Unit I: Using ICT in developing 21st Century Skills/ICT in the 21st Century

Skills

Learning Objectives
At the end of this unit, the students should be able to:
a. interpret the 21st century skills;
b. analyse Filipino learning plans in the context of the 21st century skills;
c. enhance the learning plan to develop 21st century skills through ICT integration; and
d. develop an electronic portfolio.

Time Frame: Week 1-2

1.1 21st Century Skills and Sample Learning Plan

The 21st Century Skills

Today, the world demands for individuals to be holistically equipped, individuals who are cognitive achievers
and competent in various fields and specializations. Thus, in order for schools to provide quality education to the
learners, incorporating non-academic activities that will hone students’ skills and cognitive abilities must be focused
on. In connection with that, schools and teachers aim to improve their education and therefore teach the 21 st century
skills.
Here are the 21st century skills relevant to the students’ professional growth according to Partnership for 21st
Century Skills Organization:
1. Learning and Innovation Skills:
• Communication and collaboration – The ability to communicate implies that one understands others
and is sensitive to their needs. As for collaboration, it is one’s ability to look for ways to work together
towards the accomplishment of a common goal. In order for a group to do a collaborative work, each
of its member must learn to communicate with one another affectively.
• Critical thinking and problem solving – The ability to come up with new solutions to a problem through
reasoning and analyzing gathered information. It’s one skill that anyone must have.
• Creativity and innovation – The ability to create novel things out from anything aesthetically. These
skills are important as today’s world changes constantly.

2. Life and Career Skills:

• Leadership and responsibility – The ability to interact and unite others to achieve a common goal
and purpose. A leader is someone who creates more leaders and whose passion drives everyone
to work as well.
• Productivity and accountability – Productivity and accountability always come together. In the
working world, the efficiency of an individual in working with his/her assigned task is called
productivity. Whereas someone who takes responsibility of his every action and decision is said to
be a person with accountability.
• Social and cross-cultural skills – The world is indeed filled with diverse people in terms of their group,
race, ethnicity, situations and etc. Someone who is able to effectively interact with others amidst
diversity has these skills.
 • Initiative and self-direction – The ability to monitor one’s own needs and progress in learning.
• Flexibility and adaptability – These two skills go together. Flexibility means one has an open-mind
and is ready whenever a plan change very quickly. While, adaptability is one’s ability to adapt to
these changes.

3. Information, Media, and Technology Skills:

• Media literacy – The ability to create, analyse and use media products.
• Information literacy – The ability to find, access, evaluate, arrange, manage, communicate and apply
information. This is important for the learners’ (especially today) as it promotes problem solving and
thinking skills.
• Information and communication technology (ICT) literacy – The ability to find, access, evaluate,
arrange, manage, communicate and apply information by using technology effectively.

Watch https://youtu.be/ixRBjEW_sFs to have additional information about 21st century skills.

According to Michelman (2015), there are also six (6) key elements for fostering 21st century learning.
1. Core subjects. Understanding of the core academic content to a higher level must be the focus (e.g. English
or Language Arts; World Languages; Economics; Science; Arts; Mathematics; Geography; Government;
History; and Civics).
2. 21st Century Content. Contents and facts relevant to the 21st century must be emphasized (e.g. global
awareness; environmental literacy; health and wellness; and economic, business, financial and
entrepreneurial literacy).
3. Emphasize learning and thinking skills. Producing graduates who are competent enough to become part
and excel in the real-life workforce in the country is a goal of every school. Thus, the importance of learning
continuously through one’s life (learning information and communication skills; critical thinking and problem-
solving skills; and contextual learning) should be the focus of the process of teaching and learning.
4. Information and Communication Technologies (ICT) literacy. It is important that students learn and
become proficient in using information and communication technology (ICT) tools.
5. Life Skills. Lessons to be given should relate to the student’s daily life (e.g. leadership; accountability; ethics;
adaptability; interpersonal skill; self-directional skill; and personal and social responsibilities) that way, they’ll
be encouraged to actively participate to the lesson making them understand it more likely apply it to their lives.
6. Use 21st century assessments that measure 21st century skills. To ensure quality learning among
students, assessments that would measure the students learning & innovation skills; information, media, &
technology skills; and life & career skills must be provided.
Sample Learning Plan
Read and analyze the sample detailed lesson plan in Filipino for grade seven.
Subject: I FILIPINO I Grade: I Grade 7 i
Subject Hours/Week: I 5 hours I School Year: I 2020-2021

LEARNING PLAN
Desired Learning Outcomes (DLO) Course Content/Subject Time Frame Teaching and Learning Assessment Tasks (AT’s) Resource
Matter (Quarter/Week/hours) Activities (TLA’s) Materials
Pagkatapos ng aralin, inaasahang ang mga mag-
aaral ay:
1. Naipapakita ang mahahalagang detalye
MABANGIS NGA
sa pamamagitan ng pagkakasunod-
LUNGOD (Maikling Q1 Pagpapayaman ng Pagsagot sa tanong kung
sunod ng mga pangyayari sa kuwento. Kwento) Linggo 1 Talasalitaan ano ang magagawa ng Kagamitang
1 oras isang kabataan para biswal,
2. Naibibigay ang sinisimbolo ng mga
“4 Pics, 1 Word” matutulungan si Pangulong projector,
tauhan sa paksang tinalakay.
Duterte para maibsan ang yeso at
3. Naisusulat ng mga mag-aaral ang
Pangkatang Gawain: kahirapan at mabawasan pisara
kaugnayan ng mga pangyayari sa - Tableau ang mga batang di
- Skit nakakapag-aral.
kuwento sa kasalukuyang panahon.
- Concept Web
- Dula-dulaan Paggawa ng tula tungkol sa
paksa na “Mga Bata sa
Komunidad”.

Suggested Readings/ References Filipino Grade 7 Leaner’s Material (Quarter 1 and 2) pp. 41-42
(Sanggunian/ Pinagbabatayan)

Methodologies/ Strategies - Pangrupong Talakayan

Metodolohiya - Brainstorming
- Pagsusuri ng teksto
Values Integration Marunong Makibagay
(Pagsasanib ng Pagpapahalaga) Pagkamaparaan
Bukas ang Isipan
 This is what a learning plan look like. This learning plan is made based on the lesson plan given. Now, what
do you think is the difference between lesson plan and learning plan?
Simply, a lesson plan is a daily detailed outlined on what the students need to learn, how it will be taught, and
how learning will be measured. On the other hand, a learning plan is usually used to plan learning over an extended
period of time. In this given example, you may still add the plan for day 2, day 3, and so on.

1.2 Learning Activities to Develop 21st Century Skills.

Learning Activity 1
The class will be grouped into three. The three groups will be assigned to each of the 21st century skills: the
1stgroup for Learning and Innovation Skills; the 2nd for Life and Career Skill; and the 3rd for Information, Media, &
Technology Skills.
Each group must create a video presentation (5 to 7 minutes) showing your interpretation of the assigned skill
and enumerate at least 5 learning activities that can help foster and develop this 21st century skill of the students based
on the lesson plan given above. Note that the activities should be applicable to the lesson presented above.
RUBRIC for VIDEO REPRESENTATION:
(This rubric was crafted in reference to the rubric for video at: lambenglishmontana.wikispaces.com/file/view/RubricVideo.doc)
EXEMPLARY PROFICIENT PARTIALLY INCOMPLETE
(10 POINTS) (8 POINTS) PROFICIENT (4 POINTS)
(6 POINTS)
CONCEPT Has a clear and adequate Has a fairly clear and Has an unclear and There is no
description/picture of what adequate description/ inadequate description/picture of
the group is trying to picture of what the group description/picture of what the group is
do/show is trying to do/show what the group is trying trying to do/show
to do/show
CONTENT The purpose or theme is There is a fairly clear The content is The video lacks
ORGANIZAT clearly stated and is statement of purpose or presented vaguely and supporting details.
ION creative, compelling and theme. There is an some supporting details The message is not
clearly written. There is a accurate supporting detail in the video is not delivered accurately
rich variety of supporting in the video which helps helpful upon explaining making the main idea
details in the video which explain the video’s main the video’s main idea. unclear. No citations
helps explain the video’s idea. Properly cited Includes few citations included.
main idea. Properly cited sources are included. and few facts.
sources are included.
QUALITY The video is complete and The video is complete and The video is incomplete The video is
has all the required has all the required and has some missing incomplete and has
elements. It is well edited elements. The editing is elements. The editing is some missing
and has proper transition. not done well and has not done well and has elements. It has no
Audio and other poor transition. Audio and poor transition with little transitions or any
enhancements are used other enhancements are to no audio audio reinforcement
well. used, but not to the reinforcement.
maximum effect.
TEAMWORK All members of the group Most members of the Only one or two Only the leader of the
has contributed and were group has contributed and members of the group group did contributed
part of the group work. were part of the group contributed and were for the group work.
work. part of the group work.
TIMELINESS The video is submitted The video is submitted on The video is submitted The video is submitted
before the deadline. the deadline. the day after the two or more days after
deadline. the deadline.
 1.3 Revising learning plan: integration of 21st century skills through ICT

Learning Activity 2

Utilize the sample learning plan given above. Enhance or revise it by integrating 21st century skills through
ICT. Consider the six (6) key elements for fostering 21st century in making activities in your learning plan.
RUBRIC for the revised learning plan: (This rubric was crafted in reference to the rubric for video at:
https://www.stmary.edu/d/NCATE/Elementary%20Ed%20Program%20Review/Section_IV_Assessment_2_Rubric.pdf)

Dimensions Exceeds Expectation
(10 points)
Objectives Objectives are obviously
observable and measurable;
Clearly stated application of
subject matter knowledge
and skills; Includes the three
domains; cognitive,
affective, psychomotor –
across all reasoning levels;
lower, middle, high.
Meets Expectation
(8 points)
Objectives are
somewhat observable
and measurable; Stated
application of subject
matter knowledge and
skills; Some domains are
included, but not all
three or not across all
levels.
Needs Improvement Does not Meet Points
(6 points) Expectations Earned
(0-4 points)
Objectives are either Objectives are not
not observable or not observable and also
measurable; Minimal are not measurable;
application of subject Application of subject
matter knowledge and matter knowledge
skills; Domains and and skills not
levels are addressed evident; Domains
limitedly. and levels are not
addressed.

Procedures Detailed all content and
resources required for
instruction; Includes various
teaching strategies using
Multiple Intelligences theory;
Used multiple methods or
inquiry for student learning
incorporating Bloom’s
taxonomy; effective use of
technology.
Special Specific strategies designed
Accommoda to promote success for all
tions students based on Time-
Circumstances, Tasks,
Communication, Response
Modes; Differentiated
Instruction clearly evident.
Assessment Appropriate and connected
to all objectives. Specific
description of both formative
and summative
assessments; Details at
least two different ways to
represent learning; e.g.
concept map, quiz, reflective
response.
Detailed some content
required for instruction;
Some teaching
strategies included with
use of MI theory; Some
methods of student
inquiry listed; some
open-ended questions
included; appropriate
use of technology.
Strategies designed to
allow success for most
students based on Time
Circumstances, Tasks,
Communication,
Response Modes; Some
Differentiated Instruction
evident.
Appropriate; connected
to some objectives;
Plans for both formative
and summative
assessment; States at
least two different ways
to represent learning,
e.g. concept map, quiz,
reflective response.
Limited details provided Details are not
to teach content; provided to teach
Teaching strategy not content; Teaching
clear or MI theory not strategy not clear or
evident; Limited MI theory not
methods of student evident; Methods of
inquiry used; lower- student inquiry not
level questioning; some evident; lower level
use of technology. questioning; limited
use of technology.
Some strategies not Strategies not
specific enough to specific enough to
support student support student
learning based on learning based on
Time-Circumstances, Time Circumstances,
Tasks, Communication, Tasks,
Response Modes; Communication,
Limited evidence of Response Modes;
Differentiated No evidence of
Instruction. Differentiated
Instruction.
Connected to Not connected to
objectives to a limited objectives or not
degree; Plans for either appropriate; Does
formative or summative not include plans for
assessment; States either formative or
one way to represent summative
learning; e.g. concept assessment; Does
map, quiz, reflective not include any ways
response. to represent learning.
References:
Vindollo, S., & Buendia, M. M. (2016). Educational Technology 2. Adriana Publishing Co., INC.

Michelman, B. (2015). A Lexicon for Educating the Whole Child (and Preparing the Whole Adult). 21(2), 6-6.

ASCD. http://www.ascd.org/publications/newsletters/policy-prioritites/vol21/num02/21st-Century-Skills.aspx

Avella, F. [Teachings in Education]. (2018, November 17). 21st Century learning & Life Skills: Framework

[Video]. YouTube.

https:/youtu.be/ixRBjEW_sFs

https://www.coursehero.com/file/49175644/BANGHAY-ARALINMBNGSNLNGSDdocx/