Module 1: 21st Century Education

21st Century Education Contexts

 21st Century Schools. Schools in the 21st century focus on a project-based

curriculum for life that would engage students in addressing real-world problems and
humanity concerns and issues. This has become an innovation in education, from
textbook-driven, teacher-centered, paper-and-pencil schooling into a better
understanding of the concept of knowledge and a new definition of the educated
person. Therefore, it makes a new way of designing and delivering the curriculum.
 The 21s' Century Curriculum. The twenty-first century curriculum has critical
attributes that are interdisciplinary, project-based research-driven. It is connected to
local, national and global communities, in which students may collaborate with people
around world in various projects. The curriculum also integrates higher-thinking skills,
multiple intelligences, technology and multimedia, literacies and authentic
assessments, including service-learning.
 The 21st Century Learning Environment. Typically, a 21st Century classroom is not
confined to a literal classroom building but a learning environment where students
collaborate with their peers, exchange insights, coach and mentor one another and
share talents and skills with other students. Cooperative learning is also apparent, in
which students work in teams because cooperation is given more emphasis than
competition, and collaborative learning more than isolated learning. They use
technologies, including Internet systems and other platforms.
 Technology in the 21st Century Pedagogy. Technologies are not ends in
themselves but these are tools students use to create knowledge for personal and
social change. 21st Century learning recognizes full access to technology. Therefore,
a better bandwidth of Wifi access should be available along areas of the school for the
students to access their files and supplement their learning inside the classroom.
Various laboratories and learning centers are set up in such a way that they allow a
space needed for students' simulation and manipulative works. All classrooms should
have televisions to watch broadcasts created by the school and other schools around.
Other resources in the school can also be utilized by students in creating
opportunities for their knowledge explorations.
  Understanding 21st Century Learners. Today's students are referred to as "digital
natives", while educators as "digital immigrants" (Prensky, 2001). Most likely, digital
natives usually react, are random, holistic and non-linear. Their predominant senses
are motion and touch. They learn through experience and learn differently. Digital
immigrants often reflect, are sequential, and linear. Their predominant senses are
hearing and seeing. They tend to intellectualize and believe that learning is constant
(Hawkins and Graham, 1994).
 21st Century Skills Outcome and the Demands in the Job Market. The 21st
Century skills are a set of abilities that students need to develop to succeed in the
information age. The Partnership for 21st Century Skills lists three types, namely: (1)
Learning Skills which comprise critical thinking, creative thinking, collaborating, and
communicating; (2) Literacy Skills which is composed of information literacy, media
literacy, and technology literacy; and (3) Life Skills that include flexibility, initiative,
social skills, productivity and leadership. These skills have always been important in
an information-based economy.
 The 21st Century Learning Implications. 21st Century skills are viewed relevant to
all academic areas and the skills may be taught in a wide variety of both in-campus
and community settings. Teachers should practice teaching cross-disciplinary skills in
related courses, such as integrating research methods in various disciplines;
articulating technical scientific concepts in verbal, written, and graphic forms;
presenting laboratory reports to a pool of specialists, or use emerging technologies,
software programs and multimedia applications as an extension of an assigned
project. Likewise, accrediting organizations and regulatory bodies may require 21s
century skills in the curriculum. In doing so, the assessment tools should also contain
these skills. They may design or adopt learning standards that explicitly describe
multi-disciplinary skills that students should acquire and master.

The following are eight attributes of 21st Century education and their implications:

1. Integrated and Interdisciplinary. Education in the 21st Century is characterized by

interfacing various disciplines in an integrated manner rather than compartmentalizing
its subsequent parts. This critical attribute implies the need to review the curriculum
and create strategies infusing different subjects toward enhancing the learning
experiences of students.
2. Technologies and Multimedia. Education in the 21st Century makes optimum use of
available Information and Communication Technology (1CT), as well as multimedia to
 improve the teaching and learning process, including online applications and
technology platforms. It implies a need to acquire and use computers and multimedia
equipment and the design of a technology plan to enhance learning at its best.
3. Global Classrooms. Education in the 21st Century aims to produce global citizens by
exposing students to the issues and concerns in the local, national and global
societies. This critical attribute implies the need to include current global issues/
concerns, such as peace and respect for cultural diversity, climate change and global
warming in classroom discussions.
4. Creating/Adapting to Constant Personal and Social Change and Lifelong
Learning. Education in the 21st Century subscribes to the belief that learning does
not end within the four walls of the classroom. Instead, it can take place anywhere,
anytime regardless of age. This means that teachers should facilitate students'
learning even beyond academics. Therefore, it should not end with requirement
compliance and passing the exams, but also for transferring and applying knowledge
to a new context or real-life situations. As such, the curriculum should be planned in
such a way that students will continue to learn even outside the school for life.
5. Student-Centered. Education in the 21st Century is focused on students as learners
while addressing their needs. Differentiated instruction is relevant in the 21st Century
classrooms, where diversity factors and issues are taken into account and addressed
when planning and delivering instruction, including their learning styles, interests,
needs and abilities.
6. 21st Century Skills. Education in the 21st Century demonstrates the skills needed in
becoming productive members of society. Beyond learning the basic skills of reading,
writing and numeracy, students should also develop life and work skills in 21st
Century communities, such as critical and creative thinking, problem-solving and
decision-making and /CT literacy and skills. Therefore, it implies that teachers should
possess these skills first before their students.
7. Project-Based and Research-Driven. 21st Century education emphasizes data,
information and evidence-based decision-making through student activities that
encourage active learning. This implies the need for knowledge and skills in research,
such as self-directed activities, learning projects, investigatory projects, capstones
and other research-based output.
8. Relevant, Rigorous and Real World. Education in the 21st Century is meaningful as
it connects to real-life experiences of learners. It implies the use of current and
relevant information linked to real-life situations and contexts
Module 2: 21st Century Skill Categories

Integrating 21st Century Skills in Teaching-Learning Process

The 21st Century support systems. The following element: are the critical systems necessary to ensure
student mastery c 21st Century skills: (1) 21st Century standards; (2) assessments; (3 curriculum and
instruction; (4) professional development; and (5 learning environments. These must be aligned to
produce a suppor system that produces 21 st Century outcomes for today’s student: (Partnership for 21 st
Century Skills, 2008).

21st Century Standards

Focus on 21st Century skills, content knowledge and expertise

Build understanding across and among core subjects, as well as 21 st Century interdisciplinary themes

Emphasize deep understanding rather than shallow knowledge

Engage students with the real-world data, tools and experts they will encounter in college, on the job,
and it life; students learn best when actively engaged in solving meaningful problems

Allow for multiple measures of mastery

Assessment of 21st Century Skills

Supports a balance of assessments, including high-quality standardized testing along with effective
formative and summative classroom assessments

Emphasizes useful feedback on student performance that is embedded into everyday learning

Requires a balance of technology-enhanced, formative and summative assessments that measure

student mastery of 21st Century skills

Enables development of portfolios of student work that demonstrate mastery of 21 st Century skills to
educators and prospective employers

Enables a balanced portfolio of measures to assess the educational system’s effectiveness in reaching
high levels of student competency in 21 st Century skills (AACTE. 2010)

21st Century Curriculum and Instruction

Teaches 21st Century skills discretely in the context of core subjects and 21 st Century interdisciplinary
themes

Focuses on providing opportunities for applying 21 st Century skills across content areas and for a
competency-based approach to learning

Enables innovative learning methods that integrate the use of supportive technologies, inquiry- and
problem-based approaches and higher-order thinking skills
Encourages the integration of community resources beyond school walls (AACTE, 2010)

The 21st Century Professional Development

Highlights ways teachers can seize opportunities for integrating 21 st Century skills, tools and teaching
strategies into their classroom practice and help them identify what activities they can replace/de-
emphasize

Balances direct instruction with project-oriented teaching methods

Illustrates how a deeper understanding of subject matter can enhance problem-solving, critical thinking,
and other 21st Century skills

Enables 21st Century professional learning communities for teachers that model the kinds of classroom
learning that best promotes 21st Century skills for students

Cultivates teachers’ ability to identify students’ particular learning styles, intelligences, strengths and
weaknesses

Helps teachers develop their abilities to use various strategies (such as formative assessments) to reach
diverse students and create environments that support differentiated teaching and learning

Supports the continuous evaluation of students’ 21 st Century skills development

Encourages knowledge sharing among communities of practitioners using face-to-face, virtual and
blended communications

Uses a scalable and sustainable model of professional development (AACTE, 2010)

The 21st Century Learning Environments

Create learning practices, human support and physical environments that will support the teaching and
learning of 21st Century skill outcomes

Support professional learning communities that enable educators to collaborate, share best practices
and integrate 21St Century skills into classroom practice

Enable students to learn in relevant, real-world 21 st Century contexts (e.g., through project-based or
other applied work)

Allow equitable access to quality learning tools, technologies and resources

Provide 21st Century architectural and interior designs for group, team and individual learning

Support expanded community and international involvement in learning, both face-to-face and online
(AACTE, 2010)

Implications to Educators

The advent of 21st Century skill enhancement among learners bring the following implications to
educators in:
Successfully complementing technologies to content and pedagogy and developing the ability to
creatively use technologies to meet specific learning needs

Aligning instruction with standards, particularly those that embody 21 st Century knowledge and skills

Balancing direct instruction strategically with project-oriented teaching methods

Applying child and adolescent development knowledge to educator preparation and education policy

Using a range of assessment strategies to evaluate student performance and differentiate instruction
(including but not limited to formative, portfolio-based, curriculum-embedded and summative)

Participating actively in learning communities, tapping the expertise within a school or school district
through coaching, mentoring, knowledge-sharing, and team teaching

Acting as mentors and peer coaches with fellow educators

Using a range of strategies (such as formative assessments) to reach diverse students and to create
environments that support differentiated teaching and learning

Pursuing continuous learning opportunities and embracing career-long learning as professional ethics
(AACTE, 2010)

Establishing a conducive learning environment where learners can freely express themselves and
explore their potentials and capacities

Implications to Pre-service Teacher Preparation

There is a need to understand the key elements of optimum curricula that will help pre-service teachers
develop the dispositions, habits of mind and confidence to enable students to develop 21 st Century skills
in a range of core academic subject areas.

Since schools get rid of a one-size-fits-all system, therefore, pre-service teachers are expected to play an
active role in developing and organizing content and instruction for their students.

AACTE (2010) asserts that a 215’ Century approach to curriculum is about more than just adding an
extra course or extra class time in the curriculum. Thus, pre-service teachers benefit from the ability to
`Lilly explore and understand how to develop and use curriculum for deep understanding and mastery of
academic subject knowledge and 215’ Century skills.
As a starting point, a teacher education program can be aligned with student and teacher standards in
ways that blend thinking and innovation skills, ICT literacy; and life and career skills in the context of all
academic subjects and across interdisciplinary themes.

An effective 215’ Century skills approach to curriculum, in other words, is designed for understanding
(McTighe and Wiggins, 2005 in AACTE, 2010). The program’s curriculum will be most beneficial to pre-
service teachers if it is designed to produce deep understanding and authentic application of 215’
Century skills in all subject areas.

Instructional models.

Instructional models are an important component of any teacher preparation program. AACTE (2010)
pointed out that the integration of innovative and research-proven teaching strategies, modern learning
technologies and real-world resources and contexts are all imperative in:

Integrating “teach for understanding” principles. When pre-service teachers can prepare and present
lessons that can develop students’ essential concepts and skills with the integration of technologies, the
latter can reciprocally demonstrate critical thinking and problem-solving in class.

Creating rich practice teaching experiences. Strong practice teaching experiences allow pre-service
teachers to connect theory and practice.

Creating dynamic learning communities and peer mentoring networks. Pre-service teachers benefit
greatly from service-learning as part of their experiential learning courses. It provides time to reflect on
relevant pedagogic strategies that enhance 215’ Century skills in classroom practice.

Examining the role of content, pedagogy and technologies in developing higher-order thinking skills. The
ability to teach for content mastery is a challenging task for most pre-service teachers. Teaching for
content mastery (1) supports a range of high-quality standardized testing along formative and
summative assessments; (2) emphasizes useful feedback on student performance; (3) requires balanced
technology-enhanced, formative and summative assessments; (4) enables development of student
portfolios that demonstrate mastery of 21 st Century knowledge and skills; and (5) enables a balanced
score card to assess the educational system’s effectiveness.

Learning environments. The learning environment within the teacher preparation program is a key
component of any systemic reform initiative. Determining the enabling structures, policies and
strategies that can best support 21st Century skills acquisition among pre-service teachers is a step
towards creating a kind of environment that will promote 21 st Century learning.

The following are initiatives in creating 21st Century teacher education learning environment: (1)
Establish a 21st Century vision for learning environments in the program and the university; (2) Ensure
that the physical infrastructure supports 21 st Century knowledge and skills; (3) Practice flexibility in time
for project-based work and competency-based assessment; (4) Ensure technical infrastructure that
sufficiently supports learning; and (5) Strengthen networking engagement in the learning environment.

Partnerships. Partnerships are extraordinarily important in the work of transforming 21 st Century

teacher preparation programs. Along the line, teamwork within the program and the institution is
imperative for sustainability and development. The partnership forged with community leaders,
business industry, professional associations, government agencies, non-government organizations,
other institutions, parents, other stakeholders and the community creates high impact outcome. The
powerful partnerships are created through strong collaboration towards enabling innovation in the
teaching and learning for the 21st Century.

Continuous improvement. Continuous improvement represents willingness to commit to revisiting the

process over time. For AACTE (2010), any implementation effort should include continuous
improvement steps. To wit: (1) Clearly identify measurable goals; (2) Track progress regularly against
these goals; (3) Communicate progress to all stakeholders; and (4) Engage all participants in refining and
improving success over time (AACTE, 2010)

Course options

Module 3: New Literacies, Functional Literacy and Multiliteracy

Module 3: New Literacies, Functional Literacy and Multiliteracy

The Truth on 21st Century Literacies According to Research

Since success with technology depends largely on critical thinking and reflection, teachers with relatively
little technological skills can provide less useful instruction. Therefore, schools must support the
teachers by providing them professional training and up-to-date technology for utilization in classrooms.

Global economies, new technologies, and exponential growth in information are transforming our
society. Since today’s people engage with a technology-driven, diverse, and quickly changing world,
teachers need to prepare students for this world with problem-solving, collaboration, and analysis, as
well as skills with word processing, hypertext, LCDs, Webcams, podcasts, smartboards, and social
networking software that are central to individual and community success.

The National Council of Teachers of English (2013) came up with a research that reveals the following:
As new technologies shape literacies, they bring opportunities for teachers to foster reading and writing
in more diverse and participatory contexts.

Sites, like literature’s Voice of the Shuttle, online fanfiction, and the Internet Public Library, expand both
the range of available texts and the social dimension of literacy.

Research on electronic reading workshops shows that they contribute to the emergence of new
literacies.

Research also shows that digital technology enhances writing and interaction in several ways.

K-12 students, who write with computers, produce compositions of greater length and higher quality are
more engaged with and motivated toward writing than those who do not write with computers.

College students, who keep e-portfolios, have a higher rate of academic achievement and overall
retention rate than those who do not keep e-portfolios. They also demonstrate a greater capacity for
metacognition, reflection and audience awareness.

Both typical and atypical students, who receive an online response to writing, revise their works better
than those participating in traditional method.

Functional Literacy

The term functional literacy was initially defined by UNESCO through William S. Gray in his Teaching of
Reading and Writing (1956) as adult training to meet independently the reading and writing demands
placed on them. It stresses the acquisition of appropriate verbal, cognitive and computational skills to
accomplish practical results in specific cultural settings dubbed as survival literacy and reductionist
literacy.

Over the decades, as societies have evolved into technical innovations, the definition of functional
literacy has been modified to meet the changing demands (Concise Oxford Companion to the English
Language, 1998).

Referring to functional literacy, UNESCO states the following:

Literacy programs should be integrated to and correlated with economic and social development plans.

The eradication of illiteracy should begin with population sectors, which are highly motivated and need
literacy for their own and their country’s benefit.

Literacy programs should be linked with economic priorities and carried out in areas undergoing rapid
economic expansion.
Literacy programs must impart not only reading and writing but also professional and technical
knowledge leading to greater participation of adults in economic and civic life.

Literacy must be an integral part of the over-all educational system and plan of each country.

The financial need for functional literacy should be met with various resources, as well as be provided
for economic investments.

The literacy programs should aid in achieving main economic objectives (i.e. increase in labor
productivity, food production, industrialization, social and professional mobility, creation of new
manpower and diversification of the economy).

Thus, literacy materials present reading, writing and numeracy concepts using words and ideas needed
in using information for learners to enhance sufficient literacy skills and continue learning on their own.

A number of functional literacy programs have been carried out that focus on different job skills and
development aspects. To name a few, in the Philippine context, are agricultural, health, industry, family
planning, home making, arts and culture and technical-vocational programs.

A new functional literacy aspect, called specific literacy, is becoming a trend, in which the job of the
student is analyzed to see exactly the literacy skills needed and those that are only taught. This is to
prevent job-skill mismatch. In specific literacy, the student may learn very little but will be of immediate
value that would result in increased learner motivation. .

Therefore, the specific literacy strategy is a planning tool that allows the literacy worker to focus on skills
that are of value to the learners.

Significance of this approach includes literacy that: (1) starts in the workplace; (2) uses a diagnostic
approach; (3) identifies turning points in economic life that may act as an incentive to learning; (4)
assesses the limits of a short-term intervention; and (5) looks for generic skills.

Gunes (2000) posited that functional literacy constitutes the second level of literacy next to basic
literacy, in which literary and mathematical information and skills can be utilized in one’s personal,.
Social, economic and cultural endeavors. Therefore, the essence in functional literacy is to learn basic
related information and skills and use them in daily life. Functional literacy level comprises both
technical and functional skills while encompassing social, citizenship, and economic roles.
In context, capar (1998) cites that a functionally literate person is someone who is one step ahead of
literacy and maintains literacy activity throughout his/her life in order to keep living and effectively
accommodate him/herself to his/her surroundings. It is, therefore, an ongoing process.

UNESCO defines functional literacy as the ability of an individual to take part in significant activities in
professional, social, political and cultural aspects in a society, where he/she lives using his/her literacy
skills (De Castel, 1971; Goksen, Gulgoz and Kagitcibasi, 2000; as cited in Savas, 2006).

Hatch (2010) defines it based on the American Heritage College Dictionary (AHCD). Accordingly, the
word “functional” means “building capacity” and “literacy” as “reading and writing skills.” Therefore, it is
the capability to proficiently read and write that can be used in daily life routines.

Likewise, Knoblauch and Brannon (1993), as cited in Jabusch (2002) distinguished basic literacy and
functional literacy as having the expression “functional” to indicate performance with texts, including
mathematics.

The Education for All Global Monitoring Report (UNESCO, 2006) states that functional literacy means the
ability to make significant use of activities involving reading and writing skills that include using
information, communicating with others, and following a path of lifelong learning necessary for the
ability to express him/ herself in daily life. UNESCO’s definition also adds that functional literacy includes
those skills essential for both official and unofficial participation, as well as those which are necessary for
national change and development that can be used to aid an individual in contributing to his/her own
development and that of his/her family and the society. The National Statistics Authority defines
functional literacy as the level of literacy that includes reading, writing and numeracy skills that help
people cope with the daily demands of life/

Based on these definitions, functional literacy can be concluded as an activity that contributes to the
development of an individual and the society, including the ability to use information and skills related
to listening, speaking, reading, writing, and arithmetic necessary for daily life in social, cultural and
economic aspects effectively.

Improving Functional Literacy in the Philippines

Over the years, the Philippines has continuously aspired to attain an increased functional literacy rate.
Manuyo (2019) reported that based on the 2013 Functional Literacy, Education and Mass Media Survey
(FLEMMS), the country registered a 90.3% rate, which means that nine out of every 10 Filipinos aged 10-
64 were functionally literate. In 2003, there were still gaps at the community level. In the study
conducted by World Vision, results showed that the proportion of girls and boys aged 11-13, who were
functionally literate, placed at a critical rate of 44%, or below 50% of the students were able to read with
comprehension by the end of their basic education.

It was also evident that school dropouts contributed to low functional literacy. Obviously, one in every
100 or about 4 million Filipino children and youth were out-of-school in 2013. Of the total number,
22.9% got married, 19.2% lacked a family income to be sent to school and 19.1% lacked interest in
attending schools. In order to address illiteracy issues, creating formal and non-formal learning
environments, active participation of local stakeholders, capacity building of teachers, development of
contextualized or indigenized learning materials, and tracking of improvement of reading, basic math
and essential life skills outcomes were desired. Interventions also included improvement of classrooms
and several reading facilities, establishing a culture of reading program, parental training and learning,
and skill integration in the curriculum.

In a follow-up study by World Vision in 2016, the functional literacy rate went up at 76.53%. In the
community level, the rate inclined to 62.64%, or around 50%-70% of the students were able to read with
comprehension by the end of their basic education. The increase was significant within the 3-year
interval but it also indicated more improvement is expected considering that rate remained 17.36%
short of the 80% threshold .

An analysis shows that low functional literacy could mean low resilience to respond to abnormal
conditions and increase a child’s vulnerability to exploitation. This could also result in unpreparedness
for gainful employment and eventually increased dependency on welfare programs.

One of the government initiatives to address this is the Alternative Learning System (ALS) that provides
an opportunity for learning among out-of-school youth for them to land in better jobs.

Multiliteracies in the Educational

Reform In a broader essence, the concept of 21 st century skills is motivated by the belief that teaching
students the most relevant, useful, in-demand, and universally applicable skills should be prioritized in
today’s schools.
As such, students need to be taught different skills that should reflect the specific demands of a
complex, competitive, knowledge-based, information-age, technology-driven economy and society.

21st Century skills may be taught in a wide variety of school settings. Teachers may advocate teaching
cross-disciplinary skills, while schools may require 21 st century skills in both instruction and assessment
processes. Schools and teachers may use educational approaches that inherently expedite or facilitate
the acquisition of cross-disciplinary skills.

Educational strategies, that include authentic, outcome-based learning, project-based learning and
performance-based learning tend to be cross-disciplinary in nature. Students complete a research
project, create multiple technologies, analyze and process information, think creatively, plan out the
process, and work collaboratively in teams with other students.

Likewise, schools may allow students to pursue alternative learning pathways, in which students earn
academic credit and satisfy graduation requirements by completing an internship, apprenticeship or
immersion experience. In this case, students can acquire a variety of practical, job-related skills and
work habits, while also completing academic coursework and meeting the same learning standards
required of students.

Assessment of multiliteracies.

Assessment moves from usual memorization of facts and disconnected processes to demonstration of
understanding through application in a variety of contexts. Real-world audiences are important part of
the assessment process, including self-assessment.

Media literacy skills are honed as students address real-world issues from the environment. Students
use the technological and multimedia tools now available to them to design and produce websites,
television shows, radio shows, public service announcements, mini-documentaries, electronic portfolios,
DVDs, oral histories and even films.

In a way, students can freely express their points of view as they create projects using multimedia and
deliver these products to real-world audiences, realizing that they can make a difference and change the
world. They learn what it is to be a contributing citizen, and carry these citizenship skills throughout
their lives.
As a result, standardized test scores are higher because students have acquired the skills and content in
a meaningful connected way with profound understanding. They actually master the content on a much
higher level and develop their basic skills by constant application throughout their schooling.

Preparing teachers for multiliteracies.

New London Group (1996) underscored multi-literacies as multimodal ways of communication that
include communications between and among other languages using diverse channels within cultures
and an ability to understand technology and multimedia. As such, applying multiliteracies to teaching
offers a new classroom pedagogy that extends and helps manage classrooms.

Biswas (2014) asserted that one challenge for educators is to help students create a sustainable literacy
development throughout schooling, so that students can develop strong literacy skills (Borsheim, et. Al,
2008). Certainly, multiple and new literacies require students to integrate technology-enhanced
educational tools into their work. Ajayi (2011) recommended that teacher education must prepare
teachers to teach multiliteracies in their schools where there is a critical gap between multiliteracies and
classroom pedagogy (Pennington, 2013). Given globalization and technological changes, teaching
multiliteracies is indispensable to literacy teaching and learning in the 21 st century.

Therefore, Newman (2002) in Biswas (2014) suggests that teachers integrate four components of
multiliteracies in teaching:

Situated practice leads students towards meaningful learning by integrating primary knowledge.

Overt instruction guides students to the systematic practice of learning process with tools and
techniques.

Critical framing teaches students how to question diverse perceptions for better learning experiences.

Transformed action teaches students to apply the lessons they learn to solve real-life problems.

Thus, teaching multiliteracies can inform, engage, and encourage students to embrace the multiplicity of
learning practices (New London Group, 1996). Moreover, teaching multiliteracies can help teachers
blend and apply the following four instructional processes of multiliteracies in classroom to ensure
successful teaching and advancing students’ learning processes.
Research shows that effective instruction in 21 st Century literacies takes an integrated approach, helping
students understand how to access, evaluate, synthesize, and contribute to information (New London
Group, 1996).

Course options

Module 4 – Integrating New Literacies in the Curriculum

Module 4 – Integrating New Literacies in the Curriculum

The Concept of Integrated Curriculum

In retrospect, the introduction of an integrated curriculum gained greatest support in the 1960s. Based
on the essential organization of content, the design emphasizes the role of diverse entities called
academic disciplines clearly defined in terms of knowledge, skills and values.

Thus, an integrated curriculum…

•focuses on basic skills, content and higher-level thinking;

•encourages lifelong learning;

•structures learning around themes, big ideas and meaningful concepts;

•provides connections among various curricular disciplines;

•provides learners opportunities to apply skills they have learned;

•encourages active participation in relevant real-life experiences;

•captivates, motivates and challenges learners;

•provides a deeper understanding of content;

•offers opportunities for more small group and industrialized instruction; and

•accommodates a variety of learning styles/theories (i.e., social learning theory, cooperative learning,
intrinsic motivation, and self-efficacy) and multiple intelligences.

Approaches to Integration

Multidisciplinary Approach.
 A multidisciplinary approach focuses primarily on different disciplines. Teachers, who employ this
approach, may create standards from the disciplines within a theme. There are many different ways to
create a multidisciplinary curriculum, and they tend to differ in the level of intensity of the integration
effort.

Interdisciplinary Approach.

In this approach to integration, teachers organize and capsulize the curriculum around common
earning across disciplines to emphasize interdisciplinary skills and concepts. The disciplines are
identifiable, but they assume less importance than in the multidisciplinary approach.

Transdisciplinary Integration.

In the transdisciplinary approach to integration, teachers design a curriculum within student needs and
concerns. Students develop life skills as they apply disciplinary and interdisciplinary skills in a real-life
context. Two routes lead to transdisciplinary integration, namely: project-based learning and negotiating
the curriculum.

ThreeApproaches

Methods of Curriculum Integration

Anchored on approaches to curriculum integration, there are methods that are processed and devised
for this purpose.

Project-Based Learning. It engages students in creating knowledge while enhancing their skills in critical
thinking, creativity, collaboration, communication, reasoning, synthesis and resilience (Barron and
Darling-Hammond, 2008 in Corpuz, 2014). As such, it entails an output which involves accomplishing a
complex task, performing a presentation and producing a project, a craft or an artifact. Here, students
start by defining the purpose of creating the end-product; identify the audience; do research on the
topic; design the product; implement the design; solve the problems that arise; and come up with the
product guided by a plan or a model. It usually culminates with product presentation, and product
evaluation while reflecting on the entire production process (Schneiderman, et. Al, 1998 in Corpuz,
2014). Implementation Outcome. As a result, Curtis (2002) revealed that project-based programs show
that students go far beyond the minimum effort, make connections among different subject areas to
answer open-ended questions, retain what they have learned, apply learning to real-life problems, have
fewer discipline problems, and have lower absenteeism. Student assessment considered teamwork,
critical thinking skills, problem-solving, and time management.

Service Learning. It refers to learning that actively involves students in a wide range of experiences,
which often benefit others and the community, while also advancing the goals of a given curriculum.
Community-based service activities are paired with structured preparation and student reflection. What
is unique about service learning is that it offers direct application of theoretical models. As such, the
real-world application of classroom knowledge in a community setting allows students to synthesize
course material in more meaningful ways. It impounds integrative, reflective, contextualized, strength-
based, reciprocal, and lifelong learning (Clavenger-Bright, et. Al, 2012). Implementation Outcome. As a
result, Glenn (2001) found that more than 80 percent of the schools that integrate service learning into
the classroom report an improvement in grade point average of participating students. On the other
hand, such programs foster lifelong commitment to civic participation, sharpen “people skills,” and
prepare students for the work force. Students also gain a deeper understanding of the course/curricular
content, a broader appreciation of the discipline and an enhanced sense of civic responsibility (ASCD,
2004).

Learning Centers/Parallel Disciplines. A popular way to integrate the curriculum is to address a topic or
theme through the lenses of several subject areas. In an elementary classroom, students often
experience this approach at learning centers. As students move through the learning centers to
complete the activities, they learn about the concept being studied through the lenses of various
disciplines. In the higher grades, students usually study a topic or theme in different classrooms. This
may take the form of parallel disciplines and teachers sequence their content to match the content in
other classrooms (ASCD, 2004).

Implementation Outcome. As a result, according to a study by Carnegie Mellon University (CMU),

learning centers in the classroom can affect the ability to focus and study among young children. In fact,
learning centers allow children to role-play in order to understand and make sense of the real world and
their personal experiences in it. Thus, these help children understand the social world, develop
communication skills, and build relationships.

Theme-Based. Some teachers go beyond sequencing content and plan collaboratively and they do it in a
more intensive way of working with a theme dubbed as “theme-based.” Often, three or more subject
areas are involved in the study, and the unit ends with an integrated culminating activity. Units of
several weeks’ duration may emerge from this process, and the whole school may be involved. A theme-
based unit involving the whole school may be independent of the regular school schedule. Other
thematic programs may involve teachers across the same grade, wherein teachers carefully connect the
activities to the standards in each discipline. Over time, they have developed a long list of possible
culminating activities. They also update their Website continually and use it as a teaching tool with
students. The site offers many interesting options for those interested in this method of integration
(ASCD, 2004).

Implementation Outcome. Using theme-based learning, students can exhibit excellent on-task behavior
and work collaboratively. Also, students are engrossed both as presenters and as an audience for the
half-day performance task presentations as the use a wide range of presentation, such as video, panel,
forum or r colloquium, debate, sculpture, music, etc. They can demonstrat an in-depth understanding of
the topics as a result of the sustained interest around various questions. In fact, fewer reces problems
occur during this two-week period that made teache enjoy the process and the results. 5. Fusion. In this
method, teachers fuse skills, knowledge, or eve attitudes into the regular school curriculum. In some
school students learn respect for the environment in every subject area c some incorporate values
across disciplines. Fusion can involve basi skills. Many schools emphasize positive work habits in each
subjec area. Educators can also fuse technology across the curriculum wit computer skills integrated
with in every subject area (ASCD, 2004) Implementation Outcome. As a result, fusion brings positiv gains
in student achievement resulting from integrated instructio in the classroom (Bolack, et al., 2005;
Romance & Vitale, 199’, . Campbell and Henning, 2010). In addition, students mak connections among
disciplines, values, concepts, content, an life experiences. Students’ increased critical thinking skills, set
confidence, positive attitude, and love for learning manifest the effectiveness. Shriner, et al. (2010) also
found that motivate teachers and students allow a classroom to be a positive, fu and engaging
environment in which to learn.

Other Types of Integrated Curriculum

There are different types of an integrated curriculum as mentione by ASCD (2004):

Connected. This happens when topics surrounding disciplines ar connected, which allows students to
review and re-conceptualiz ideas within a discipline. However, it has its shortcomings because the
content focus still remains in one discipline.

Sequenced. This is observed when similar ideas are taugl-together, although in different subjects, which
facilitates learnin across content areas, but requires a lot of communication amon teachers of different
disciplines.

Shared. This is when teachers use their planning to create an integrated unit between two disciplines.
Although in some ways, this method of integration requires a lot of communicatio and collaboration
between two teachers. A teacher presents the structure, format and standards in making research whit
collaborating with the science teacher, who focuses on the content area of research that is related to
science.

Webbed. This reflects when a teacher plans to base the subject areas around a central theme that will
tend students to see the connection within different subjects.

Doing Curriculum Integration in the Classroom

Chhabra (2017) posited that integrating curriculum in the classroom includes combining different
subject areas and then, teaching them in relation to a singular theme or an idea. Innovative teachers
and schools prefer integrating the curriculum in their classrooms as it improves student achievement
and leads to an increase in student standardized scores. Placing student achievement on top priority, an
integrated curriculum utilizes the mentioned three different approaches of integration.
Benefits of Integrated Curriculum Model

It focuses on basic skills, content, and higher-level thinking.

It provides a deeper understanding of content.

It encourages active participation in relevant real-life experiences.

It provides connections among various curricular disciplines.

It accommodates a variety of learning styles, theories and multiple intelligences.

New Literacy Integration in the K to 12 Curriculum

The new literacy can be integrated into the K to 12 curriculum across subject areas as presented in the
table below. However, the integration of new literacy is not limited to the identified disciplines, the
given learning outcomes, suggested strategies and assessment. In fact, each learning area can integrate
as many new literacies as possible depending on the lesson, the nature of the subject and the objectives
or intended outcomes. New literacy integration can take place in as many disciplines as possible.

Integration of New Literacy in the K to 12 Curriculum

Literacy

Subject Area

Outcome

Strategy

Assessment Output

Multicultural and Global Literacy

Araling Panlipunan
Demonstrate respect for cultural diversity

Role Playing

Brainstorming

Rubric assessment result

Brainstorming report

Social Literacy

Edukasyon sa Pagpapakatao

Apply ethical and moral standards on given issues and cases

Case analysis

Dilimma anlaysis

Case report
Narratives

Media Literacy

English

Filipino

Use media in communication dissemination and transaction

Media-assisted instruction

E-portfolio

Google clip

Financial Literacy

Math

Solve problems in the context of business and investment aspects

Problem solving
Scores in problem solving drills and exercises

TLE

Apply effective techniques in budgeting and income generating enterprise

Business simulation and immersion

Business plan and inventory

Digital/Cyber Literacy

Computer Subject

Examine the computer virus that commonly damages computer networks and systems

Hands-on activity

Experiential learning

Project-based

Computer capstone
Research

Cite ways in resolving plagiarism issues and determine research protocols

Exploratory method

Research output

Ecoliteracy

Science

Suggest ways on how to protect nature and address climate change

Project-based

Task-based

Project portfolio

Participation log
Learning reflection journal

Arts and Creative Literacy

MAPEH

Create artworks and artistic designs using indigenous materials

Manipulative works

Arts studio workshop method

Project design

Crafts