WILSON VILLAMATER JR

Student

MODULE 1
LESSON 1
PRETEST:
What DO YOU ALREADY KNOW?
To find out how much you already know about the concepts discussed in this module, try
to answer the following Module pre-test:

1. Identify at least three attributes or characteristics of 21st century education.

Answer:
a. student-centeredness
b. project-based and research driven
c. Technological and Multimedia

2. As a teacher, why is it important to acquire the knowledge, skills, attitudes,

and values needed to adjust to the demands of the 21st century?
Answer:
As a teacher it is important to acquire the KSAV needed to adjust to the demands of the 21 st century
because today learners are different than 10 years ago. The needs and of the learners in terms of
knowledge, skills and attitudes are more advance. Learners are more into technology even in their leisure
times so teachers must be updated or equip with new KSAV so that teachers can give the needs of the 21 st
century.
st
3. What are the characteristics of teaching and learning in the 21 century?
Describe each.
Answer:
In the 21st century teaching and learning process more into technology. Technology is now integrated in
the teaching learning in the 21st century. Learners are diverse in terms of culture and these items are now
addressed so learners’ rights are exercised.
4. What are the “four pillars of learning”? Provide a brief description for
each. Answer:
The 4 pillars of learning are
LEARNING TO KNOW – learners are expected to be more curious and determine to learn more.
LEARNING TO LIVE TOGETHER – learners learn to respect others. Learners’ social aspect is more
developed.
LEARNING TO DO - skills are more develop and can be helpful for future their career.
LEARNING TO BE – learners are involved to different activities to acquire holistic development.
 st
5. Identify and briefly describe some of the core literacies of the 21 century.
Answer:
Financial Literacy – Both teachers and students are expected to be more knowledgeable about our
economy and financial management.
Eco literacy – Teachers and students are expected to more aware in terms of environment.
The Arts and Creativity - Teachers and students are expected to be more creative and this creativity can
be shared to others and apply it to real life situation. This is called innovation.
Social/Emotional Literacy – Teachers and learners are more open-minded and knows how to deal
different kind of situations. Meaning emotional intelligence are more developed.

6. Why should cultural diversity be respected and promoted in schools and in communities?
Answer:
Cultural diversity should be respected and promoted in school and communities because everyone has
the right to live in peace and harmony. With the absence of respect, our schools and communities will be
in chaos more problems will come up.
7. Identify three attributes of a teacher who is a leader in 21st century schools.
Briefly explain each attribute.
Answer:
Integrated and Interdisciplinary – means that all subject areas as much as possible should be linked or
integrated.
Technologies and Multimedia – 21st century education relies on ICT to improve teaching and learning
activities.
Global classrooms – Education/teaching is not limited to academic. Global issues should be discussed in
the classroom so that learners are more aware on current issues and encourage them to react or give
their opinions.
8. Describe a person who is:

A. information and communications technology (ICT) literate

A person who is an ICT literate knows how to use search engine, computer tools (such as MS word, excel,
PowerPoint) and knows how to use equipment and gadgets.
B. media literate
A media literate person has an ability to access, analyze and evaluate information in terms of newspaper,
magazines, videos, audios and digital formats.
How Do You Rate Yourself?

SELF-RATING COMPETENCY CHECKLIST

Directions: The following checklist contains a list of competencies covered in this module. For each
competency, there are four possible levels of mastery (Novice, Apprentice, Practitioner, Expert). You will
use this matrix to rate your level of mastery of each competency prior to studying the module (PRE), and
after you complete the module (POST). For each competency, place a check mark (p) under the appropriate
“PRE” column which best describes your level of mastery prior to studying the lessons of the module. You
will place a check mark (p) under the appropriate “POST” column when you have completed the module.
Comparing your two self-ratings on the PRE and POST columns will tell you whether you have improved
your competency level or not.

I can do this
cannot I am but I need to I can
do this learning how learn more do this
yet to do this and improve very well
COMPETENCY (Novice) (Apprentice) (Expert)
(Practitioner)

Pre Post Pre Post Pre Post Pre Post

1. Describe the critical

attributes of 21st century
education.


2. Discuss the new parameters

for teaching and learning in
the 21st century.


3. Explain the four pillars

of learning
framework for 21st century 
education.

4. Explain the importance of

lifelong

learning in the 21st century.

5. Identify the core themes,

literacies, and
st
Competencies of the 21 
century.
 6. Determine ways to improve
knowledge,
skills, attitudes, and values
(KSAVs) on 21st century life 
and career skills.

7. Promote peace and respect

for cultural diversity as a
st
21 century teacher. 

8. Demonstrate the leadership

attributes of a 21st century
teacher. 

9. Integrate Information and

Communications Technology
(ICT) in the classroom. 

ACTIVITY 1.1

Mrs. Rosalia Santos, a primary school teacher in the Philippines, is presently taking
up graduate studies in education. For her assignment, her professor asked her to write
an essay on the changes in Philippine society in the past four decades. Read her short
essay on the next page.
After reading Mrs. Santos’ essay, reflect on the following questions: What are some
of the changes in Philippine society described by Mrs. Santos? What would be the
possible effects of these changes on 21st century education in the Philippines? Write
your answer on the space below.

The changes in Philippine society as described Mrs. Santos are the following.
The economy is improving, and that is very evident because many Filipinos are improving their financial
status by working abroad.
Politics shaped the lives of the people the way how government lead the country.
Both political and economic change leads to social changes.
Part of social changes is the lifestyle of the Filipinos.
Technology is more advance. Example. we can now communicate with our families and friends through
mobile phones.
And lastly, because of those changes’ environment has suffered. Pollution and environmental problems
have increased and awareness among Filipinos and government officials is growing.

Activity 1.2

How well did you learn the critical attributes of 21st century education in your own
setting? Let’s see as you work out this activity. For each critical attribute in
Column 1, provide Suggested Teaching and Learning Activities to Achieve the Attribute
in Column 2. In Column 3, write the word YES if you are currently doing these
suggested activities in your school, and NO if you are not. Item 8 has been done for
you as an example.

Are you
Critical Suggested Teaching
currently doing
Attributes of 21st and Learning
these suggested
Century Activities to
activities in
Education Achieve the
your
Attribute school? (Yes/No)
For science subject let the
students count their pulse so that
they will know how many times
Integrated and their heart beats in 1 minute. This
1. Interdisciplinary YES
can be integrated in their Health
subject. Students will learn in
their Health subject what would
be the normal number of pulse in
a particular age of a person.
Let the learners use (gadgets)
cellphones in the class to search
Integrated and
2. for a particular topic and let them YES
Interdisciplinary
share it in the class after the
research.

Before the teacher will start

his/her class discussion ask the
Global students about the current issues
3. Classrooms that has relevance to your topic. YES
Let them give their opinions about
the issues.

Engage learners in collaborative

Creating/Adapting
to Constant Personal projects such as preparing survival
4. kit that can suffice the needs of YES
and Social Change,
and Lifelong Learning the family before, during and
after the disaster.
Differentiated instruction can be YES
used to address learners with
different learning styles.
5. Student-Centered

Engage learners to hands on

6. 21st Century Skills activities so that skills such as YES
creative thinking and problem
 solving, decision making and ICT
literacy will improve to help the
cope with life and work in 21st
century.

Give activities that will help

students to encourage active
Project-based and
7. learning, develop evidence-based NO
Research-driven
decision making. Example is
investigatory project.

Engage learners in
collaborative projects
that will challenge
Relevant, Rigorous, them to find ways in
8. and Real-world solving real-world YES
problems, such as
pollution, global
warming, drug addiction,
and the like.

ACTIVITY 1.3

Study the first column of the table below, which provides a list of the new parameters
in education in the 21st century. Your task is to provide examples of the “new
things” in education listed in the first column. You may write your answer in the
second column. The last item, New Spaces/Dimensions of Learning, has been done for
you. Work on the rest of the examples.

What’s New in Education Examples

New environment learning ICT is use as teaching/learning tool to have a

more effective learning experience.

New content of learning Differentiated instruction is used to cater

the different learning styles of the learners.
Give activities that will help students to yes
encourage active learning, develop
evidence- based decision making. Example is
investigatory project.
NO
 New process of learning Learning can also be acquired through
experience with groups, online learning
modalities and hands-on experience.
New types of learners Learners are more into technology in other
words they are techno savvy.

New spaces/dimensions of learning Classes can now be held online

instead of only within classrooms

ACTIVITY 1.4
Read the story below and answer the questions that follow.
The following is a visualization guide from the seminar attended by Mr. Handoko on
redesigning classrooms for the 21st century. Based on the information provided in the
critical incident, fill in the visualization guide below. Under the heading “Today,
“describe the current status of the Community Primary School in the different aspects
of learning. Then, imagine that you are one of the teachers in the said school and
write what you envision the school should be so that it becomes 21st century- ready.
Write your response under “21st Century.”

Today 21st Century

1. learning Chalk and talk lecture ICT is used as a tool in a

environment teaching/learning process
 2. learning Teacher-centered Student-centered
Content

Knowledge can be acquired

3. learning Knowledge acquired inside the
Process through experience with peers
classroom only
and through online

4. types of Learners are dependent only to Techno-savvy

Learners what the teacher is teaching.

5. spaces/ Learning can be acquired

dimensions of Learning acquired inside the
through online, homes, museum
learning school
even in malls.

Activity 1.5
 


 


Activity 1.6

Have you ever heard of the four pillars of learning in the 21st century? The four pillars
are listed in the table below. In the second column, try and describe what each pillar
refers to.

Pillars of Learning Description

Learners acquire and develop knowledge

st
1. Learning to Know and skills that are needed for the 21
century.

Learners develop their social skills and

respect towards other and learn to
2. Learning to Live Together appreciate others’ beliefs and
principles in life.

Learners acquire and develop skills that

help them to become more globally
3. Learning to Do competitive in the field of vocational
and technical, leadership and management
competencies.

Learners learn to use the acquired and

developed knowledge, skills, attitude and
4. Learning to Be values towards work and other people.

Activity 1.7

The following table provides Zhou’s descriptions for each of the four pillars. The list shows some of the
competencies and skills associated with the four pillars. In the last column, place a check mark (√) against
the elements that you think you are already good at. Put a cross mark (X) if the elements do not apply to
you. This is not a test, so try to be as honest as you can in completing this checklist.

Four Pillars of Learning




x













x




 


Activity 1.8
Do you now know more about all the literacies discussed in the table? Do you already
possess these literacies? In the following table, rate yourself according to the
literacies mentioned. Place a check mark on the appropriate column that reflects your
perception of your current state corresponding to the literacy.

I have some
I do not literacy in My literacy
21st Century Literacy have this this area in this area is
literacy yet but still well developed
need
improvement

The Arts and Creativity



Ecoliteracy


Cyberliteracy


Financial Literacy


Media Literacy


Social/Emotional
Literacy


Globalization and
Multicultural
Literacy 

Activity 1.9

After studying the key competencies of an ICT-literate individual, do you think you
have what it takes to be considered as one? Find out by assessing yourself if you are
ICT literate by completing the checklist on the next page. Once done with your own
assessment, you may also want to assess if your students are ICT-literate. This will
guide you in assisting your students to become ICT-literate themselves.

I have
I already I do not
this but
have have this
I need
ICT Literacy this and yet
to
practice it
further
regularly (3)
improve
(1)
on it
(2)
I can search, find, and retrieve
information
from various digital 
sources.
I am able to organize accessed
information
for easy retrieval and 
use.

I can use ICT tools to synthesize,

summarize, compare, and contrast
information from multiple sources. 
I am able to evaluate digital
information
gathered from varied sources, 
in terms of their appropriateness,
adequacy, authority, freedom
from bias, and timeliness.

I can adapt, apply, design, or invent

information from multiple sources
(to describe an event, express an
opinion, or support a basic argument,

viewpoint or position).

I can communicate, adapt, and

present information properly for
various audiences and media. 
I am able to identify potential risks/
issues in using the internet and protect
myself and others from potential

harm.

Activity 1.10
The table below presents the competencies of media literacy, as well as the
descriptions for each key element, and an example in a classroom setting. Try to
assess your media literacy competencies as applied in your classroom. Complete the
checklist below by placing a check mark in the appropriate column.

I have
I already this I do not
have this competency have this
competency but
Media Literacy Competencies competency
and I need yet
practice it to
regularly further (3)
(1) improve
on it
(2)

Access: I know where to find and use

information from a variety of sources
(e.g., print materials like 
newspaper, magazines, books, and non-
print materials such as video, audio, and
digital media) for a variety
of purposes.

For example, when I teach the effects

of global warming, I gather relevant
information on this topic from TV, the
internet, books, and other reference
materials.

Enjoy: I understand that individuals

have different choice of media.

For example, I use different types of
media that are engaging and appropriate
for the needs of my students.
Interpret: I am able to construct
personal meaning from media experiences.

For example, when I show a film clip
to enhance my lesson, I am open to
the different
interpretations of my students on
how they receive the media message
and find meaning based on their
personal
experiences.

Analyze: I understand the historical

and contemporary ways in which
the media constructs messages that
influence people’s personal and
public lives.

For example, I help my students become 

familiar with how media elements -
symbols, images, and sounds - are used
to convey messages for various purposes.
I guide them in identifying the
influences of political, social,
cultural,
economic, aesthetic, and educational
purposes on these media messages.

Evaluate: I use a variety of criteria to

evaluate media messages and productions
created by various people.

For example, when identifying media that

can be integrated in my lesson, I 
assess media materials based on content
(e.g., effectiveness, validity,
reliability and accuracy), and
aesthetics (use of color, form, and
line, effective integration of
images and text) of the media messages.

Produce: I use a variety of media

and formats for different purposes
in communicating information and
ideas effectively to multiple audiences.

For example, when creating Power- 

Point presentations for my students, I
take into consideration the content and
format that interests them, and use
 hardware and software efficiently and
effectively in producing the said media
lesson.

Activity 2.1

1. If you were Suyen’s teacher, what would you have done? Ans. If I were Suyen’s teacher I have to
listened and addressed her concerns better.
2. What advice would you have given to the teacher who ignored Suyen’s request for help? Ans. I will tell
and remind the teacher that we teachers are the Second Mother of our Learners. We teachers are the
model in giving and promoting respect to others. We teachers should have the quality in creating a safe
and comfortable learning environment.
3. Are her classmates justified in teasing Suyen? Why/Why not? Ans. Suyen’s classmates was not justified
in teasing their classmates since no one stop them in doing bad things to their classmates, they keep it
doing because their teacher doesn’t stop Suyen’s classmates in bulling her and she doesn’t care of their
individual differences. The teacher just ignored her request.
4. Did the situation reflect a respect for people’s individual differences? Why/Why not? Ans. In this
situation, respecting for people’s individual differences was not shown and reflected. Suyen’s
classmates bullied her and her teacher ignored her. The situation lack of respecting individual and
cultural differences. Respecting each other and cultural differences is a value needed by students in
schools and in the world outside of them. Suyen’s classmates and teacher did not manifest respect for
individual differences and treated her badly because of her different needs.
Activity 2.2

A Ofte
Some Little Very
lot n
Behavior -what little
(3) (2) (1)
(5) (4)
A. Appreciation for Diversity
1. I show respect for the students regardless of their race, gender, or
X
physical appearance.
2. I know about the different cultures that my students represent. X
3. I treat both female and male students in the same manner. X
4. I am a role model of a respectful and nonviolent person for my
X
students.
5. I am consistent in my behavior toward all students X
6. I express my disagreement upon witnessing acts of discrimination
X
or racism.
7. I teach my students about different cultures and ways of living X
B. Peaceful Conflict Resolution
1. I commit to nonviolent language X
2. I commit to nonviolent behavior X
3. I use a calm (can be stern) voice with students even when I am
X
upset.
4. I give my students recognition and praise. X
5. I give constructive criticism. X
6. I explain the value of tasks to my students to get them to do things. X
7. I speak to students privately when there is a problem. X
C. Encouragement for Student Participation and Collaboration.
1. I consult with and listen to my students when a decision has to be
X
made which will affect them.
2. I try to reach a consensus among my students when making
X
decisions.
3. I delegate tasks and responsibilities to the students. X
4. My students learn by working as a team. X
5. My students work independently. X
6. I use cooperative learning strategies with my students X
Activity 2.3
1.
Social and
Teacher Cross-culture Supporting Incidents Advice
Issue
Shruti Respond open- Teacher Shruti exalting the Teacher Shruti needs to be more
mindedly to advantages of the new strategies openminded with her colleagues.
different ideas and kept on referring to the Being a 21st teacher, it is important to
and values. traditional ways of teaching as be tolerant and respectful of other
outdated. She dismissed the ideas and beliefs.
comment and reported that the
traditional way of teaching will be
soon face the fate of dinosaur and
become extinct.

Ning Conduct oneself Teacher Ning simply ignored what She needs to be patient with her
in a respectable her colleague was doing and rude colleagues, and it happens that
and professional continued to relate with her in a rude colleague will never get better,
manner. professional manner. she should call his/her attention.
Kho Respond open He assured that all concerns will be Open-minded is reflected to Teacher
mindedly to represented, and all voices from Kho’s situation. As a teacher we are
different ideas different stakeholders. flexible and should adapt easily
and values. individual issues. Teachers have the
will to understand the point of view of
others, listen anything such as ideas
and values.
2.
Rating
Social and Cross-Cultural Skills s Supporting Incidents
(1-5)
I know when it is appropriate to listen and when to One of my colleagues complain in her
speak. teaching loads, I let her express what she
5
wants and then after that I explain to her why
she must accept the load teaching.
I conduct myself in a respectable and professional Sometimes we will burst our feelings
manner specially that person keep on back fighting
4 on you, but time comes that we must call
their attention in a professional and
respectable manner.
I respond open-mindedly to different ideas and During faculty meeting.
4
values.
I leverage social and cultural differences to create Giving various activities to our learners.
new ideas and increase both innovation and 3
quality of work.
I respect cultural differences and work effectively Working with one another like collaborative
with people from a range of social and cultural 4 teaching.
backgrounds.
Activity 2.4

Students – Heterosexisms: Bullying of their classmates because of their gender identity

Educators: Ageisms: Imbalance of work load or teaching loads because you are new or you are younger than
them.Unequal distribution of works.

Activity 2.5

I may
I have I don not
have
this / I have
this / I
am this this / I
Characteristics may be
am not
this
(3 this
(2
points) (1 point)
points)
1. I understand that education should be a means towards constructive
change.
2. I am actively involved in the community.
3. I am a lifelong learne r who continues to improve my own learning
abilities.
4. I am aware of my own values and live by them.
5. I nurture peace and a sense of community.
6. I am gender-sensitive. A am alert to any possibility of gender bias in
myself or in students.
7. I am constructively critical. I use criticism as a tool towards
constructive change.
8. I intentionally develop in learners their capacity to care.
9. I am an inquirer. I am more a raiser of questions than a giver of
answers.
10. I have the skills of communication and conflict resolution.
11. I have the skills of reflective learning through which I apply what is
learned from my teaching to deepen my own understanding of the
students and the learning process.
12. I practice cooperative learning by encouraging cooperative learning
tasks and discouraging negative competition among students.
13. I help students plan and act to achieve a culture of peace.
Total Score: 27 8 0
Activity 2.6

I am I can do
I
already this but
Activities cannot
doing haven’t
do this.
this. done it yet.
1. Organize regular discussions on peace and diversity-related issues.
2. Participate in regular discussions on peace and diversity-related
issues
3. Arrange and conduct trainings on understanding and appreciation of
peace and respect for cultural diversity for students and teachers, using
actual cases from your school.
4. Participate in trainings that promote peace and understanding of
cultural diversity.
5. Manage conflicts that arise in the classroom.
6. Take appropriate action on peace and diversity-related issues.
7. Document and discuss specific student complaints arising from
peace and diversity-related issues.
8. Design learning activities that reflect the different backgrounds and
needs of the students.
9. Select learning materials that reflect the different backgrounds and
needs of the students.
10. Reach out to quite or non-participative students.
11. Treat each student as an individual deserving of respect and not as
a representative of a group.
Activity 2.7
First I have to know the most important needs of my learners. By knowing it we can easily adjust and
adapt and before we teach we must learn and must possess the 21st century skills(KSAV).

Activity 2.8
1. The most important learning in school is giving our attention to our learners,showing them how
important they are in this world and treating every student as a unique resource.
2. Poverty is not the hindrance of our success. As long we have the value being flexible and have the
value of perseverance and never stop in achieving our goals we can be successful in any ways.

Activity 2.9

I already I have this I do

have this trait but I not
Productivity Traits trait and need to have
practice it further im- this trait
regu- larly. prove on it. yet.
(1 ) (2)
(3)
I communicate simply
and clearly.
I plan well.
I prioritize my tasks and
responsibilities well,
based on their impor-
tance.
I do all activities and
tasks that I can do today
and do not put them off
for tomorrow.

I delegate some tasks

that my students can
easily do on their own.
Activity 2.10

1.

Teacher Student
Instructional Accountability Accountability
Activity (1=lowest; (1=lowest;
4=highest) 4=highest)
Focused lesson 4 1

Guided instructions 3 2

Collaborative learning 2 3

Independent tasks 1 4

2.The teachers has more accountability in focused lesson and has a low priority in giving independent
tasks to the learners, while the student has more accountability on doing independent task.

3.Yes the tea teacher has greater accountability specially during the focus lesson, the teacher
establishes the lessons purpose and show students how to approach the new learning skills and
materials.

4.The advantage is less stress and we are developing the confidence or forming our learners to be
holistic and to learn important lessons without going through painful process of making also a mistakes.

Activity 2.11

1. Yes Mrs. Rai has an effective way in helping Ms. Nga’s problems didn’t put Ms. Nga into shames .
2. She has to attend more professional development workshops and seminars.
3. Mrs. Rai manifested leadership by listening her colleagues problem and leading to a correct solution of
the problem. Rs. Rai influence Ms. Nga towards addressing a concern and guiding her in contributing to
reaching schools goal of respecting and promoting diversity.
4. She able to guide others towards coming up with solutions to their problem.

Activity 2.12
 Very Aver- Very
Leadership Trait Weak Strong
Weak age Strong
• Has a vision and the ability
to communicate it
• Has integrity
• Has the innate ability to
inspire, energize, and
en-
courage his/her followers
• Empowers members
• Mentors potential leaders
who share his/her vision
and are committed to
see-
ing it become a reality
• Leads by example
1. Yes
2. Has integrity
3. Has a vision and the ability to communicate it.
4. More confidence and trainings in communicating .
5. In the classroom: take turns to be a little teacher
Delegates tasks in every group.
At school: Mentoring and coaching like journalisms and MTAP

In your family:
Facilitating and guiding my children towards doing the right.

Activity 2.13

1. I’m not prepared for this informal observation. If you came by yesterday, you would have seen that my
lesson was more interesting. Today’s lesson is a bit dry.

A teacher who takes responsibility is prepared to do her tasks to the best that she can everyday.

2. As a teacher we are expected to demonstrate an attitude of responsibility and attend professional

development seminars to improve more.
Lesson 3

Activity 3.1

Learning to Example (life as a

Be Example (daily life) 21st
involves: century teacher)
• developing the • I attend classes • I participate in
mind and body, in- that interest me professional devel-
telligence, sensitiv- and develop my opment activities
ity, aesthetic talents, such as such as seminars
sense, personal painting or pho- and workshops on
responsi- bility and tography. current trends in
spiritual values instruction.

• nurturing imagina- encouraging my pupils I participated

to generate ideas and seminars
tion and creativity
solutions to a given about
problem Singapore
math and I
want more
seminars
about this.
• being complete in be open listening the
minded ideas and
oneself, in all the
values of
richness of one’s others
personality

Learning to Example (life as a

Be Example (daily life) 21st century
involves: teacher)
• developing one’s Listening the problems
empathy of our learners and
full potentials and
guiding them to a
tapping of the correct solutions.
hidden treasure
within each indi-
vidual
Activity 3.2
I am grateful that I belong to this course GURO21.I have learned new things how to handle our 21st
century pupils. I have learned the critical attributes of 21st century education and analyzed the new parameters
for teaching .I also learned the four pillars of learning.

Activity 3.3

Some indicators of a I already have I have this but I do

balanced and this and I need to not
complete life practice it further have
regularly improve on it this yet
(1 ) (2) (3)
I have a diverse knowl-
edge of a wide range
of
subjects.
I am in excellent physi-
cal shape.
I have a solid relation-
ships with myself, fam-
ily, and friends.

I enjoy my work/career.
I have hobbies and skills
that I practice regularly
and am competent at.

1. balanced and complete

2. I am enjoying my work as a teacher even if I’m overload due to paperwork’s for my learners and school
reports(ancillary works)
3. Patience and time. Knowing the best priority.
Activity 3.4
1. Yes

Characteristic Manifestation
1. Science and Technology to Mrs Zaida uses information and
Improve Lives communication technology

2. Creativity Creating online community

3. Social Commitment Building online with the students,

peers in other parts of the world
4. Balance and Completeness She opens her eyes and those of
her students with different view of
points by collaborative projects

4. Learning to be social commitment is my strong point and science and technology is my weak point
because I want to learn more about ICT.
Activity 3.5
Activities I am I can do I can-
alread this but not
y haven’t do
doing done it yet. this.
this.
1. I veer away from rigid compart-
mentalization of content, but focus
more on multidisciplinary and in-
terdisciplinary teaching content.

2. I encourage democratic, participa-

tory, and interactive learning meth-
ods rather than an authoritarian
teacher-centred teaching
strategies.
3. I focus on a holistic cognitive-affec-
tive-behavioural teaching-learning
cycle rather than one that is mainly
focused on content.

4. I use flexible and adaptable guides

in my class, rather than prepared
and fixed modules.

5. I avoid overly spoonfeeding infor-

mation to my learners and focus
more on their formation and trans-
formation.