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Study Guide in PROF ED 110 Building and Enhancing New Literacies Across the Curriculum
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STUDY GUIDE FOR MODULE NO. 9

Module 9 – 21st Century Literacy Skills and Teaching Resources

“Technology will never replace great teachers, but technology in the hands of great teachers
is transformational.” (George Couros)

MODULE OVERVIEW

The 21st century needs essential skills of teaching and learning for future success. However,
to prepare students to succeed in and beyond the classrooms, they should be equipped with the
techniques and skills that foster creative innovations.

MODULE LEARNING OBJECTIVES

1. identify the strategies for the development of literacy skills and teaching resources
2. explain how each strategy promote the development of literacy skills

MODULE
LEARNING LEARNING
CONTENTS OBJECTIVES
(title of the subsection)

Introduction
Reality dictates that schools face the fact that each classroom, especially in the public or
government schools may not be equipped with the appropriate number of computers.
The creativity of the teacher will have to respond to the situation, and so cooperative
learning will likely be the answer to the implementation of IT supported learning in our schools. But
the situation may not be that bad since there are motivational and social benefits to cooperative
learning and these can compensate for the lack of hardware that educators face.

Cooperative learning (student-led learning)

Cooperative or collaborative learning is learning by small groups of students who work
together in a common learning task. It is often also called group learning but to be truly cooperative
learning, five (5) elements are needed.
1. a common goal
2. interdependence
3. interaction
4. individual accountability
5. social skills
Therefore not every group work is cooperative learning, since students who are working
together on their worksheets physically sat around a table, and may be working together without
these features of cooperative learning.
From several studies made on cooperative learning, it is manifested that cooperative
learning in its true sense is advantageous since it:
(a) encourages active learning, while motivating students;
(b) increases academic performance;
(c) improves teacher effectiveness.

In addition, there are studies which show that cooperative learning enhances personal and

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Study Guide in PROF ED 110 Building and Enhancing New Literacies Across the Curriculum
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social development among students of all ages, while enhancing self-esteem and improving social
relations between racially and culturally different students.

Cooperative learning and the computer

Researchers have made studies on the learning interaction between the student and
computer. The studies have great value since it has been a long standing fear that the computer
may foster student learning in isolation that hinders the development of the student’s social skills.
Now this mythical fear has been contradicted by the studies which show that when students
work with computers in groups, they cluster and interact with each other for advice and mutual help.
And given the option to work individually or in a group, the students generally wish to work
together in computer-based and non-computer activities. Reflecting on this phenomenon,
psychologists think the computer fosters this positive social behavior due to the fact that it has a
display monitor – just like a television set – that is looked upon as something communal.
Therefore researchers agree that the computer is a fairly natural learning vehicle for
cooperative (at times called promotive) learning.

Components of cooperative learning

Educators are still wary about the computer’s role in cooperative learning . Thus they pose
the position that the use of computers do not automatically result in cooperative learning. In that
case, therefore, assign the teacher several tasks in order to ensure collaborative learning.
These are:
- assigning students to mixed-ability teams;
- establishing positive interdependence;
- teaching cooperative social skills; and
- helping groups process information.

These are in addition to assigning a common work goal in which each member of the group
will realize that their group will not succeed unless everyone contributes to the group success. It is
also important for the teacher to limit learning group clusters (six is the ideal number in a group) so
that there can be closer involvement in thinking and learning.

Inquiry-based classroom environment

According to Lenox (1993) teachers must be prepared to “teach students to become critical
thinkers, intellectually curious observers, creators, and users of information.” The goal is to prepare
students early on to “learn how to learn” and carry these skills into other areas of their lives so that
they can be independent seekers and consumers of information throughout their lives. Teachers of
all subjects must blend their traditional fact-based approach with an emphasis on learner-based
inquiry and the scientific inquiry process (Lenox 1993). This means shifting some of the responsibility
of gaining knowledge to the student and allowing students to develop questions. Strategies to
search for answers , and formulate conclusions.
The inquiry-based or discovery approach is given importance in resource-based projects.
This requires that the students, individually or cooperatively with members of his group, relate
gathered information to the real ‘world’.
The process is given more important than the project product. It doesn’t matter for example,
if each group comes up with a different answer to the problem (e.g., the definition of man). What
matters are the varied sources of information, the line of thinking and the ability to argue in defense
of their answer.

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Study Guide in PROF ED 110 Building and Enhancing New Literacies Across the Curriculum
Module No.__
In resource-based projects, the teacher steps out of the traditional role of being a content
expert and information provider, and instead lets the students find their own facts and information.
Relating to finding information, the central principle is to make the students go beyond the
textbook and curriculum materials. Students are also encouraged to go to the library, particularly
to the modern extension of the library – the Internet.

Collaborative activities
One of the learning and innovation skills of the 21 st century is collaboration. To help
millenials develop collaboration skills, teachers can design collaborative course activities.
Collaborative work in the classroom develops students’ skills in learning to live together with
classmates of diverse background. Teachers ought to teach collaboration, instead of competition. If
there is competition, it is a competition against the self. Students set targets for themselves and will
compare performance against these self-targets not against others.
Collaboration happens when students know how to work well with others to accomplish a
given task or solve a problem at hand. This is a 21 st essential. When students are made to work with
others in a pair or in a team, they are given the chance to practice how to relate with others. They
may be working with classmates they do not really prefer to work with but with guidance, you can
teach them to tap on the capabilities of each member of the team and collaborately achieve the
goal. Eventually, when they leave school, they will definitely see the need to know how to
collaborate with others in order for them to accomplish a job, and you have prepared them for it. In
other words, collaboration teaches students that groups ca create something bigger and better than
you can on your own.
One example of collaborative learning exercise aimed at millenials is the creation of a group
or class Wiki. A Wiki is an inclusive learning assignment in which each member of the group or class
can make his or her own contribution and freely edit others’ contributions. Wikis invite participation
without needing to bring people together in the same place, which make them useful not only for
class assignments but also for distance learning. They also encourage students to think critically
about information they post because they know their postings can be edited by others. Teachers
can monitor each member’s contributions to ensure that each student plays a role. Instructors may
grade students based on participation alone or by using rubrics that identify benchmarks for
assessing both quantity and quality of each student’s participation.
(https//wiki.umn.edu/view/TeachingWithWikis/WebHome).
Collaborative learning is group learning coupled with peer review and exchange of
information which are keys to success in the modern world of work and professions. The Internet
has permitted online work, even online gaming, sharing of photos and videos. In education there
are websites which can facilitate virtual partnership among schools and students.

Higher Order Thinking Skills (HOTS) activities

Twenty-first century learning requires the development of higher-order-thinking skills.
Technology has a great role to play in the development and enhancement of these skills. Entering
the new world of information and communication technology opens the way for complex and
higher cognitive skills. Technology upgrades learners’ higher-order-thinking skills which include:
critical thinking, problem-solving and creativity. By developing higher-order-thinking skills, the
schools today can inculcate the digital fluencies, while overcoming limitations inherent in digital
technology, resulting in superficial and mediocre learning skills of new learners .
Critical thinking is part of the cluster of higher order thinking skills. It refers to the ability to
interpret, explain, analyze, evaluate, infer and self-regulate in order to make good decisions.

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Study Guide in PROF ED 110 Building and Enhancing New Literacies Across the Curriculum
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In the instructional process, there is also an instructional shift from lecture-to-tasks to digital
tasks-to-learning. This in exemplified by an activity, such as role playing (task) followed by
processing of the activity (learning). In this approach skills are developed and the learning outcome
is achieved by students themselves. The structured problem-solving process known as 4Ds also
exemplifies the instructional shift in digital learning:
- define the problem
- design the solution
- do the work
- debrief on the outcome

As a role model, teachers should display and practice critical thinking processes, so that the
learners can imitate them. Here are some activities that teachers can do to develop critical thinking.
a. Ask the right questions.
Most often teachers ask questions to find out if the students can simply repeat the
information from the lesson. Although these are necessary questions like what, who, when,
and where, these do not develop critical thinking. Critical thinking questions should ask for
clarity, accuracy, precision, relevance, depth, breadth and logic.
Clarity: here are some examples: Can you give examples of. . .
Accuracy: What pieces of evidence support your claim?
Precision: Exactly how much . . . .
Breadth: What do you think the other group say about the issue?
b. Use critical thinking tasks with appropriate level of challenge
Teachers should be mindful of the readiness of the students. Students who have higher
ability may find the task too easy, thus getting bored early, while those who have low ability
may find the task too difficult. Thus, there is a need to have activities that are appropriate for
the learners.. These can be determined by interview, observations and other forms to
determine the level of readiness.
What are some simple activities that teachers should do?
1. Vary the questions asked.
2. Introduce new technologies
3. Modify the learners’ grouping.
4. Modify the critical thinking task
5. Encourage curiosity.

By nature learners are curious. They ask lots of questions all the time. Why is the sky blue?
Why do I have to study geometry? How do people choose what will they become in the future? Can
robots solve the problems of climate change? How?
These questions will lead to critical thinking, but some of these questions cannot be
answered by the teacher. The unanswered questions are avoided or answered unsatisfactorily.
Sometimes teachers shut down the question that curtails the first step in critical thinking. The
Internet as a problem solving and research tool can help find answers to the questions.
Understandably, the teacher will have to move away from center stage of the classroom, and
allow students the limelight of the teaching-learning process. This is the same as the shift for
teacher-centered to student-centered learning, which is the new teaching paradigm most
appropriate for learning in a digital age.

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Study Guide in PROF ED 110 Building and Enhancing New Literacies Across the Curriculum
Module No.__
Creative learning
Creativity is characterized as involving the ability to think flexibly, fluently, originally, and
elaborately (Guilford, 1986 & Torrance, 1974 in Egbert, 2009). Flexibly means able to use many
points of view while fluently means able to generate many ideas. Originally implies being able to
generate new ideas and elaborately means able to add details. Creativity is not merely a set of
technical skills, but it also involves feelings, beliefs, knowledge and motivation.
People define creativity in many ways which is a reflection of their experiences and expertise.
Bernadette Duffy (2206) defines creativity as
- ability to see things in fresh ways;
- learning from past experiences and relating this learning to new situations;

- thinking along unorthodox lines and breaking barriers;

- using non-traditional approaches to solving problems;
- going further than information given; and
- creating something unique.

Duffy (2006) said that creativity is about connecting the previously unconnected in ways that
are new and meaningful to the individual; and imagination is about internalizing perceptions and
ascribing objects and events with new meanings.

Through creative and imagination endeavors, the learners can:

- communicate their feelings in non-verbal and pre-verbal ways. For example, using gestures,
movement, dance, song
- express their thoughts – for example, by painting, drawing and writing
- comprehend, respond and represent their perceptions and understanding of the world –
For example, by the roles they adopt in their imaginative play
- experience and lasting value – For example, painting, composed songs and written literary
pieces, photographs
- solve problems and give mastery
- gain self-esteem – For instance, celebrating their identity

Teachers cannot develop the creative abilities of their students if they themselves are not
creative. Teaching for creativity cannot be achieved without creative teaching. Teaching creativity is
inevitable in the 21st century.
How is creative teaching and creative learning related? Teaching creatively is defined as
‘teacher imaginative approaches to make learning more interesting and effective’ while teaching for
creativity are ‘forms of teaching’ that are intended to develop young people’s own creative thinking
or behavior. (NACCCE, 1999).
In his research, Clark (1996) found out that creative teachers showed flexibility, accepted
alternative suggestions, encouraged expressions of ideas and tolerated humor. He described
creativity –fostering teachers as those who:
- encourage students to learn independently
- have a cooperative socially integrative style of teaching
- do not neglect the mastery of factual knowledge
- promote self-evaluation
- takes questions seriously
- offer opportunities to work with varied materials under different conditions

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Study Guide in PROF ED 110 Building and Enhancing New Literacies Across the Curriculum
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- help students to cope with frustrations and failures
- reward courage as much as being right.

Creativity is an indispensable tool of the teacher to create an enjoyable, productive and fun-
learning environment. It is an instrument for the learners to digest and go beyond to what has been
taught. Albert Einstein stated that imagination is more important than knowledge. Knowledge is
limited while imagination embraces the whole world.

SUMMARY

Schools need to adapt and develop new ways of teaching and learning that reflects a
changing world. The purpose of school should be to prepare students for success after graduation
and therefore schools need to prioritize the knowledge and skills that will be in the greatest
demand, such as those skills deemed to be most important by college professors and employers.

LEARNING ACTIVITY 1

1. Complete the table below by describing briefly the 21st Century Literacy Skills and Teaching
Resources.
Skill Description
Cooperative learning
Inquiry-based classroom
environment
Collaborative activities

HOTS activities

Creative learning

ASSESSMENT TASK

1. In your own words and in not less than 5 sentences each, explain the relevance of the 21st
Century Literacy Skills and Teaching Resources:
a) Cooperative learning
b) Inquiry-based environment
c) Collaborative learning
d) HOTS activities
e) Creativity

REFLECTION

1. Make a reflection. From the Module on the 21st Century Literacy Skills and Teaching Resources, I
realized that . . . .
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Study Guide in PROF ED 110 Building and Enhancing New Literacies Across the Curriculum
Module No.__
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LEARNING ACTIVITY 2

1. By means of a graphic organizer, present the 21st Century Literacy Skills

REFERENCES

Baylongo, Joselina T. et.al. Special Topics in Education. Volume 1. Lorimar Publishing Inc. Manila
2012
Bilbao, Purita P. et.al. Technology for Teaching and Learning 1. Lorimar Publishing Inc. Manila 2019
Dayagbil, FilomenaT. et.al. Special Topics in Education. Volume 3. Lorimar Publishing Inc. Manila
2012
Corpuz, Brenda B The 21st Century Teacher: A Transforming Influence, The Professional Teacher, Vol.
II No. 1: Lorimar Publishing Inc. Manila
De Leon, Elmer B. The 21st Century Learning Concepts: Crossing borders and Connecting Bridges,
The Professional Teacher, Vol. VI No. 2: Lorimar Publishing Inc. Manila
Llagas, Avelina T. et.al. Becoming a 21st Century Educational Leader. Lorimar Publishing Inc. Manila
2016
Lucido, Paz I. Educational Technology 2. 2nd Edition: Lorimar Publishing Inc. Manila 2012

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