TTL 2 CHAPTER 1 USING ICT IN DEVELOPING 21ST CENTURY SKILLSICT IN THE 21ST CENTURY SKILLS Rev. 2021

CHAPTER 1
USING ICT IN DEVELOPING 21ST CENTURY SKILLS/ICT IN

THE 21ST CENTURY SKILLS
Lesson 1 - K to 12 Curriculum Framework
Few years back, the Philippines was the only country in Southeast Asia and one
of only three countries in the world which provided with 10 years of basic education. Since
2011, the Department of Education (DepEd) has undergone a major fundamental
overhaul of its educational system and joined its neighboring country by adopting a new
educational policy called the “K to 12” Program which provides more opportunities to
students on a global scale. The fresh learning scheme and continued reform in the
education sector has put the country in the right track.
The K to 12 Program is an education system under the Department of Education

(DepEd) that covers Kindergarten and 12 years of basic education comprises of 6 years
of primary education, 4 years of Junior High School, and 2 years of Senior High School.
This program provides sufficient time for mastery of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary education, middle-level skills development,
employment, and entrepreneurship.
The K-12 program is described to have six salient features (Official Gazette):
1. Strengthening early childhood education (Universal Kindergarten),

2. Making the curriculum relevant to learners (Contextual and Enhancement),
3. Ensuring integrated and seamless learning (Spiral Progression),
4. Building proficiency through Language (Mother tongue-based multi-lingual
education),
5. Gearing up for the future (Senior High School) and
6. Nurturing holistically developed Filipino. (College and Livelihood
Readiness, let Century Skills)
“The “K to 12” Program, a comprehensive reform of its basic education. Through

this reform, the Philippines is catching up with global standards in secondary education
and is attaching a high value to kindergarten. The structure, curricula, and philosophy of
the education system are undergoing reform and improvement. The key points of the new
policy are “preparation” for higher education, “eligibility” for entering domestic and
overseas higher educational institutions, and immediate “employability” on graduating, all
leading toward a “holistically developed Filipino”” (Okabe, 2013).
For a complete guide of the K to 12 curriculum, you can download the full text here
Mirror 1 or Mirror 2.
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Subject : TTL 2 – Technology for Teaching and Learning 2
Prepared by : JOSE F. IBARRIENTOS III, MIS, LPT
Discussion Board
• What are the differences between the K to 12 curriculum and RBEC?
Learning Activities
• What are the intended learning competencies of each year level?
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REFERENCES
Abulencia, Arthur S. (2015). “The Unraveling of K-12 Program as an Education Reform

in the Philippines” in SIPATAHOENAN: South-East Asian Journal for Youth, Sports
& Health Education, Vol.1(2) October, pp.229-240. Bandung, Indonesia: Minda
Masagi Press, APAKSI Bandung, and KEMENPORA RI Jakarta, ISSN 2407-7348.
Department of Education. (2010b, October 5). Discussion paper on the enhanced K+12
basic education program. Retrieved August 8, 2020 from
http://www.deped.gov.ph/cpanel/uploads/issuanceImg/K12new.pdf
Enderun Colleges. Promoting Global Competence: Advantage of K to 12 for the
Philippines. Last accessed August 8, 2020 from
https://www.enderuncolleges.com/k-
12?fbclid=IwAR1I1rHJMV94UN7PCCiuInZ8Mk_8oVhp0ATsnGuo3HHYizgwC6J5
IGXilpA#:~:text=The%20K%20to%2012%20program%20promotes%20global%2
0competency%20by%20accelerating,the%20Sports%20and%20Arts%20strand
K12 Philippines. What is K12? Last accessed August 8, 2020 from
http://k12philippines.com/?fbclid=IwAR1IsOouZ5Oru5_ZoVhuKWRYJt0y64ml21u
kiJPSj_O3Qkc8mwU5AtrGtb8
Official Gazette. What is K to 12 Program? Last accessed August 8, 2020 from
https://www.officialgazette.gov.ph/k-
12/?fbclid=IwAR1nnnq5mBh_EjK3MuH6IeJ9Ak48cCiaGQxojW8uqn9OfQwSV1d
6mzqOEVQ
Okabe, Masayoshi (2013). Where Does Philippines Education Go? The K to 12 Program
and Reform of Philippine Basic Education. IDE Discussion Paper Series No. 425.
Institute of Developing Economies.
Psychological Association of the Philippines. The K-12 Program of the Department of
Education 2013. Retrieved August 8, 2020 from
https://www.pap.org.ph/sites/default/files/position-paper/201302-k-12.pdf
Uyquiengco, M. (n.d.). Benefits of the K to 12 Curriculum for Filipino Students. The Asian
Parent Philippines. Retrieved August 8, 2020 from
https://ph.theasianparent.com/advantages-new-k-12-curriculum
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Lesson 2 - 21st Century Skills
The Glossary of Education Reform defines 21st Century Skills as: “The term 21st
century skills refer to a broad set of knowledge, skills, work habits, and character traits
that are believed by educators, school reformers, college professors, employers, and
others to be critically important to success in today’s world.”
In simple terms, 21st. Century Skills refers to the set of skills and abilities that
students need in order to succeed in their careers in the digital age. These skills are
intended to help students keep up with the lightning-pace of today’s modern markets
(Stauffer, 2020).
Components of the 21st Century Skills
The Partnership for 21st Century Skills lists three main skill sets or 3 Ls - namely,
Learning Skills, Life Skills and Literacy Skills (p21.org).
• Learning Skills (4Cs): skills required for the acquisition of new knowledge. These
skills help students learn, and so they are vital to success in school and beyond.
Teaches students about the mental processes required to adapt and improve upon
a modern work environment.
• Literacy Skills (IMT): skills help students gain knowledge through reading as well
as using media and technology. These skills also help students create knowledge
through writing as well as developing media and technology. Focuses on how
students can discern facts, publishing outlets, and the technology behind them.
There’s a strong focus on determining trustworthy sources and factual information
to separate it from the misinformation that floods the Internet.
• Life Skills (FLIPS): skills required for successfully leading everyday life. Focus on
both personal and professional qualities.
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Figure 1.1 - 21st Century Skills Classification
• 4Cs: Critical Thinking, Creativity & Innovation, Collaboration, Communication

• IMT: Information Literacy, Media Literacy, Technology Literacy
• FLIPS: Flexibility and Adaptability, Leadership and Responsibility, Initiative and
Self-Direction, Social and Cross-Cultural Interaction, Productivity and
Accountability
Definitions
Learning Skills
Critical Thinking and Applying higher order thinking to new problems and issues,
Problem Solving using appropriate reasoning as they effectively analyze the
problem and make decisions about the most effective ways to
solve the problem.
Creativity and Using knowledge and understanding to create new ways of
Innovative Skills thinking in order to find solutions to new problems and to
create new products and services.
Collaboration Working with others respectfully and effectively to create, use
and share knowledge, solutions and innovations.
Communication Communicating effectively in a wide variety of forms and
contexts for a wide range of purposes and using multiple
media and technologies.
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Literacy Skills
Information Literacy Accessing, analyzing, synthesizing, creating and sharing

information from multiple sources.
Media Literacy Media literacy involves understanding the many ways that
information is produced and distributed. It is the practice of
identifying publishing methods, outlets, and sources while
distinguishing between the ones that are credible and the ones
that aren’t.
Technology Literacy Creating the capacity to identify and use technology efficiently,
effectively and ethically as a tool to access, organize, evaluate
and share information
Life Skills
Flexibility and Flexibility and Adaptability refer to a person’s ability to

Adaptability change his actions and steps taken by him according to a new
situation, and efficiently facing an unprecedented situation,
without compromising on ethics and values.
Adaptability can be defined as creating modifications or

changes in oneself to suit the new environment. For students,
these can be understood as the skills required to be flexible
and adaptive to the situations around them and find the best
possible solution to go forward despite adverse conditions.
Leadership and Leadership is the ability to lead a team and be capable of
Responsibility effective team management in relation to real world
challenges. These skills teach a child how to support the
development of key personal qualities such as perseverance,
being committed and responsible, resilience and self-
confidence and how to foster a commitment to life-long
learning.
Being Responsible means being a good and effective/

sensitive citizen. Be aware of the important social and national
issues that may have an impact on our daily lives both as a
human-being and as a student, be aware of the important
social and national issues that may have an impact on lives in
future both as a human -being and as a student, be aware of
our fundamental duties and rights and embed the core
democratic values of India and strive to live by them.
Initiative and Self- Initiation skill involves the ability to begin a task
Direction independently. It helps the child to build his/her own path of
development.
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Self-direction is a skill to work with integrity on self- motivation
and taking initiatives.
Productivity and Productivity in the student can be understood as fulfilment of
Accountability any task within a given time period.
Accountability can be understood as feeling responsible for

any task done. Developing these skills in a student helps
him/her to work effectively and also make him/her reliable for
other peers by being accountable for his/her actions.
Social and Cross- Developing cultural competence in working with others by
Cultural Interaction recognizing and respecting cultural differences and work with
Skills others from a wide range of cultural and social backgrounds.
Table 1.1 - 21st Century Skills Definition (CBSE 21st Century Handbook 2020, Beers, (n.d.), Stauffer, 2020,
Thoughtful Learning)
Why Do We Need 21st Century Skills?
The p21 paper on “21st Century Skills, Education & Competitiveness A Resource
and Policy Guide” suggested the need of 21st Century Skills are as follows:
1. Fundamental Changes in the Economy, Jobs and Businesses.

• Over the last several decades, the industrial economy based on
manufacturing has shifted to a service economy driven by information,
knowledge and innovation.
2. New, Different Skill Demands

• Advanced economies, innovative industries and firms, and high-growth jobs
require more educated workers with the ability to respond flexibly to
complex problems, communicate effectively, manage information, work in
teams and produce new knowledge.
3. Two Achievement Gaps

• For the past decade, the academe has focused nationally on closing
achievement gaps between the lowest- and highest-performing students—
a legitimate and useful agenda, but one that skirts the competitive demand
for advanced skills.
Discussion Board
• Which of the specific units can be best taught with the use of existing ICT? Why?
Learning Activity
• What units in the curriculum guide that focuses on the development of 21st century
communication skills: viewing, listening, speaking, reading and writing (English
and Filipino)/critical thinking and problem solving (Mathematics and Science)?
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REFERENCES
Beers, S. (n.d.). 21st Century Skills: Preparing Students for THEIR Future. Retrieved
August 9, 2020 from
https://cosee.umaine.edu/files/coseeos/21st_century_skills.pdf
Central Board of Secondary Education May 2020. 21st Century Skills: A Handbook. The
Secretary, Central Board of Secondary Education, Shinksha Kendra, 2,
Community Centre, Preet Vihar, Delhi – 110092
Fadel, C. (2008). 21st Century Skills: How can you prepare students for the new Global
Economy?. Retrieved August 7, 2020 from
https://www.oecd.org/site/educeri21st/40756908.pdf
Partnership for 21st Century Skills. 21st Century Skills, Education & Competitiveness A
Resource and Policy Guide 2008. Retrieved August 8, 2020 from
https://files.eric.ed.gov/fulltext/ED519337.pdf
Ross, D. (2017). Empowering Our Students with 21st-Century Skills for Today. Last
accessed August 9, 2020 from
https://www.gettingsmart.com/2017/04/empowering-students-21st-
centuryskills/#:~:text=These%2021st%2Dcentury%20skills%20are,for%20our%2
0nation's%20well%20being.
Stauffer, B. (2020). What are 21st Century Skills. Retrieved August 8, 2020 from
https://www.aeseducation.com/blog/what-are-21st-century-skills
The Glossary for Educational Reform 2016. 21st Century Skills?. Last accessed August
8, 2020 from https://www.edglossary.org/21st-century-skills/
Thoughtful Learning. What are 21st Century Skills?. Last accessed August 8, 2020 from
https://k12.thoughtfullearning.com/FAQ/what-are-21st-century-skills
Wikipedia Free Encyclopedia. 21st Century Skills. Last accessed August 9, 2020 from
https://en.wikipedia.org/wiki/21st_century_skills
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Lesson 3 - Developing 21st Century Skills Learning Activities
The core unit of instructional design is a learning activity; it organizes a unit of time,
in or out of class, to address a subset of course learning outcomes. Learning activities
vary widely, from the delivery of knowledge (lecture) to the development of student
learning skills (problem solving). Learning activities are those in which actual student
learning occurs. In designing learning activities, one must take into account how learners
make sense of new information, how they acquire new skills, or how they develop a new
way of being. Learning activities must also be designed so that the learning leads to the
achievement of the course and program outcomes (Wasserman & Astrab, n.d.).
Characteristics of Effective Learning Activities (Wasserman & Astrab, n.d.):
1. Align with course outcomes

2. Focus on student learning
3. Have a compelling purpose
4. Have clear objectives
5. Support the type of learning desired
6. Balance content and skill development
7. Support the needs of diverse learning styles
8. Include assessment of student learning
9. Include assessment of the activity
10. Result from an explicit design methodology
Common Learning Activities (Wasserman & Astrab, n.d.):
1. Guided-Discovery Learning
This type of activity requires students to construct knowledge in one of five
forms: conceptual, process, tool, context, or way of being. Typically, the
level of knowledge attainment for students is at the working- knowledge or
problem-solving level. In guided- discovery activities the instructor identifies
key resources, models, and background information, and provides a set of
critical-thinking questions that guide students’ thought processes in
constructing knowledge at the desired level
2. Interactive Lecture
This is an alternative to an uninterrupted lecture that lasts for an extended
period of time. The goal is to build in checkpoints during the lecture during
which students test their understanding of what has been presented.
Techniques for generating interactivity include giving a short quiz at the end
of class; providing a set of critical- thinking questions that are intended to
be processed during the lecture; taking breaks during which teams of two
or three students think, pair, and share responses to interesting questions;
assigning homework problems; and asking students to write one-minute
papers in which they identify main points or muddiest points in what has
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been presented (Angelo & Cross, 1993 cited in Wasserman, J. & Astrab, D.
n.d.).
3. Student Teaching
Educators know that those who teach learn the most, and that the true test
of understanding comes when a person is put in a position of teaching
others. The more often students are put in the role of teacher, the more
responsibility they will feel for the important learning outcomes in the
course. The measure for assessing the performance of student teaching
should be based on the ability of learners to perform using the knowledge
associated with the activity, not on whether the faculty member likes the
quality of the presentation or the level of understanding demonstrated by
the student teacher.
4. Problem Solving
These activities require students to apply knowledge to new contexts,
integrating complex relationships with prior knowledge. Problems should be
relevant, challenging, and motivating; they should integrate knowledge
gained in the class, and should require the use of a problem- solving
methodology. This type of activity also lends itself well to team competition
and games.
5. Projects
Compared to problem solving, projects involve even greater amounts of
problem identification and definition, they occur over longer periods of time,
and they place more emphasis on communicating the results in a formal
manner. Projects that involve team formation and development can
promote the development of learning skills in the social and affective
domains. An excellent way to celebrate project success is to create a poster
session that is open to faculty and students outside of class.
6. Self-Assessment and Peer Assessment

If student learning is the goal of an activity, then assessment of student
learning should be integrated in some form into almost every learning
activity (Wiggins et al., 2005 cited in Wasserman, J. & Astrab, D., n.d.).
7. Student Presentations
This can be a less formal variant on student teaching. Students display
some aspect of part of a performance in the class, such as homework
solutions, answers to quizzes, findings from reading assignments, peer
assessments, and team assessments. A higher-stakes variation of the
student presentation is a fishbowl situation in which a team of students
works through a problem while the rest of the class watches and assesses
what they see. An important part of any public performance by students is
a class-wide discussion that acknowledges strengths, constructively
suggests improvements, and generalizes lessons learned.
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8. Self-Study
The nature of this activity is to allow the student to self-facilitate his or her
own learning to meet the performance criteria. The facilitator’s role is to
provide the learner with a complete set of resources, performance criteria,
and assessment tools. When using the self-study technique, it is important
to make sure that the scope of the activity is within the boundaries of the
learner’s performance capabilities, that the activity is self-contained, that
there are measures for assessing performance, and that the learner has an
opportunity to apply the knowledge in a relevant context.
9. Reading
In this type of activity students are responsible for comprehending written
material, but typically they do not understand what they are supposed have
learned or what they should be able to do as a result of reading the material.
Quizzes and short essay questions can be used to motivate students to
come to class better prepared when a reading has been assigned.
10. Technology
Computer-based and internet learning systems, called interactive learning
systems, offer an asynchronous environment in which students interact with
the computer and with classmates as they think through, practice, and
synthesize new knowledge. This taps into an emerging part of youth culture
that may engage students whose learning styles lead them to be less vocal
in the classroom.
11. Role Playing

Students are encouraged to consider new perspectives and issues
associated with a situation when they engage in role playing. The instructor
creates a scenario, assigns appropriate roles, provides information, and
asks the groups to enact that scenario being faithful to their roles and using
their knowledge of the subject.
12. Consulting
This is a popular alternative to lecture where faculty members lend their
expertise to questions and problems posed by students. While this can be
a very effective starting point for a just-in-time lecture, faculty are advised
to limit the time they spend consulting and redirect this effort to assessing
learning. The quality of student thinking can be improved if students are
challenged to process information prior to consultation and are limited in the
number of questions they can ask.
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Preparing Students for Success in the 21st Century
The 21st century skills are very important for students in the digital age. As
educators, we have always wanted our students to be globally competitive, creative and
problem solvers and prime movers who have the necessary skills to function effectively
in society and in the workplace. The advancement in technology and the integration of
these technology in the classroom settings have greatly affected classroom instruction.
Indeed, with the use of technology in the classroom, it transcends physical walls of the
four corners of the classroom and reaches around the globe. In addition, we need to plan
instruction with an understanding of the “digital natives” (Prensky, 2001 cited in Beers,
n.d.) who have grown up in the Digital Age and who expect learning to be interactive,
engaging and up-to-date.
Instruction that meets the needs of today’s students will incorporate:
• A variety of learning opportunities and activities

• The use of appropriate technology tools to accomplish learning goals
• Project- and problem-based learning
• Cross-curricular connections
• A focus on inquiry and the student-led investigations
• Collaborative learning environments, both within and beyond the classroom
• High levels of visualization and the use of visuals to increase understanding
• Frequent, formative assessments including the use of self-assessment.
The role of teachers in a 21st century classroom shifts from that of the “expert” to
that of the “facilitator.” The focus for instruction shifts from “knowing” to being able to use
and apply information in relevant ways. Students who are being prepared for the 21st
century will be involved in “continuous cycles of learning” (Lemke, et al, 2003 cited in
Beers, n.d.).) that lead to deeper understanding of the subject area content and that
develop the critical skills for meeting the challenges of the future (Beers, n.d.).
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Teaching 21st Century Skills
Critical Thinking Skills
1 Define Label Name State

Fill in the blank Locate Recall Tell
List Match Spell Underline
Knowledge identify memorize
Identification Who ______________________? How ____________________

and Recall of What ______________________? Describe _________________
Information Where _____________________? What is __________________
When _____________________?
2 Convert Interpret Restate Summarize

Describe Paraphrase Retell in your Trace
own words
Comprehension Explain Put in order Rewrite Translate
Organization Re-tell _______ in your own words What differences exist between ____ ?
and Selection What is the main idea of _______? Can you write a brief outline?
of Facts and
Ideas
3 Apply Demonstrate Give an Show

example
Compute Determine Illustrate Solve
Application Conclude Draw Make State a rule/principle
Construct Find Out Operate Use
Use of facts,
rules, and How is ____ an example of ____? Do you know of another instance where
principles _______?
How ____ related to ____? Could this have happened in _______?
Why is ______ significant?
4 Analyze Contrast Diagram Examine

Categorize Debate Differentiate Infer
Analysis Classify Deduct Dissect Specify
Compare Determine the Distinguish
factors
Separating a
Whole into What are the parts or features of How does __ compare/contrast with
Component ______? ___?
Parts Classify ____ according to _____. What evidence can you present for
____?
Outline/Diagram/Wb/Map ______.
5 Change Find an Predict Revise

unusual way
Synthesis Combine Formulate Pretend Suggest
Compose Generate Produce Suppose
Construct Invent Rearrange Visualize
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Combining Create Originate Reconstruct Write
Ideas to Form a Design Plan Reorganize
New Whole
What would you predict/infer from What solutions would you suggest
_____? for ____?
What ideas can you add to __? What might happen if you combine
____ with ____?
How would you create/design a
new ____?
6 Appraise Decide Judge Rate
Choose Defend Justify Select
Evaluation Compare Evaluate Prioritize Support
Conclude Give your Rank Value
opinion
Developing
Opinions, Do you agree that ___? Explain Prioritize ___ according to ___?
Judgement, or What do you think about ____? How would you decide about ___?
Decisions What is most important? What criteria would you use to
assess ___?
Figure 1.2 - Critical Thinking Skills Chart
Applying higher order thinking to new problems and issues, using appropriate
reasoning as they effectively analyze the problem and make decisions about the most
effective ways to solve the problem (Beers, n.d.). Thoughtful Learning listed some of the
main critical-thinking abilities:
Basis • Analyzing is breaking something down into its parts, examining

each part, and noting how the parts fit together.
• Arguing is using a series of statements connected logically
together, backed by evidence, to reach a conclusion.
• Classifying is identifying the types or groups of something, showing
how each category is distinct from the others.
• Comparing and contrasting is pointing out the similarities and
differences between two or more subjects.
• Defining is explaining the meaning of a term using denotation,
connotation, example, etymology, synonyms, and antonyms.
• Describing is explaining the traits of something, such as size,
shape, weight, color, use, origin, value, condition, location, and so
on.
• Evaluating is deciding on the worth of something by comparing it
against an accepted standard of value.
• Explaining is telling what something is or how it works so that others
can understand it.
• Problem solving is analyzing the causes and effects of a problem
and finding a way to stop the causes or the effects.
• Tracking cause and effect is determining why something is
happening and what results from it.
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Purpose Critical thinking is required for a learner to think in a clear, rational,
logical, and independent manner (CBSE 21st Century Skills Handbook,
2020).
Strategy Move the comfort zone (CBSE 21st Century Skills Handbook, 2020).:
• It is important to shake the comfort zone of a learner/ student by

cross questioning.
• This cross questioning will make students uncomfortable and
impatient to search for answer and think.
Table 1.2 – Critical Thinking Skills Abilities
Critical Thinking Learning Activities (CBSE 21st Century Skills Handbook 2020)
1. Impromptu Debate
• Topics will be given to students and they will choose sides accordingly but
on the day of activity the teacher will reverse the sides and will give some
time to prepare.
• This sudden change in sides will make children uneasy but they will also try
to think differently for the changed sides.
2. Ask yourself (Self-made Questions)

• An activity can be organized in which students have to prepare questions
other than the textbooks questions.
• This exercise will help children to think differently for creating questions.
Teacher will see if the questions are original or not.
3. Gap Fill In
• Give paper and pen to students and after showing a picture ask them to
write on the top of the paper what is happening in the picture.
• Then ask them to write at the bottom what you believe is happening in the
picture.
• In the space remaining blank write down what are the steps you take to
come to the conclusion.
4. Cross-Questioning
• This is the extended version of ask yourself. In this child will present their
questions in front of the class and his/her peers will cross question him/her,
like why this question, how this can happen etc.
• This will encourage critical thinking in both the students who ask the
question and who reply.
5. Asking Riddles
• In this activity, teacher will ask riddles from different subjects so that children
need to think in different directions for different subjects
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Creativity
Using knowledge and understanding to create new ways of thinking in order to find
solutions to new problems and to create new products and services (Beers, n.d.). CBSE
21st Century Skills Handbook 2020 and Thoughtful Learning listed some of the more
common creative thinking abilities:
Basis • Brainstorming ideas involves asking a question and rapidly

listing all answers, even those that are far-fetched,
impractical, or impossible.
• Creating something requires forming it by combining
materials, perhaps according to a plan or perhaps based on
the impulse of the moment.
• Designing something means finding the conjunction
between form and function and shaping materials for a
specific purpose.
• Entertaining others involves telling stories, making jokes,
singing songs, playing games, acting out parts, and making
conversation.
• Imagining ideas involves reaching into the unknown and
impossible, perhaps idly or with great focus, as Einstein did
with his thought experiments.
• Improvising a solution involves using something in a novel
way to solve a problem.
• Innovating is creating something that hasn’t existed before,
whether an object, a procedure, or an idea.
• Overturning something means flipping it to get a new
perspective, perhaps by redefining givens, reversing cause
and effect, or looking at something in a brand-new way.
• Problem solving requires using many of the creative abilities
listed here to figure out possible solutions and putting one or
more of them into action.
• Questioning actively reaches into what is unknown to make
it known, seeking information or a new way to do something.
Purpose • To encourage students to try and learn new things;

• To improve communication and social skills
• To develop lateral thinking
• To know there are multiple approaches to a situation
Strategy 1. Setting an example-
Try a different ending to the existing story and ask your

students. Friends to explore new endings.
2. Foster a Question-Friendly Environment (Ask why)
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Encouraging students to develop the habit of asking “why”
questions about information, ideas, and beliefs normally
taken for granted.
Table 1.3 – Creativity Skills Abilities
Creativity Learning Activities (CBSE 21st Century Skills Handbook 2020)
1. Image talk
• Under this activity, children will use a variety of images to talk and express
their opinions and views. They can use emojis, things like pencils, pens,
colors, tablets, board, notebook etc. whatever they can think of, for
expressing their views.
• This will help children to think differently from the normal pattern and also
understanding through things will also help in opening the new way of
thinking.
2. S.C.A.M.P.E.R.
It is essentially exploring new ideas by testing and questioning them from different
angles. For each letter of the mnemonic, ask yourself a related question about your
task or the problem at hand:
• Substitute, e.g.: What would happen to the task if we exchange X with Y?
• Combine, e.g.: What would happen to the task if we combine X and Y?
• Adapt, e.g.: What changes would need to be made to adapt this task to a
different context?
• Modify, e.g.: What could we modify to create more value on this task?
• Put to another use, e.g.: What other uses or applications might this task
have?
• Eliminate, e.g.: What could we remove from the task to simplify it?
• Reverse, e.g.: How could we reorganize this task to make it more effective?
This method enables to approach a task or problem in unforeseen ways. Each

question needs deep thinking on the issue and considering new possibilities.
3. Wrong is Right
• In this activity, team of two individuals will be made and one individual will
ask questions from the other individual and the first individual will have to
give the wrong answers of the questions asked.
• This activity will help children to think quickly and differently from the given
answers.
4. Creative Space
• This will include providing space for creative activities like drama, quiz,
painting, music competition etc. Teacher will make sure that these activities
are held from time to time in the class so that children can get their creative
space integrated with their curriculum.
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5. Alternative way of learning Lesson
• As part of the lesson, the teacher can also encourage creativity by asking
children to present their own version of the story after the completion of the
textbook story.
• This will encourage children to become a storyteller. Children can also
present their stories in written form.
Innovation Learning Activities (CBSE 21st Century Skills Handbook 2020)
1. Project Based Learning (PBL)

• In this method, Students inquire, investigate and analyze a question or a
problem or a challenging issue to find novel solutions.
2. Virtual Reality
• Learning and interaction in 3D.
• Understand 3D world through immersions to innovate in their chosen fields.
• You can take them to mountain tops, gardens, historical places through 3D
immersions for explaining their experiences later, on a situational topic.
3. Two is Enough
• Give children two shapes i.e. rectangle, triangle and ask them to draw one
thing using those shapes only. For ex. they can draw a car, an animal, a
flower etc.
• This will enhance the thinking power of the children and as a consequence
will also improve their innovative skills.
4. Let them Free

• Take children outside the class and let them free. Then ask them what all
they see and how they can relate them to different subjects.
• This will help children to expand their knowledge of the subject. In addition,
with/to this, children innovation/ innovation of children will also come out
that/as to how they can relate different substances with the different
subjects.
5. Give them a Break

• Giving children time off from the classes and give that time for their interests
and hobbies. When children spend time in what they love, that will help their
brain to work more innovatively.
----------------------------------------------------------------------------------------------------------------------------- ---------- 18
Collaboration
Working with others respectfully and effectively to create, use and share
knowledge, solutions and innovations (Beers, n.d.). CBSE 21st Century Skills Handbook
2020 and Thoughtful Learning listed some of the common collaboration abilities:
Basis • Allocating resources and responsibilities ensures that all

members of a team can work optimally.
• Brainstorming ideas in a group involves rapidly suggesting
and writing down ideas without pausing to critique them.
• Decision-making requires sorting through the many options
provided to the group and arriving at a single option to move
forward.
• Delegating means assigning duties to members of the group
and expecting them to fulfill their parts of the task.
• Evaluating the products, processes, and members of the
group provides a clear sense of what is working well and
what improvements could be made.
• Goal setting requires the group to analyze the situation,
decide what outcome is desired, and clearly state an
achievable objective.
• Leading a group means creating an environment in which all
members can contribute according to their abilities.
• Managing time involves matching up a list of tasks to a
schedule and tracking the progress toward goals.
• Resolving conflicts occurs from using one of the following
strategies: asserting, cooperating, compromising, competing,
or deferring.
• Team building means cooperatively working overtime to
achieve a common goal.
Purpose Collaborative Skills empower students to work together in groups

to solve a given problem.
Strategy
1. Model What We Expect:
We need to facilitate and model ourselves for what we aspire

and expect our students to be and do.
2. Teach Them How To Negotiate:
Students need to understand that being loud does not mean

being listened. A good negotiator listens well, is patient and
flexible, shares ideas and areas of consensus, and can think
under pressure.
Table 1.4 – Collaboration Skills Abilities
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Collaboration Learning Activities (CBSE 21st Century Skills Handbook 2020)
1. ‘Save the Last Word for Me’

Children participate actively through speaking as well as listening. They work in
groups, share and discuss their responses and perspectives on an issue. This can
be used to build up their collaborative skills, critical thinking and problem-solving
skills.
2. Hands-on projects
Use Experiential Learning activities. Refer to CBSE Handbook on Experiential
Learning and Guidelines on Art Integrated Education.
3. Integrate Sports in Teaching- Learning

Sports encourages teamwork, collaboration and decision-making. Integrating any
sport activity to teach a difficult topic will involve everyone collaboratively. Try
indigenous games like Mallakhamb for teaching MATHEMATICS.
4. Search to Win
In this, teacher will divide the students in groups of 4-5 and give them some
questions whose answers children have to find through different clues given by
teacher. This will be a fun activity and collaboration is needed to complete this
activity.
5. Dumb charades
In this activity, children will be divided into 4-5 groups. The teacher will prepare
chits with different concepts/topics written on them from the given subject. Every
group will be given the chance to guess the topics/ concepts by one member of
that group charading or acting out the topic/concept. While one member of the
group charades, the rest of the children have to understand what is the
concept/topic and guess it, for example photosynthesis, or Highest Common
Factor, etc. After guessing the concept/topic, the whole group has to answer a
question on that concept/topic already kept ready by teacher. This activity will be
fun in learning lessons and this can be performed if students co-operate and
collaborate with each other.
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Communication
7 Essential Elements of
Communication Skills
Listening
1 Strong observational skills to fully understand the message being
conveyed.
2 Non-Verbal Communication
Body language like posture, gestures and eye movement.
Being Clear
3 Choosing the right words to deliver a message that's
easy to understand.
Being Concise
4 Using fewer, well-chosen words to convey your
message.
Being Confident
5 The right message with the appropriate non-verbal
communication.
6 Being Personable
A friendlly tome and a simple smile can go a long way.
7 Being Patient
Being composed and not rushing when conveying your message.
Figure 1.3 - The 7 Essential Elements of Communication Skills
----------------------------------------------------------------------------------------------------------------------------- ---------- 21
Communicating effectively in a wide variety of forms and contexts for a wide range
of purposes and using multiple media and technologies (Beers, n.d.). CBSE 21st Century
Skills Handbook 2020 and Thoughtful Learning listed some of the common
communication abilities:
Basis • Analyzing the situation means thinking about the subject,

purpose, sender, receiver, medium, and context of a message.
• Choosing a medium involves deciding the most appropriate
way to deliver a message, ranging from a face-to-face chat to
a 400-page report.
• Evaluating messages means deciding whether they are
correct, complete, reliable, authoritative, and up-to-date.
• Following conventions means communicating using the
expected norms for the medium chosen.
• Listening actively requires carefully paying attention, taking
notes, asking questions, and otherwise engaging in the ideas
being communicated.
• Reading is decoding written words and images in order to
understand what their originator is trying to communicate.
• Speaking involves using spoken words, tone of voice, body
language, gestures, facial expressions, and visual aids in order
to convey ideas.
• Turn taking means effectively switching from receiving ideas
to providing ideas, back and forth between those in the
communication situation.
• Using technology requires understanding the abilities and
limitations of any technological communication, from phone
calls to e-mails to instant messages.
• Writing involves encoding messages into words, sentences,
and paragraphs for the purpose of communicating to a person
who is removed by distance, time, or both.
Purpose • Provide information

• Seek Information
• Expression
• Build up social and interpersonal skills
Strategy
• Reflective self:
There can be a reflective class in which students can share their

experiences, good or bad, or they can share a story/
incident/feeling/opinion which they have not shared with
anybody so far. This period will help children to listen carefully
to each other and communication will also improve.
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• Paired Communication:
Teachers can divide the class into pairs of students and give
them time to interact to know each other better. The students
will ask each other questions to know about the students
likes/dislikes/favorite sport/music/art/books, etc. They can then
present the paired student to the class by talking about the
uniqueness of that student. This will show how much those two
listened to each other. Continuous practice of this will improve
communication.
Table 1.5 – Communication Skills Abilities
Communication Learning Activities (CBSE 21st Century Skills Handbook 2020)
1. Guide for the blindfolded

• Arrange your classroom in a way that is unfamiliar to the students, making
sure that it is safe to get around.
• Have students pair up. One will wear a blindfold while the other is to function
as the “eyes” and stand in a designated space.
• The goal is for the eyes to guide the blindfolded partner through the
classroom through a specific path using only words.
• The fewer guidelines you provide the more creative the students’ methods
will be.
2. No-talk day
• Nonverbal communication is just as important, and it is easy to provide
students with practice in following nonverbal cues: just don’t speak.
• At the start of a day, use signals to let students know that the day will be
spent using nonverbal communication, then continue to use signals
throughout class when direction is required.
• Make it known that you expect them to do the same. Everyone will be
amazed at how quickly a class “language” built on signals and nonverbal
cues begins to form.
3. Feelings are Important

• In this activity, there will be a board with different feelings written on it. Daily,
students shall choose one from that feeling and give in written how they feel
about that.
• Teacher will take one period for dealing with that feeling and discuss them
with the children. Some children who need privacy to discuss, can be given
separate time by the teacher.
4. Talk-in-Pairs
• Teacher will ask children to make pairs. Pairs should be such that the two
children in the pair do not know much about each other.
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• Teacher will give time to the class and they will talk to each other and get
to know each other. After that the teacher will ask questions from one
student about the other student.
• This activity will help students to know each other better and this will also
improve communication among students.
5. Student’s Class
• Ask students to organize a class themselves in which they will choose the
topic, present the topic, frame questions and activity related to the topic etc.
• This activity will encourage conversations among children about how to
organize the class and they will also learn the importance of maintaining the
decorum of the class.
Information, Media and Technology Literacy
Thoughtful Learning describes literacy skills help students gain knowledge through
reading as well as using media and technology. These skills also help students create
knowledge through writing as well as developing media and technology.
CBSE 21st Century Skills Handbook 2020 enumerated some of the common IMT
abilities:
Basis • Accessing Information

• Collaborating
• Communicating
• Using Information
• Analyzing Information
• Interpreting Information
• Creating New Information
Purpose IMT makes the learning environment more interesting than a
traditional classroom environment and helps the students perform
better in their respective careers.
Strategy Digital classroom:
• With traditional blackboard, digital interactive boards should

be placed in the classroom.
• This will aid in the teaching-learning process. In teaching of

lesson related to space, teachers can show videos of space
to children for long lasting memories.
Table 1.6 – Information, Media and Technology Abilities
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IMT Learning Activities (CBSE 21st Century Skills Handbook 2020)
1. Know-How
• In this activity the teacher will demonstrate to the children how to search
and where to search for information. Then the teacher will give them topics
to search and will see how children are searching and if they were following
her instructions or not.
2. Design an App
• Students will be asked to identify a problem (environment/ societal / school
related) and design an App using ICT to offer a viable solution to it.
• Even if they do not have the technical knowhow to design an App, they will
design it on paper by preparing a detailed write-up on the why, what, how,
etc. of the App
• This would also enhance their critical thinking and decision making.
3. Designing a Blog, Website, PPT

• Ask children to design a PPT or blog and see how they do that. Tell them
what all can be done in the PPT or blog.
• This will help children to get information about how to use PowerPoint and
Microsoft word etc.
Flexibility and Adaptability
According to the new column in Forbes, “Adaptability is a willingness to confront

or change your own ideas and preconceptions while flexibility, on the other hand, is more
a willingness to “meet others halfway” procedurally”.
CBSE 21st Century Skills Handbook 2020 enumerated some of the common
Flexibility and Adaptability abilities:
Basis • Goal Setting

• Seeking answers
• Navigating for information
• Collaborating with others
• Improving
• Creating
• Sharing
Purpose Flexibility is a critical quality of an individual/ team to adjust or change
oneself to best meet the needs of a situation or environment.
Strategy The Feedback Loop – This enables students to learn how to appreciate
feedback and respond to it positively.
They learn to use feedback to improve what they are doing by finding
new ways of finishing the task as suggested by the feedback. This is
the reinforcing feedback loop.
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Secondly, students can use the feedback as a balancing strategy to
find where they have been making mistakes, and rectify the same to
increase productivity and effectivity. This is called the balancing
feedback loop.
Table 1.7 – Flexibility and Adaptability Abilities
Flexibility and Adaptability Learning Activities (CBSE 21st Century Skills Handbook 2020)
1. Different Uses of Household Items

• Encourage thinking about things differently, like different utensils and
furniture items to create individual music
• Children learn to see things differently as they need to be flexible in their
thinking for considering utensils as musical instruments.
2. Make up a New Game

• Invent new games by slightly changing the rules, or by taking rules from one
game and adding them to another.
• Changing the rules in a game can be very difficult for children who are
inflexible.
• For these children, it is important to play or create games in which rules do
change frequently.
3. Shuffle
• Give students group activities and use a chit system for dividing the
students into groups.
• This random distribution of students will make most of the students
uncomfortable but this is the challenge.
• Students should be flexible enough to work with anybody in various
conditions.
4. Surprise-Surprise
• Give children different activities to perform from time-to-time but don’t fix the
activity.
• For example, fix one period every Wednesday as an activity period, but
don’t reveal the activity beforehand.
• This will come as a surprise to the students; some may feel uncomfortable,
but gradually they will learn to become flexible with this.
5. Flipped Classroom (7 Easy Steps)
Leadership and Responsibility
Leadership is a suite of related skills that combines the other life skills. Good
leaders take initiative, have strong social skills, are flexible, and are productive, according
to Thoughtful Learning.
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CBSE 21st Century Skills Handbook 2020 and Thoughtful Learning enumerated
some of the common Leadership and Responsibility abilities:
Basis • Identifying goals collectively and individually

• Creating a group and providing them chance to explore their own
abilities
• Resolving issues
• Encouraging team members to attain their aims
• Helping group members solve problems and improve
performance
• Acknowledging work done by each and everyone
Purpose Leadership is the life skill that helps one learn the art of building
relationships within teams, define identities and achieve tasks
effectively.
Responsibility includes demonstrating integrity and ethical

behaviour by the students towards building safe and positive
classroom environment
Table 1.8 – Leadership and Responsibilities Abilities
Leadership Learning Activities (CBSE 21st Century Skills Handbook 2020)
1. Quiz to Lead
• Hold a quiz competition, row-wise, in the classroom; make one leader per
row; make rules of the game such that the leader will select the student who
will answer.
• This will develop leadership qualities among children and also motivate
other children to develop leadership quality.
2. Number Game
• Divide the class into two groups and write the numbers 1 to 25 randomly on
the floor with chalk.
• Select two students to lead the groups and give them a few minutes to see
the numbers, then start the game.
• Every member of the team has to jump on each of the numbers, and say
the number loudly so that other members can listen to the number; this
requires a huge amount of coordination in the team.
• Whichever team completes the game in less time will be the winner.
• This activity will help the children to develop leadership skills as they have
to manage their team to work in coordination.
3. Leaders You Admire

• This activity helps in understanding the characteristics and quality of a good
leader.
• Group participant discuss about the leader whom the admire
----------------------------------------------------------------------------------------------------------------------------- ---------- 27
• In subsequent group discussions they communicate and share each other’s
findings.
4. Round Tables
• This activity requires four tables. Each table has a different group with a
different task to perform.
• Each group will have a group leader who will delegate the task and steps of
the task to the group members.
• Once they begin, the task time is measure for each group and the group
which takes minimum time will be the winner.
• This activity will improve delegation skills.
5. Teamwork is Better
• As the name says, the teacher will divide the class into groups of four and
give all of them the same lesson to perform and present before the class.
• They/ The teacher can use any method to present, such as skit, role-play,
flip chart, Powerpoint presentation, etc.
• Teacher will observe how they plan their activity and after their
performance, will ask questions to the group members about how they
decided on this method.
• This activity will show how each group presentation becomes better with
teamwork.
Responsibility Learning Activities (CBSE 21st Century Skills Handbook 2020)
1. Making Own classroom Rules

• Students will be encouraged to make the class rules in the beginning of the
session. The most suitable ones may be finalized and displayed prominently
in the classroom and followed throughout the year by each student.
• They may also decide what action the whole class will take if any student is
found violating any of the class rules.
• This will foster a sense of responsibility in them.
2. Helping hands
• Teacher will divide the class into pairs and take some of the belongings from
each of them so that their belongings together will become whole.
• Teacher will then give them some work to do in which children will need to
share each other’s belongings.
• For example, they would ask students to share their geometry boxes to
make a math project.
• With this activity, children will understand their responsibility of helping their
peers.
3. Break the chain

• Select a lesson/ story having chain of events based on values.
----------------------------------------------------------------------------------------------------------------------------- ---------- 28
• Ask the students to list out the sequence of events and find an alternative
step to stop or change the chain of events
• The story/ lesson will be rewritten by the students adding their perspectives
to change the chain of events
4. WANTED! Responsible.
• Ask the class to prepare an advertisement for hiring a responsible person
and specify the qualities of the person.
• Children should start this advertisement with the words ....Wanted a
responsible person.
• This will help children to know and the teacher to guide them in
understanding what kind of a person can be considered a responsible
person.
Initiative and Self-Direction
“The entrepreneurial spirit is founded on initiative—the willingness to step forward

with an idea and take the risk of bringing it to fruition. The changing economic landscape
requires entrepreneurs. Students need to learn how to set goals for themselves, plan how
they will reach their goals, and enact their plans. Once students feel comfortable with
charting their own course, they will readily launch into activity”, according to Thoughtful
Learning.
CBSE 21st Century Skills Handbook 2020 enumerated some of the common
Initiative and Self-Direction abilities:
Basis • Questioning
• Planning
• Research
• Creating
• Improving
• Presenting
Purpose Initiative provides an opportunity to act or take charge before
others.
Self-direction is the ability to set goals related to learning, plan for

the achievement of those goals, independently manage time and
effort, and assess the quality of learning experience.
Strategy 1. Teacher First
Teacher/s will initiate acting on an activity to set an example and
motivate students to come forward and take part in it.
2. Initiative to improve
The teacher should try to talk in class about sharing a secret
which may be affecting their confidence. Teacher will share her
----------------------------------------------------------------------------------------------------------------------------- ---------- 29
own secret first and then students will start. This will improve
their confidence.
3. Assess Readiness
Before any student can achieve their learning goals, it's
important to know their current situation. Teachers can perform
a short exercise and design the self-direction process for the
students.
Table 1.9 – Initiative and Self Direction Abilities
Initiative Learning Activities (CBSE 21st Century Skills Handbook 2020)
1. Bunch of Activities
• Teacher can use a bowl and put several chits in it with different activities
written on the chit.
• For example, acting like a bangle seller, sing a song, dance like someone,
and speak a film dialogue, etc.
• This will have various benefits such as taking initiative to perform an activity,
making class joyful
• Chits can also be related to chapters given in the book, such as, act out the
process of distillation, sing the Periodic Table in the tune of your favorite
Hollywood song, etc;
• Ensure that everyone takes part in it.
2. Everyone Matters
• Organize any activity in which every child has to perform/present in front of
the whole class so that each child also gets an opportunity.
3. Teacher First
• Teacher will arrange a separate class for sharing stories of achievement,
failure, things which matter, etc.
• 4eacher will start this class by sharing his/her part of the story first; this will
encourage children to share their stories.
4. Teamwork
• Class will be divided into groups of 4-5 students and give them a scene to
perform and every child has to do some role playing.
• One child can help another but everyone has to perform one’s own role.
• This activity will help children to work in groups yet maintaining their own
individuality.
Self-Direction Learning Activities (CBSE 21st Century Skills Handbook 2020)
1. Self-Advocacy
• For many students, self-advocacy doesn’t come naturally.
----------------------------------------------------------------------------------------------------------------------------- ---------- 30
• Teaching students how to ask for help, through role playing or other guidance
is the motive of this activity.
2. Connections to Experts
• It is becoming easier every day to broaden horizons of students by reaching
out to the community.
• Get students to identify a larger problem that needs solving and then help them
to connect with experts in that area, to gather more knowledge and perspective.
3. Design Thinking
• The teacher should offer opportunities in the classroom where students can
write their own critical questions about content.
• They should be allowed to question the credibility of the content and offer their
perspective on the same.
• At least one topic per semester may be planned in a manner to foster self-
direction in the students.
Productivity and Accountability
CBSE 21st Century Skills Handbook 2020 and Thoughtful Learning noted that by
using the inquiry process and developing projects, students learn the habits of
productivity:
Basis • Goal setting

• Planning
• Time management
• Research
• Development
• Evaluation
• Revision
• Application
Purpose Productivity is prioritizing, planning, and applying knowledge and
skills to make decisions to enhance quality of work in an ever-
changing environment.
Accountability is demonstrating personal integrity through

appropriate resource allocation and effective time management.
Strategy Proper allocation and Time management - The proper allocation of
tasks and duties to the students and proper analysis of time required
to perform a task are key factors in measuring the students’
performance. They should be encouraged to keep a track of their
academic and non-academic progress.
Positive Environment - Teacher will create a type of environment in

the class that if any student or teacher does any mistake, they will
----------------------------------------------------------------------------------------------------------------------------- ---------- 31
accept that and take full responsibility of it without any fear of
judgment.
Table 1.10 – Productivity and Accountability Abilities
Productivity Learning Activities (CBSE 21st Century Skills Handbook 2020)
1. Research Project
• Students (individually/group) shall research a topic by collecting information
from various sources.
• Students then create a document discussing their research topic and take
feedback from their peers.
• Then each student compiles a reflective paper using what they have
researched and the input from their peers.
• This would enhance their performance and lead to increased productivity.
2. Expo 2020
• Students participate in a “young innovator” program where they give life to
their productive ideas. A model of this can be made for the classroom where
children will make different items/models for the class.
3. Praise for More

• Teacher should recognize and praise children’s work. Appreciation for their
work , increases their productivity and motivates them to work more.
4. Read-Read
• Teacher will set a particular time for reading books other than textbooks.
• Teacher and students can even choose a book from the school library which
they can read together in the class.
• Students and teachers will set weekly targets for the reading of books and
whoever fulfils the target will have their name written on the school board/
wall magazine as the “Reader of the Week”.
• This will encourage children to fulfil the weekly targets and also improve
their productivity in class.
5. Ask and Listen

• In the beginning of the class, the teacher will talk to students about how they
are feeling, what happened yesterday with them, why someone is not
feeling good, and why they are feeling this way, etc.
• Asking children these questions will help them clear their minds and it will
also make them positive and understand that it is alright to have different
emotions and that they matter in the class. Their productivity will increase
by adding these things in the class.
----------------------------------------------------------------------------------------------------------------------------- ---------- 32
Accountability Learning Activities (CBSE 21st Century Skills Handbook 2020)
1. Student Accountability Project

• At the beginning of the term, students will write a letter to their future self,
one year hence, about the personal goals they had set up for themselves,
and how they intend to achieve them in one year.
• Teacher will seal each of these letters in separate envelopes addressed to
the student who wrote the letter and keep these letters away.
• Students will create a time chart to monitor their own progress towards their
goals.
• At the end of the term, they will write and share how they achieve their goal
and whether they have been successful in achieving what they have
planned for.
2. Monitors and In-Charges

• Every classroom, materials, educational resources, facilities can be
allocated with monitors and in-charges. This makes students accountable
for the work they are doing.
3. Ownership of the learning Process

• Giving students a say in how they will learn has been linked to gains in
student effort and achievement.
• This will help children to work and take full responsibility of it and be
accountable for it.
4. Do as you say
• The best way to teach kids about personal accountability is by being
accountable yourself.
• When they see you make amends, they learn to be accountable for their
own behaviour.
Social and Cross-Cultural Interaction
According to CBSE 21st Century Skills Handbook 2020 and Thoughtful Learning,
the best way for students to develop social skills is to collaborate with others. When
students work together on a project, they have common goals and interests, they are
required to develop social skills shown in table below.
Basis • Cooperation
• Compromise
• Decision making
• Communicating
• Using emotional intelligence
• Using constructive criticism
• Trusting others
----------------------------------------------------------------------------------------------------------------------------- ---------- 33
• Delivering on promises
• Coordinating work
Purpose To make students adaptive, flexible, appreciative of diversity.
Strategy Group work is a great way for students to work hands-on with other
students who are different from themselves. Also children will know
when it is appropriate to listen and when to speak. It can be applied
in the classroom by dividing the students into the groups to do
classwork. When grouping students, teachers should create
socially and culturally diverse groups. Teachers should incorporate
this group work into their lesson plans, forcing students to interact
in order to complete their assignments.
Table 1.11 – Social and Cross-Cultural Interaction Abilities
Social Skill Learning Activities (CBSE 21st Century Skills Handbook 2020)
1. Relay Culture
• Class will be divided in 4-5 groups with equal number of children in each
group depending on the class strength.
• Each group has to choose one state or culture and has to wear or have
something from that culture and move towards another student and pass
on and exchange something of each other’s chosen culture.
• Each group/team must try and pass on something uncommon and unique
about their chosen culture.
• Upon being passed something from another culture, the team has to do
quick research about that aspect of the culture that has been passed to
them and prepare a flip chart/presentation on what they have learnt.
• This way if there are 4 teams, they would have learnt something unique
about different cultures. This will help children to understand and appreciate
different cultures.
2. Face It
• This activity can be done with small Children.
• Make pairs and ask students to stand in front of each other.
• Ask them to make funny faces which their partner can copy.
• Children who are outgoing will be able to copy each other.
3. "Social" Circle Time

• At circle time, have each child say something pleasant about the person
next to them as they go around the circle.
• This can be theme based (cooperative, respectful, generous, positive,
responsible, friendly, empathetic etc.) or about their uniqueness, etc. and it
can change every day to stay fresh.
----------------------------------------------------------------------------------------------------------------------------- ---------- 34
Learning Activities
• Make 2 major learning activities based on the units you have identified that will
facilities the development of 21st century communication skills (English and
Filipino)/Critical Thinking and Problem-Solving skills (Mathematics and
Science).
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REFERENCES
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https://cosee.umaine.edu/files/coseeos/21st_century_skills.pdf
Bialik, M. & Fadel, C. (2015). Skills for the 21st Century: What Should Students Learn?.
Center for Curriculum Redesign Boston, Massachusetts. Retrieved August 7,
2020 from https://curriculumredesign.org/wp-content/uploads/CCR-
Skills_FINAL_June2015.pdf
Central Board of Secondary Education May 2020. 21st Century Skills: A Handbook. The
Secretary, Central Board of Secondary Education, Shinksha Kendra, 2,
Community Centre, Preet Vihar, Delhi – 110092
Core Net Global (March 27, 2019). Do You Know The Difference Between Adaptability
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https://blog.corenetglobal.org/blog/do-you-know-the-difference-between-
adaptability-and-flexibility/
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e%20conditions%20for%20learning.&text=Some%20learning%20activities%20sti
mulate%20experiential,to%20engage%20in%20analytical%20discussion.
Norris, L. (n.d.). Promoting 21st Century Skills. Teaching English. Retrieved August 9,
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8c10/J10512Promoting21Skillsweb.pdf
Preparing 21st Century Students for a Global Society. An Educators Guide to the Four
Cs. Retrieved August 7, 2020 from http://www.nea.org/assets/docs/A-Guide-to-
Four-Cs.pdf
Stauffer, B. (n.d.). Ultimate Guide to Teaching 21st Century Skills in Secondary
Schools. Last accessed August 8, 2020 from
https://info.aeseducation.com/ultimate-guide-teach-21st-century-skills
Thoughtful Learning. What are 21st Century Skills?. Last accessed August 8, 2020 from
https://k12.thoughtfullearning.com/FAQ/what-are-21st-century-skills
Walden University. Top 5 Benefits of Technology in the Classroom. Last accessed August
9, 2020 from https://www.waldenu.edu/programs/education/resource/top-five-
benefits-of-technology-in-the-classroom
Wasserman, J. & Astrab, D. (n.d.). Overview of Learning Activities. Pacific Crest. Faculty
Development Series. Retrieved August 9, 2020 from
http://www.pcrest.com/research/fgb/2_4_13.pdf
----------------------------------------------------------------------------------------------------------------------------- ---------- 36
Lesson 4 - Promoting Digital Citizenship
According to Mike Ribble, digital citizenship can be defined as the norms of

behavior with regard to technology use. He identified nine essential elements that help
define how to best use technology in every school, home and community. They are
organized into three primary categories:
RESPECT
1. Digital access: Full electronic participation in society. It is about the equitable

distribution of technology and online resources. Teachers and administrators need
to be aware of their community and who may or may not have access, not only in
school but at home as well. Educators need to provide options for lessons and
data collection such as free access in the community or provide resources for the
home.
2. Digital etiquette: The electronic standards of conduct or procedure and has to do

with the process of thinking about others when using digital devices. Teachers can
include Digital Etiquette as part of the classroom rules or academic goals. Whether
in the classroom or online, being aware of others is an important idea for everyone.
3. Digital law: The electronic responsibility for actions and deeds and has to do with
the creation of rules and policy that address issues related to the online world. Just
as in the real world, the online world has had to create structure to protect those
using these digital devices from harm. Support for issues such as cyberbullying
and sexting are available from School Resource Officers and other school counsel.
Administrators need to come up with positive approaches to these issues in their
schools and districts.
EDUCATE
4. Digital communication: the electronic exchange of information. All users need to

define how they will share their thoughts so that others understand the message.
For students struggling to understand their place in the world, technology can help
them find their own voices and express themselves.
5. Digital literacy: The process of teaching and learning about technology and the
use of technology. The better educated or “digitally fluent,” students are, the more
likely they are to make good decisions online, like supporting others instead of
making negative comments. Digital literacy includes the discussion of media
literacy and the ability to discern good information from poor, such as “fake news”
from real news.
6. Digital commerce: Electronic buying and selling of goods and focuses on the tools
and safeguards in place to assist those buying, selling, banking, or using money
----------------------------------------------------------------------------------------------------------------------------- ---------- 37
in any way in the digital space. Career and technical education use the tools of
technology to show students the path for their future.
PROTECT
7. Digital rights and responsibilities: Those requirements and freedoms extended

to everyone in a digital world. This area of Digital Citizenship is about helping
students understand that when they are provided opportunities, such as the access
to the Internet and use of online products, they need to be diligent in helping others
as well, such as informing adults of potential problems. Educators must help
students understand that protecting others both online and in the real world are
essential skills to have.
8. Digital safety and security: The electronic precautions to guarantee safety.

Viruses, worms and other bots can be passed along from one system to another
just like an illness. When using devices in school or at home, understanding and
being aware of attacks and how to prevent them are important skills for today and
into the future.
9. Digital health and wellness: Physical and psychological well-being in a digital

technology world. Technology provides many opportunities and enjoyment, but
knowing how to segment use with the needs of ourselves and others is key to a
healthy, balanced life. Educators, especially in 1:1 schools or classrooms need to
ask the question of how much screen time is appropriate for students. Common
Sense media has developed a guide on this topic.
----------------------------------------------------------------------------------------------------------------------------- ---------- 38
DIGITAL DIGITAL DIGITAL LAW DIGITAL
ACCESS ETIQUETTE COMMUNICATION
Full electronic
participation in Electronic Electronic responsibility
society standards of for actions and deeds Electronic exchange of
conduct or information
procedure
DIGITAL
LITERACY
9 ELEMENTS
OF DIGITAL
CITIZENSHIP
Teaching and learning
about technology and
its use
DIGITAL DIGITAL DIGITAL RIGHTS DIGITAL

HEALTH & SAFETY & & COMMERCE
WELLNESS SECURITY RESPONSIBIITIES
Electronic buying and

Physical & Electronic Those freedoms selling goods
psychological precautions to extended to everyone
well-being in a guarantee safety in a digital world
digital world
Figure 1.4 - 9 Elements of Digital Citizenship
----------------------------------------------------------------------------------------------------------------------------- ---------- 39
Copyright Law in the Philippines
The Philippine copyright law or officially known as the Republic Act No. 8293 is
based on the copyright law of the United States (Attorney of the Philippines, 2016).
According to IPOPHL, copyright is the legal protection extended to the owner of the rights
in an original work. “Original work” refers to every production in the literary, scientific and
artistic domain. Among the literary and artistic works enumerated in the IP Code includes
books and other writings, musical works, films, paintings and other works, and computer
programs. Copyright laws grant authors, artists and other creators automatic protection
for their literary and artistic creations, from the moment they create it.
For a complete guide and understanding of the Republic Act No. 8293 or
Intellectual Property Code of the Philippines, please visit the Official Gazette Website.
Copyright Infringement and Plagiarism Defined
“The copyright issue has gained lots of importance in the information society. Using
digital technology to record, make available, store, archive and transfer works triggered
the change in methods and scope of their exploitation. The ease of availability of scholarly
material in digital environment can be considered as one of the main reasons of rise in
plagiarism issues” (Sengupta, 2015).
The following are various definitions of copyright and plagiarism:
Scholastic Art & Writing Awards defined,
“Plagiarism is an ethical violation. Plagiarism is failing to cite sources and

engaging in the act of passing someone else’s work or ideas off as one’s
own. While a Copyright is a property right. Copyright is a form of legal
protection prohibiting others from copying one’s creative work without
permission.”
The Northern Illinois University Academic Integrity Tutorial enumerated some

common type of plagiarism below:
1. Direct Plagiarism
Copying another writer's work with no attempt to acknowledge that the
material was found in an external source.
2. Direct “Patchwork” Plagiarism

Copying material from several writers & rearranging with citation.
3. Insufficient Citation of Quotes

Incorporating another writer's words or phrases within a larger
paraphrase, without quotation marks or citation.
----------------------------------------------------------------------------------------------------------------------------- ---------- 40
4. Paraphrasing without Citing
Changing the words of an original source, but uses the ideas without
citing.
5. Insufficient Citation of Paraphrase

Changing the words of an original source & using the author's ideas with
attempts to acknowledge the material's source(s), but without correctly
citing.
6. Plagiarism in Graphs
Using graphs, charts, figures, or images from a source without citing.
7. Misrepresentation of Common Knowledge

Failing to cite, believing info is "common knowledge".
University of South Australia University Libraries defined,
“Plagiarism is the act of claiming ownership or credit for work that is not
yours or using someone else’s work without proper attribution.”
“Copyright, on the other hand, is a set of legal rules designed to balance

the right of creators to benefit financially and/or intellectually from their work
with the rights of users to make use of those works. Infringement occurs if
you use someone else’s work or a substantial part of their work without
permission or in one of the ways exclusively reserved for the Copyright
owner.”
Copyright protects the expression of ideas in a material form, such as a

book, painting, sound recording or film. Under copyright law, copyright
owners have a number of exclusive economic rights to control how their
work is used. These include the right to:
1. reproduce their work in any format, including electronically

2. publish their work
3. perform or communicate their work
4. make adaptations of their work
Copyright owners also have moral rights. These rights include the right of
the creator:
1. to be attributed as the author of any work they create;

2. not to have their work falsely credited to someone else;
3. not to have their work subject to derogatory treatment (also known
as the right of integrity).
----------------------------------------------------------------------------------------------------------------------------- ---------- 41
Differences Between Plagiarism and Copyright Infringement
“While plagiarism and copyright infringement are two distinct concepts, it is easy
for students to confuse one with the other or misconstrue their application. As such, it is
often beneficial to discuss the similarities and differences between the two” Myers, (n.d.)
including:
Plagiarism Copyright Infringement

Occurs when we deny credit to a person Occurs when we reuse a copyrighted work
for their ideas or specific words. without the permission of the rightsholder.
Does not protect ideas, but does protect the
Ensures that people receive credit for their
specific words a person may use to express
ideas and specific words.
an idea.
Ethical standard imposed and enforced by
Law established by the Legislative branch
the educational system and professional
and enforced by the courts.
organizations.
Ideas or words should always be credited
to a person no matter how much time has Lasts for a limited time.
passed since they shared them.
Table 1.12 - Differences between Plagiarism and Copyright Infringement
Though, most the students have basic understanding of these concepts, but still a
lot are still struggling to put them into actual practice.
Fair Use
Fair use, defined by Your Dictionary, as that a small portion of a copyrighted work
may be quoted for criticism, comment, teaching (including multiple copies for classroom
use), research, news reporting, parody, etc. without needing to obtain the permission of
or pay the copyright holder. In other words, fair use is a defense against a claim of
copyright infringement (Standford University Libraries).
Like in the US Copyright Law, the Philippine judicial system also considers the four
factors of fair use and these are:
1. The purpose and character of your use,

2. The nature of the copyrighted work,
3. The amount and substantiality of the portion taken, and
4. The effect of the use upon the potential market.
Download “The Technology & Learning Copyright and Fair Use Guidelines for
Teachers” and use it as a guide to avoid copyright infringement. This guide is also
beneficial to students.
----------------------------------------------------------------------------------------------------------------------------- ---------- 42
Discussion Board
• Do an online research on plagiarism case by teachers and students. Discuss

the basic copyright and fair use guidelines for teachers and students.
• How can students and teachers show digital citizenship when utilizing digital
resources?
Learning Activities
• Create a digital citizenship concept map and relate it to the 21st century
communication skills (English and Filipino) / critical thinking and problem-
solving skills (Mathematics and Science).
• Open you social networking site (Facebook, Instagram, Tweeter, etc.)

Screenshot your post that you were offended or comments that are offensive.
Relate this to the concept of digital citizenship.
----------------------------------------------------------------------------------------------------------------------------- ---------- 43
REFERENCES
Attorneys of the Philippines (2016). The Copyright Law in the Philippines. Last accessed
August 13, 2020 from https://attorney.org.ph/legal-news/216-copyright-law-in-the-
philippines#:~:text=The%20Philippine%20copyright%20law%20or,various%20for
ms%20of%20intellectual%20property.
Ballard, S. (n.d.). Give Credit Where Credit is Due: Avoiding Plagiarism and Copyright
Infringement. Retrieved August 8, 2020 from
https://library.alliant.edu/screens/plagiarism.pdf
Bannister, C. (n.d.). Digital Citizenship. An Overview of the Nine Elements of Becoming
a Good Citizen. Franklin Military Academy. Retrieved August 9, 2020 from
https://www.rvaschools.net/cms/lib/VA02208089/Centricity/Domain/1173/Digital%
20Citizenship%20Powerpoint%20.pdf
Education Development Center (2013). Digital Citizenship. Retrieved August 9, 2020 from
http://www.promoteprevent.org/sites/www.promoteprevent.org/files/resources/dig
ital_citizenship.pdf
Intellectual Property Office of the Philippines (IPOPHL). Copyright. Last accessed August
13, 2020 from https://www.ipophil.gov.ph/services/copyright/
ISTE Standards for Students 2016. Retrieved August 10, 2020 from
https://id.iste.org/docs/Standards-Resources/iste-standards_students-2016_one-
sheet_final.pdf?sfvrsn=0.23432948779836327
ISTE 2015. Understanding Digital Citizenship.
Myers, C. (n.d.). Plagiarism & Copyright: Best Practices for Classroom Education. Miami
University, 151 S. Campus Avenue, Oxford, Ohio 45056
Ribble, M. (2016). Digital Citizenship Defined: Teach The 9 Elements To Enhance
Students’ Safety, Creativity And Empathy. Retrieved August 10, 2020 from
https://otis.coe.uky.edu/DDL/Digital_Citizenship_Downloadable_10-
2016_v11_web.pdf
Ribble, M. (2011). Digital Citizenship in Schools Second Edition. Retrieved August 9,
2020 from https://id.iste.org/docs/excerpts/digci2-excerpt.pdf
Ribble, M. et.al. (2004). Digital Citizenship Addressing Appropriate Technology Behavior.
Learning & Leading with Technology Volume 32 Number 1. Retrieved August 9,
2020 from https://files.eric.ed.gov/fulltext/EJ695788.pdf
Scholastic Art & Writing Awards. A Guide to Copyright and Plagiarism. Last accessed
August 8, 2020 from
https://assets.speakcdn.com/assets/2259/scholastic_aguidetocopyrightandplagia
rism.pdf
Sengupta, S. (2015). COPYRIGHT INFRINGEMENT & PLAGIARISM: ARE THEY
REALLY TWO SIDES OF A COIN?. Department of Library & Information Science
C.T. Bora College, Shirur, Dist. Pune. CTBC’s IRJ Vol.2, Iss.2, January 2015
Standford University Libraries. Copyright and Fair Use. Last accessed August 13, 2020
from https://fairuse.stanford.edu/overview/fair-use/what-is-fair-use/
The Northern Illinois University Academic Integrity Tutorial. Examples of Plagiarism. Last
accessed August 13, 2020 from https://www.niu.edu/academic-
integrity/faculty/committing/examples/index.shtml
----------------------------------------------------------------------------------------------------------------------------- ---------- 44
The Ohia State University. University Libraries. What’s the difference between plagiarism
and copyright infringement?. Retrieved August 8, 2020 from
https://library.osu.edu/document-registry/docs/587/stream
UNESCO (2016). A Policy Review: Building Digital Citizenship In Asia-Pacific Through
Safe, Effective And Responsible Use of ICT. United Nations Educational, Scientific
and Cultural Organization 7, place de Fontenoy, 75352 Paris 07 SP, France and
UNESCO Bangkok Office. Retrieved August 10, 2020 from
https://bangkok.unesco.org/content/policy-review-building-digital-citizenship-asia-
pacific-through-safe-effective-and
University of South Australia. Plagiarism vs. Copyright. Retrieved August 8, 2020 from
https://www.library.unisa.edu.au/siteassets/pdfs-powerpoint-
files/copyright/plagiarism-v-copyright-booklet_cd_edit-2.pdf
Your Dictionary. Fair Use. Last accessed August 13, 2020 from
https://www.yourdictionary.com/fair-use
Zook, C. (2017). What Are ISTE Standards? (And Why Do They Matter?). Last accessed
August 11, 2020 from https://www.aeseducation.com/blog/what-are-iste-
standards
----------------------------------------------------------------------------------------------------------------------------- ---------- 45
Lesson 5 – Integration of 21st Century Skill and ICTs
The growing impact of globalization and the development of a ‘knowledge society’

have led many to argue that 21st century skills are essential for life in 21st century society
and that ICT is central to their development (Lewin & McNicol, n.d.).
Over the last two decades, the rapid growth of ICT has become one of the most
important topics discussed by the scholars in education. This is due to the capability of
ICT in providing a dynamic and proactive teaching and learning environment (Ghavifekr,
S. et. al., n.d.). Moreover, the integration of Information, Communication, and Technology
(ICT) will assist teachers to the global requirement to replace traditional teaching methods
with a technology-based teaching and learning tools and facilities (Ghavifekr & Rosdy,
2015).
According to UNESCO (2019) Information and Communications Technology (ICT)

can impact student learning when teachers are digitally literate and understand how to
integrate it into curriculum. When teachers are digitally literate and trained to use ICT,
these approaches can lead to higher order thinking skills, provide creative and
individualized options for students to express their understandings, and leave students
better prepared to deal with ongoing technological change in society and the workplace.
Integrating ICTs into teaching and learning processes is now an accepted practice
among many schools and teachers (Valencia-Molina, T. et. al, 2016).
What is ICT Integration?
According to e-limu, “ICT integration in education is not about technology but

teaching. It is the teacher’s innovativeness that makes lesson delivery meaningful. The
purpose of integrating ICT is to improve the quality of teaching and learning and to equip
learners with 21st century skills.”
----------------------------------------------------------------------------------------------------------------------------- ---------- 46
Discussion Board
• Choose which specific unit from the curriculum guide you can work on for your
unit planning with ICT-integrated. Explain how ICTs will enhance the
development of the 21st communication skills (English and Filipino) / critical
thinking and problem-solving skills (Science and Mathematics) or
competencies required in the curriculum guide.
Learning Activities
• Explore on existing samples of learning or unit plans in

English/Filipino/Mathematics/Science.
• Review and discuss an existing learning plans and identify some learning
activities and make a suggestion that may enhance 21st century
communication skills (English and Filipino) / critical thinking and problem-
solving skill (Science and Mathematics) integration.
----------------------------------------------------------------------------------------------------------------------------- ---------- 47
REFERENCES
Asian Development Bank (2009). Good Practice in Information and Communication

Technology for Education. Retrieved August 17, 2020 from
https://www.adb.org/sites/default/files/publication/28625/good-practice-ict-
education.pdf
Caraga Regional Science High School. Best Practices in ICT Integration. Last accessed
August 11, 2020 from https://sites.google.com/site/rshs13/best-practices-in-ict-
integration
e-Limu. ICT Integration in the Classroom. Last accessed August 11, 2020 from
https://learn.e-limu.org/topic/view/?c=263
Ghavifekr, S. & Rosdy, W.A.W. (2015). Teaching and learning with technology:
Effectiveness of ICT integration in schools. International Journal of Research in
Education and Science (IJRES), 1(2), 175-191.
Ghavifekr, S. et.al. (n.d.). ICT Integration in Education: Incorporation for Teaching and
Learning Improvement. The Malaysian Online Journal of Educational Technology
Volume 2 Issue 2.
Lewin, C. & McNicol, S. (n.d.). Supporting the Development of 21st Century Skills through
ICT. Manchester Metropolitan University, UK. Retrieved August 11, 2020 from
https://publishup.uni-potsdam.de/opus4-
ubp/frontdoor/deliver/index/docId/8267/file/cid07_S181-198.pdf
National University of Singapore. Information Communication Technology Reflection and
Practice for Success. Last accessed August 11, 2020 from
https://courseware.nus.edu.sg/ICTRAPS/web/research_1.htm#:~:text=ICT%20int
egration%20is%20defined%20as,and%20human%2Dcomputer%20interaction%
20circles.
UNESCO International Institute for Educational Planning Learning Portal (August 14,
2019). Information and Communication Technology (ICT) in education. Last
accessed August 11, 2020 from https://learningportal.iiep.unesco.org/en/issue-
briefs/improve-learning/curriculum-and-materials/information-and-
communication-technology-ict
Valencia-Molina, T. et. al (2016). ICT Standards and Competencies from the pedagogical
dimension: A perspective from levels of ICT adoption in teachers education
practice. ISBN: 2016, Pontificia Universidad Javeriana – Cali (Colombia).
----------------------------------------------------------------------------------------------------------------------------- ---------- 48

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CHAPTER 1

USING ICT IN DEVELOPING 21ST CENTURY SKILLS/ICT IN

Lesson 1 - K to 12 Curriculum Framework

The K to 12 Program is an education system under the Department of Education

1. Strengthening early childhood education (Universal Kindergarten),

“The “K to 12” Program, a comprehensive reform of its basic education. Through

• What are the differences between the K to 12 curriculum and RBEC?

• What are the intended learning competencies of each year level?

Abulencia, Arthur S. (2015). “The Unraveling of K-12 Program as an Education Reform

Components of the 21st Century Skills

• 4Cs: Critical Thinking, Creativity & Innovation, Collaboration, Communication

Information Literacy Accessing, analyzing, synthesizing, creating and sharing

Flexibility and Flexibility and Adaptability refer to a person’s ability to

Adaptability can be defined as creating modifications or

Being Responsible means being a good and effective/

Accountability can be understood as feeling responsible for

Why Do We Need 21st Century Skills?

1. Fundamental Changes in the Economy, Jobs and Businesses.

2. New, Different Skill Demands

3. Two Achievement Gaps

Characteristics of Effective Learning Activities (Wasserman & Astrab, n.d.):

1. Align with course outcomes

Common Learning Activities (Wasserman & Astrab, n.d.):

6. Self-Assessment and Peer Assessment

11. Role Playing

Instruction that meets the needs of today’s students will incorporate:

• A variety of learning opportunities and activities

Critical Thinking Skills

1 Define Label Name State

Identification Who ______________________? How ____________________

2 Convert Interpret Restate Summarize

3 Apply Demonstrate Give an Show

4 Analyze Contrast Diagram Examine

5 Change Find an Predict Revise

Figure 1.2 - Critical Thinking Skills Chart

Basis • Analyzing is breaking something down into its parts, examining

• It is important to shake the comfort zone of a learner/ student by

2. Ask yourself (Self-made Questions)

Basis • Brainstorming ideas involves asking a question and rapidly

Purpose • To encourage students to try and learn new things;

Try a different ending to the existing story and ask your

2. Foster a Question-Friendly Environment (Ask why)

Creativity Learning Activities (CBSE 21st Century Skills Handbook 2020)

This method enables to approach a task or problem in unforeseen ways. Each

Innovation Learning Activities (CBSE 21st Century Skills Handbook 2020)

1. Project Based Learning (PBL)

4. Let them Free

5. Give them a Break

Basis • Allocating resources and responsibilities ensures that all

Purpose Collaborative Skills empower students to work together in groups

We need to facilitate and model ourselves for what we aspire

2. Teach Them How To Negotiate:

Students need to understand that being loud does not mean

1. ‘Save the Last Word for Me’

3. Integrate Sports in Teaching- Learning

Figure 1.3 - The 7 Essential Elements of Communication Skills

Basis • Analyzing the situation means thinking about the subject,

Purpose • Provide information

There can be a reflective class in which students can share their

Communication Learning Activities (CBSE 21st Century Skills Handbook 2020)

1. Guide for the blindfolded

3. Feelings are Important

Information, Media and Technology Literacy

Identification Who __? How