, Co-operating,
Respecting difference, Contributing to making the world a better place, Learning with others, Working
with others through digital technology
managing information and thinking: Being curious, Gathering, recording, organising, and
evaluating information and data, Thinking creatively and critically, Reflecting on and evaluating my
learning, Using digital technology to access, manage and share
➢ http://ats2020.eu/pfiles/41-transversal-skills
Unit 2 – UNESCO ICT Competence Frameworks for Teachers

Modern societies are increasingly based on information and knowledge. So they need to:
build workforces which have ICT skills to handle information and are reflective,
creative and adept at problem-solving in order to generate knowledge, able citizens to
be knowledgeable and resourceful so they are able to manage their own lives effectively,
and are able to lead full and satisfying lives, encourage all citizens to participate fully in
society and influence the decisions which affect their lives, foster cross-cultural
understanding and the peaceful resolution of conflict. These social and economic goals
are the focus of a country’s education system. Teachers need to be equipped to achieve
these goals, and UNESCO in partnership with industry leaders and global subject experts,
has created an international benchmark which sets out the competencies required to teach
effectively with ICT: UNESCO’s ICT Competency Framework for Teachers. UNESCO’s
Framework emphasizes that it is not enough for teachers to have ICT competencies and
be able to teach them to their students. Teachers need to be able to help the students
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become collaborative, problem-solving, creative learners through using ICT so they will
be effective citizens and members of the workforce. The Framework therefore
addresses all aspects of a teacher’s work: The Framework is arranged in three different
approaches to teaching (three successive stages of a teacher’s development).
The first is Technology Literacy, enabling students to use ICT in order to learn
more efficiently. The second is Knowledge Deepening, enabling students to acquire in-
depth knowledge of their school subjects and apply it to complex, real-world problems.
The third is Knowledge Creation, enabling students, citizens and the workforce they
become, to create the new knowledge required for more harmonious, fulfilling and
prosperous societies.
➢ https://unesdoc.unesco.org/ark:/48223/pf0000213475
3. Other Necessary Frameworks for 21 st Century
➢ http://www.patef-update.org/resources/Day%201%20-
%204.%20IKM%20in%20Teacher%20Ed%20-%20Mr.%20Acuna.pdf
➢ The OMNI-MODAL Model of Dr. Carl Balita
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Assessment/Activities
Activity 1. Graded Recitation: Where were you?
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Reflection: From the set of pictures below, choose one of the characteristics of today’s learners
and explain and relate yourself 3 years from now how would you see yourself being a teacher.
(explain in at least 200-words essay)
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Activity 2. Make a summary of your learning using this Tables below:
Digital competencies Frameworks

Frameworks Salient Points Make your Analysis on how
the following frameworks
compared
Digicom Framework
ISTE Framework
UNESCO ICT Competency

Framework for Teachers
General Frameworks of 21st Century Skills

Frameworks Salient Points Make your Analysis on how
the following frameworks
compared
P21
21CLD
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EnGauge 21st
DeSeCo Project
ATC21s
Omni Modal Model
First Online Quiz. (synchronous type)
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Introduction
At the onset of the 21st century, many around the world have been tagged along this decade.
The 21st century learners, the 21st century learning, and the 21 st century teachers. Education
needs to be realigned towards the goal of this era using frameworks suit in for this kind of
learning.
This lesson provides the general frameworks of 21 st century skills.
➢ Discuss P21 Framework for 21st century learning
➢ Analyze 21st century student outcomes and its future implications
➢ Identify 21st century support systems
Learning Materials
Unit 1 – P21’s Framework for 21st Century Learning
P21 Framework To help practitioners integrate skills into the teaching of core academic
subjects, the Partnership has developed a unified, collective vision for learning known as the
Framework for 21st Century Learning. This Framework describes the skills, knowledge and
expertise students must master to succeed in work and life; it is a blend of content knowledge,
specific skills, expertise and literacies. Every 21st century skills implementation requires the
development of core academic subject knowledge and understanding among all students. Those
who can think critically and communicate effectively must build on a base of core academic
subject knowledge. Within the context of core knowledge instruction, students must also learn the
essential skills for success in today’s world, such as critical thinking, problem solving,
communication and collaboration. When a school or district builds on this foundation, combining
the entire Framework with the necessary support systems—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 global economy.
While the graphic represents each element distinctly for descriptive purposes, the Partnership
views all the components as fully interconnected in the process of 21st century teaching and
learning.
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➢ https://pt.slideshare.net/jamesmcveigh2/p21-framework
➢ https://www.oecd.org/site/educeri21st/40756908.pdf
Unit 2 - 21st century student outcomes
Knowledge and skills are interwoven, and when students are developing both simultaneously,
they learn more efficiently. Students need surface knowledge first (facts), and once they have
mastered these, teachers can shift to deep learning skills.
P21 – 21st Century Student Outcomes
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The 21st century student outcomes are the skills, knowledge and expertise students should
master to succeed in work and life in the 21st century. The P21’s Framework for 21st Century
Learning was developed with input from teachers, education experts, and business leaders to
define and illustrate the skills and knowledge students need to succeed in work, life and
citizenship, as well as the support systems necessary for 21st century learning outcomes.
The theme and skill categories below have corresponding Student Outcomes. Determine
which outcomes you have already included in your courses, or use as a reference to consider
adding to your course.
21st Century Interdisciplinary Themes:
• Global awareness
• Financial, economic, business and entrepreneurial literacy
• Civic literacy
• Health literacy
• Environmental literacy
Learning and Innovation Skills:
• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication
• Collaboration
Information, Media and Technology Skills:
• Information Literacy
• Media Literacy
• ICT Literacy
Life and Career Skills:
• Flexibility & Adaptability
• Initiative & Self Direction
• Social & Cross-Cultural Skills
• Productivity & Accountability
• Leadership & Responsibility
➢ https://blogs.uis.edu/colrs/2018/01/12/p21-21st-century-student-outcomes/
Unit 3 - 21st Century Support Systems
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As depicted from this illustration, the 21st century support systems composed of Standards and
Assessments, Curriculum and Instructions, Professional Development and Learning
Environments.
Assignment: Watch this youtubes (https://www.youtube.com/watch?v=Ax5cNlutAys and

https://www.edutopia.org/video/singapores-21st-century-teaching-strategies-education-
everywhere-series
Answer the following questions: (to be submitted next online meeting)
1. How would you be characterizing the 21 st century education base from the video?
2. Would this sort of challenge of the 21 st century education be relevant in today’s
experience? How could it be adapted to make it more relevant in the Philippine context as
compared to Singapore.
3. Where you able to identify problem that is not yet discovered as of now in the Philippine
Education that needs to be uncovered? Make a list
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Introduction
The 21st century learning requires great amount of innovative and creative ideas in order for one
to succeed and maximize what technology could offer in education.
This Lesson provides the 21 st Century Learning Designs that may help an educator think and
rethink as to the outcomes of the future generations of learners.
➢ Discuss 21st century learning design
➢ Identify six rubrics of 21CLD
➢ Use 21st six rubrics and submit an activity showing its application
➢ Discuss the following key terms: digital age literacy, inventive thinking, effective
communication, and high productivity
Learning Materials
Unit 1 - 21CLD (21st Century Learning Design)
➢ The Six 21st Century Learning Skills Rubrics
Each section of the rubric is divided into three parts:

• An overview of key concepts and related examples
• A rubric to assign the learning activity; a numerical ranking from 1-4 or 1-5, where
the higher number reflects how strongly the activity offers opportunities to develop a
given skill
• A flowchart that shows how to choose the best ranking in each case:
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Collaboration
When coding this learning activity, teachers will use the following rubric. Level 1 is considered the
most basic coding for this learning skill, and Level 5 is the highest code for this learning skill.
1. Students are NOT required to work together in pairs or groups
2. Students DO work together, but they do NOT have shared responsibility
3. Students DO have shared responsibility, BUT they are NOT required to make substantive
decisions together.
4. Students DO have shared responsibility AND make substantive decisions, BUT their work
is not interdependent
5. Students DO have shared responsibility AND they DO make substantive decisions
together about the content, process, or product of their work AND their work is
interdependent.
Knowledge Construction
1. The learning activity does NOT require students to construct knowledge. Students can
complete the activity by reproducing information or by using familiar procedures.
2. The learning activity DOES REQUIRE students to construct knowledge by interpreting,
analyzing, synthesizing, or evaluating information or ideas, BUT the activity’s main
requirement is NOT knowledge construction.
3. The learning activity’s main requirement IS knowledge construction, BUT the learning
activity does NOT require students to apply their knowledge in a new context.
4. The learning activity’s main requirement IS knowledge construction, AND the learning
activity DOES require students to apply their knowledge in a new context, BUT the
learning activity does NOT have learning goals in more than one subject.
5. The learning activity’s main requirement IS knowledge construction, AND the learning
activity DOES require students to apply their knowledge in a new context, AND the
knowledge construction IS interdisciplinary. The activity DOES have learning goals in
more than one subject.
Self-Regulation
1. The learning activity is NOT long-term OR students do NOT have both learning goals and
associated success criteria in advance of completing their work. If this stage is not
complete, then the pre-requisites for self-regulation are not in place.
2. The learning activity IS long-term AND students DO have learning goals and associated
success criteria in advance of completing their work BUT students DO NOT have the
opportunity to plan their own work.
success criteria in advance of completing their work AND students DO have the
opportunity to plan their own work, BUT students do NOT have the opportunity to revise
their work based on feedback.
success criteria in advance of completing their work AND students DO have the
opportunity to plan their own work AND students DO have the opportunity to revise their
work based on feedback.
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Real-World Problem Solving
1. The learning activity’s main requirement IS NOT problem-solving. Students use a
previously learned answer or procedure for most of the work.
2. The learning activity’s main requirement IS problem-solving, BUT the problem IS NOT a
real-world problem.
3. The learning activity’s main requirement IS problem-solving AND the problem IS a real-
world problem, BUT students DO NOT innovate. They are NOT required to implement
their ideas in the real world, or to communicate their ideas to someone outside the
academic context who can implement them.
4. The learning activity’s main requirement IS problem-solving AND the problem IS a real-
world problem AND students DO innovate. They ARE required to implement their ideas
in the real world, or to communicate their ideas to someone outside the academic context
who can implement them.
Use of ICT for Learning

1. Students do not have the opportunity to use ICT for this learning activity.
2. Students use ICT to learn or practice basic skills or reproduce information. They are not
constructing knowledge.
3. Students use ICT to support knowledge construction, BUT they could construct the same
knowledge without using ICT
4. Students use ICT to support knowledge construction AND the ICT is required for
constructing this knowledge BUT students do NOT create an ICT product for authentic
users.
5. Students use ICT to support knowledge construction AND the ICT is required for
constructing this knowledge AND students do create an ICT product for authentic users.
Skilled Communication
1. Students are NOT required to produce extended or multi-modal communication.
2. Students ARE required to produce extended communication or multi-modal
communication BUT they are NOT required to provide supporting evidence NOR design
their work for a particular audience.
communication AND they ARE required to (choose one of the following): 1) provide
supporting evidence: they must explain their ideas or support a thesis with facts or
examples OR 2) They ARE required to design their communication for a particular
audience, BUT not both.
communication AND they ARE required to provide supporting evidence AND they ARE
required to design their communication for a particular audience.
➢ https://fcl.eun.org/documents/10180/14691/5.3x+-
+21cld+learning+activity+rubrics+2012.pdf/e240da11-07c2-4633-a86e-
06c12f00d8ad?version=1.0
➢ https://www.youtube.com/watch?v=9_xNWyhSuAw
43
➢ http://etec.ctlt.ubc.ca/510wiki/ITL_Research_-_Leap21C
Unit 2 - EnGauge 21st Century Skills
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➢ https://www.cwasd.k12.wi.us/highschl/newsfile1062_1.pdf
➢ Unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/R2TAM-chenkeeTan.pdf
➢ Big Ideas. Online groupings will be set where students will be required to work in pairs or
groups to:
• discuss an issue
• solve a problem
• create a product 21 CLD Learning Activity Rubrics
Students work in pairs or groups might also include people from outside the classroom,
such as students in other classes or schools, or community members or experts. Students
can work together face to face or by using technology to share ideas or resources.
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➢ Groupwork. Working in groups of four or five, jot down on sticky notes (or in a list from
which individuals words and phrases can be cut) activities and ideas that may be related
to digital literacy. Think about how you’ve used digital technologies such as computers,
digital cameras, and mobiles devices in the classroom or how your think they might be
used. Attempt to generate enough words and phrases to do a sorting activity. If you need
to, you can think beyond the classroom.
➢ Sort the words and phrases one at a time (as a whole group) into one of three categories
as shown below.
➢ Make any relevant notes to capture your learning from this activity
Digital Literacy
Other Literacties
eg. Media,
information, ICT Skills
visual
➢ Synchronous Online Quiz through googleform
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Introduction
This lesson provides what ATC21S is as a system enabling formative assessment of

Collaborative Problem Solving. ATC21S™ has been designed to support the development of
social and cognitive skills needed to become a good collaborative problem solver.
➢ Identify ATC21s project and how it will be used in daily classroom activities;
➢ Engage in a number of observations to explain ways of thinking, ways of working, tools

for working, and living in the world.
Learning Materials
Unit 1 – ATC21s Project in 2012
How it works: The system consists of four main components:

1. Empirical progressions representing a typical pathway for Collaborative Problem Solving
(CPS) skill acquisition;
2. An online assessment platform containing prototype assessment tasks. Tasks require
students to work in pairs and collaborate in real time. Students responses are recorded
in a log file and rated automatically;
3. A survey completed individually by each student;
4. Individual and whole-class reports.
Benefits: The system adopts a developmental learning approach to assessment and instruction.
It guides a student’s learning forward along a path of increasingly complex knowledge, skills, and
abilities. Reports provide data on the emergence of skills mapped against empirical progressions
that allow teachers to identify patterns and gaps at individual and/or class level and tailor
instruction accordingly to challenge their students to move forward on a developmental
continuum. The Project website provides open access to five professional development modules
for teachers.
Challenges: None of the designed tasks could sample all the elements of the CPS construct
comprehensively. The capacity to capture cognitive skills is greater than the capacity to capture
the social skills. The empirical progression needs further investigation. Some other challenges
relate to the limitations of online administration and complexity. Potentially a similar approach
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could be scaled up and adopted to assess application of skills in real-world contexts without
compromising the ability to measure them.
Relevance for entrepreneurial teaching: ATC21S conceptualisation of Collaborative Problem
Solving as a combination of cognitive and social processes displays a good number of features
defining the entrepreneurial key competence (e.g.: goal setting, resource management, tolerance
for ambiguity, audience awareness, negotiation, to name a few). The rigorous approach to build
an empirical progression and the elaboration of a set of IT-based prototype assessment tasks
represents an inspiring example for the design of entrepreneurial teaching and learning activities
and assessment tasks.
Applied assessment methods: Formative Assessment, IT-based Assessment, Performance
Assessment.
➢ ACT21s Project that identifies Graduate Attributes
Talking Points Revisited. Student will create talking points resource for use with their online
pair that will allow them to get a good idea of their current thoughts and understanding around
an aspect of ATC21s Century Skills. Take the opportunity to bring together all your learning
from this lesson.
Write-Pair-share on ATC21s Century skills talking points.
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Write. Working on your own initially, plan a talking points activity on ATC21st Century Skills fro
use with your classmate. Complete an activity plan using a blank template, listing your talking
points, learning objectives and success criteria. Think also about how you will introduce the
resource to your classmates. Will you introduce them to the different types of talk (cumulative,
disputational, exploratory) before and after the activity? Will you have already established ground
rules for talk with your classmate alongside this activity?
Pair. Swap your activity plans and try out each other’s activity (thinking about it from your own
perspective), peer assessing as you go through it. Offer only constructive feedback to your
partner, asking clarifying questions to aid your understanding of each other’s work and ideas.
Make any adjustments to your plan or talking points as a result of your interaction with your
partner.
Share. Be prepared to share your thoughts on each other’s work with the rest of the group,
particularly if anything interesting arises during your discussion that you think other members f
the group would benefit from knowing.
Some closing thoughts. Provide your realization of this lesson describing it to at least 5
adjectives/sentences.
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Introduction
Preparing for life challenges is what education is aiming for the young generations. Definition
and Selection of Key Competencies (DeSeCo) project; identifying what Competencies Do We
Need for a Successful Life and a Well-Functioning Society.
➢ Identify salient points of DeSeCo project 2003 from that of 2014
➢ Explain and relate the key competencies on how it will be used in today’s teaching and
learning experience.
Learning Materials
Unit 1 - DeSeCo projects

In Lesson 1, DeSeCo Project in 2003 was discussed as Definition and Selection of Key
Competencies designed in three broad categories: using tools interactively, interacting in
heterogeneous groups and acting autonomously.
three broad categories:
Using tools interactively (The ability to use language, symbols and text interactively, The ability to
use knowledge and information interactively, The ability to use technology interactively)
Interacting in heterogeneous groups (The ability to relate well with others, The ability to cooperate,
The ability to manage and resolve conflicts)
Acting autonomously (The ability to act within the big picture, The ability to form and conduct life
plans and personal projects, The ability to assert rights, interests, limits and needs)
In 2014 based on DeSeCo Finegold & Notabartolo
(http://www.hewlett.org/uploads/21st_Century_Competencies_Impact.pdf ) proposed framework
groups the 15 competencies under 5 broad categories:
analytic skills (Critical thinking, Problem solving, Decision making, Research and inquiry)
interpersonal skills (Communication, Collaboration, Leadership and responsibility)
ability to execute (Initiative and self-direction, Productivity),
information processing (Information literacy, Media literacy, Digital citizenship, ICT operations and
concepts)
capacity for change/learning (Creativity / innovation, Adaptive learning / learning to learn, Flexibility)
51
DeSeCo Projects are likewise discusses in the link below as provided by the the Organization for
Economic Co-operation and Development (OECD)
➢ https://www.oecd.org/pisa/35070367.pdf
Activity 1. Recording my learning. Use your notebook or paper and write down answers to the
following questions. Photos of your answer be left in the google room. Write your name as you
will be able to send your answers.
1. Why are competencies so important today? (in 3 to 5 sentences)

2. How will you be able to apply any of the skills provided 4 years from now? Provide a
specific example of an activity in the classroom. You may use pictures to depict ideas.
52
Introduction
Preparing for life challenges is what education is aiming for the young generations. Definition
and Selection of Key Competencies (DeSeCo) project; identifying what Competencies Do We
Need for a Successful Life and a Well-Functioning Society.
➢ Give the importance of Key skills of Junior Cycle 2014 as part of a national skills
framework
➢ Evaluate one’s view of self in terms of managing self, staying well, communicating,
being creative, working with others, and managing information and thinking through
the Questionnaire provided.
Learning Materials
Unit 1 – Six Key skills of Junior Cycle
MANAGING MYSELF This key skill helps learners to understand themselves both as individuals
and as learners so that they can develop personal goals and plans. It also helps them develop
strategies to make considered decisions, to take action and to reflect on their progress.
STAYING WELL This key skill recognises that learners’ overall wellbeing must be supported
alongside their intellectual development. Being healthy, physically and emotionally, being socially
active and being able to take care of oneself and of others helps learners become happy and
confident. This key skill also helps young people become positive and engaged.
COMMUNICATING This skill helps learners develop good communication skills in all aspects of
life, using a variety of media. As well as developing literacy skills it also develops learners’
confidence in communicating, expressing opinions, writing, making oral presentations and
performing.
BEING CREATIVE This skill enables learners to develop their imagination and creativity as they
explore different ways of doing things and of thinking. Students learn to stay with challenges or
tasks to completion and to learn from their experiences.
WORKING WITH OTHERS This skill helps learners develop good relationships and to appreciate
the value of cooperating to reach both collective and personal goals. Students also learn to value.
53
MANAGING INFORMATION AND THINKING This key skill helps learners gradually improve
their capacity to search for information from different sources. They also develop their skills in
judging and discriminating between information types and sources and they develop strategies
for organizing information so that they can understand it and use it later. This skill also develops
learners’ thinking skills so that they can become more skilled in higher order reasoning and
problem-solving.
Key skills of Junior Cycle
54
Activity/Assessment
PERSONAL PROFILE
AGE: PROGRAM:
SEX: E-GADGET/S
USED AT HOME:
(DECLARE AS
MANY AS YOU
HAVE)
Key skills Questionnaire
MANAGING MYSELF Elements 5 4 3 2 1

Very True Somewhat Untrue Very
Knowing myself True of True of of Me Untrue
I can……. of Me Me of Me
Me
recognize my personal strengths and weaknesses
identify influences that make me who I am
express my opinions and feelings appropriately
find ways of dealing with setbacks and difficulties
Making considered decisions
I can…..
understand the importance of thinking through my
decisions
consider a number of possible consequences when
planning and deciding on actions
listen to different perspectives when considering my
options
choose between different courses of action and
explain my choice
make plans in order to act on my decisions
Setting and achieving personal goals
I can….
set personal goals
identify what I need in order to achieve my goals
ask for help and know where to go when I need help
prepare detailed plans
learn from my past actions and make changes if
necessary
Being able to reflect on my own learning
I can….
set learning goals and evaluate my progress towards
achieving those goals
receive and make use of feedback on my learning
assess my own learning and suggest ways that it can
be improved
Using digital technology to manage myself and my
learning
55
I can…..
use different technologies to plan, manage and
engage in my learning
express, share and present opinions through the use
of digital technology
STAYING WELL Elements
Being healthy, physical and active
I can….
make informed choices in relation to my food,
personal care and life-style
demonstrate care and respect for myself and other
people
use a range of coping strategies to deal with personal
problems and stress
practice relaxation and mindfulness techniques
participate in regular physical activity and recognize
its benefits
Being social
I can….
participate in actions that make a positive
contribution to my school, community and the wider
world
recognize my rights and responsibilities as a local and
global citizen
make decisions based on ‘the common good’
recognize the qualities of relationships that are
positive and of those that are not
develop positive relationships
Being safe
I can….
identify the likely consequences of risky and
unhealthy behaviors
recognize when my personal safely is threatened and
respond appropriately
Being spiritual
I can….
recognize that there are different ways of expressing
spirituality
respect life, in all its diversity, and know that life has
a meaning and purpose
ask questions to broaden my understanding of
various world views
Being confident
I can….
feel positive about myself
express and manage different emotions
56
communicate my opinions and beliefs with
confidence in a variety of ways
contribute to decision-making within the class and
group
stand apart from the crowd when needed
Being positive about learning
I can ….
find enjoyment and fun in learning
learn from my mistakes and move on
stick with things and work them through until I
succeed
recognize and celebrate my achievement
Being responsible, safe and ethical in using digital
technology
I can….
identify situations where my personal safety and
wellbeing, and that of others, is put at risk by digital
technology and know how to cope
respect the rights and responsibilities of others in
using digital technology
protect my personal privacy online
BEING CREATIVE Elements
Imagining
I can….
use different ways of learning to help develop my
imagination
imagine ways that I can make a positive difference in
the world
take inspiration from the courage and imagination of
others
express my feelings, thoughts and ideas through
movement, writing, music, art, storytelling, drama
and imaginative modes of expression
Exploring options and alternatives
I can….
think through a problem step-by-step
try out different approaches when working on a task
and evaluate what works best
seek out different viewpoints and perspectives and
consider them carefully
imagine different scenarios and predict different
outcomes
take risks and learn from my mistakes and failures
repeat the whole exercise if necessary
Implementing ideas and taking action
I can…
test out ideas
57
evaluate different ideas and actions
see things through to completion
Learning creatively
I can…
participate in learning in creative ways
suggest creative ways that help me to learn
use a variety of learning tools that help me to be
creative
Stimulating creativity using digital technology
I can….
be innovative and creative in using digital technology
to learn, think and express myself
explore the possibilities of mixing different
technologies and digital media to help me reflect,
problem solve and present ideas
create digital media objects which demonstrate
creativity and imagination to present learning
WORKING WITH OTHERS ELEMENTS
Developing good relationships and dealing with
conflict
I can….
share my ideas honestly and with sensitivity
name, express and manage my emotions
appropriately
show respect for different positions and different
points of view
prevent and manage conflict situations
give and receive praise and criticism constructively
Cooperating
I can….
take on different roles within groups
agree collective goals and work with others towards
achieving shared goals
be flexible and willing to make compromises to
achieve a common goal
show appreciation for the contribution of other team
members
contribute to decisions as part of a group
Respecting Difference
I can….
appreciate others’ similarities and differences as a
valuable part of life
show respect for people of different cultures,
backgrounds, beliefs and sexual orientation
show openness to learning from different people
Contributing to making the world a better place
I can….
58
believe in my ability to make a difference
think critically about the world and its problems and
propose solutions
get involved in my community—including family,
school, local, global, virtual – towards creating a
better world
make connections with others who are working to
make a positive difference
Learning with others
I can….
work in pairs and larger groups to help each other
when we are learning
help other students to understand and solve
problems
recognize that many different people can support my
learning and know how to get that support
Working with others through digital technology
I can….
demonstrate collaborative learning using digital

technology
use digital technology to participate in collaborative
learning and communication spaces
respect the rights and feelings of others when using
digital media
MANAGING INFORMATION AND THINKING
ELEMENTS
Being curious
I can….
look for new and different ways of answering
questions and solving problems
ask questions to probe more deeply
look for new experiences that challenge how I think
about myself and the world
Gathering, recording, organizing and evaluating
information and data
I can….
recognize what I already know and the wide range of
information available to me
use a range of strategies to find information and data
analyze information and data presented in a variety
of forms
evaluate the quality of that information and data and
their sources
make judgements about how valid and reliable that
information is
59
prepare and organize information and data so that it
makes sense to me and others
Thinking creatively and critically
I can….
question ideas and assumptions, both my own and
other peoples’
make estimations and predictions and compare them
with others
make connections between what I already know and
new information
adjust my thinking in light of new information
Reflecting on and evaluating my learning
I can….
reflect on and review my own progress
identify blocks or barriers to my learning and suggest
ways of overcoming them
set realistic targets
use a range of tools to help manage my learning
keep believing that with continued effort I can
succeed
Using ICT and digital media to access, manage and
share content
I can….
source, share and evaluate information that I find in
different technologies and digital media formats
use digital tools to expand my thinking and source
information
understand how to use content and present it
differently while respecting copyright
use different technologies and digital media tools to
give and receive feedback
2. Make a Tally of your answer and provide an analysis that will be submitted asynchronously.
3. Online Quiz
60
61

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Polytechnic University of the Philippines

QUEZON CITY BRANCH

Dr. Caroline T. Sumande

Introduction of the Course 3

• Digital Competencies Skills Frameworks : Areas of Digital

• P21’s Framework for 21st Century Learning

Lesson 6 DeSeCo project in 2003 (Definition and Selection of Key 51

Lesson 7 Key Skills of Junior Cycle (2014) 53

Welcome to this course!

This module is designed for the Bachelor in Business

One is an online mode of delivery where students are expected to:

1. Attendance. Attendance in a literature course is necessary. Since it greatly affects class

2. Class Participation. Active class participation in tasks, activities, and opportunities is

3. Assignments. Homework (e.g. exercises, essays / compositions, etc.) is essential. Individual

5. Refer to “Class Organization and Management” found in the module.

Format of submission shall consist of the following:

1. Cover where the title of the said activity is written

ONLINE MODE GUIDELINES- keep in mind some basic netiquettes

• Set a respectful tone all the times

OFFLINE MODE GUIDELINES

At the end of the course, the students are expected to:

➢ Identify new literacies required by the 21st century

Unit 1 – The Emergence of New Literacies for the 21st Century

There are four dimensions of New Literacies in the 21 st Century

(Discussion will be led through the link below)

• Critical and innovative thinking

Source: UNESCO (Bangkok) 2014, Asia Pacific

B. Importance of Transversal Skills

‘Clear and widely disseminated information, a shared understanding and improved

So what are these skills or competencies?

Whereas competencies are ‘ Competence relates to the ability to do something efficiently,

Below is the McKinsey Global Workforce Skills Executive Summary

Transversal competencies’ has six domains:

• 1) Critical and innovative thinking.

➢ UNESCO Bangkok 2016, Asia-pacific

Read more at: https://www.skillsyouneed.com/interpersonal-skills.html

This definition means that interpersonal skills therefore include:

Why Are Strong Intrapersonal Skills Vital for Your Career?

What is a Global Citizen?

"An ethic of care for the world." Hannah Arendt

A Global Citizen is someone who:

Why is Global Citizenship education needed?

What does it look like in the classroom?

Collaboration and communication: Communicate effectively orally, in writing, actively listen to

Student leadership and personal development: Honestly, leadership, self-regulation and

1. Whole-group activity. – thinking on your feet about global risks.

Global risks and trends

Start your talking points with the global awareness

(for online approach only)

Transversal Skills Versus Core Skills

Unit 1 - Transversal skills frameworks

1. digital competences/skills frameworks

1. DIGITAL COMPETENCES/SKILLS FRAMEWORKS

IPTS developed a DIGCOM framework in 2013 (http://ftp.jrc.es/EURdoc/JRC83167.pdf) and

The ISTE in 2015 ((International Society for Technology in

2. General frameworks of 21st century skills

EnGauge 21st century skills

3. National key skills frameworks

NCCA – Key Skills of Junior Cycle

Unit 2 – UNESCO ICT Competence Frameworks for Teachers

3. Other Necessary Frameworks for 21 st Century

Activity 1. Graded Recitation: Where were you?

Digital competencies Frameworks