GURO

21ST
CENTURY
ASSIGNMENT
COMPILATION

REX BRYAN B. RANALAN

TEACHER II-PANTUKAN NHS-SHS
GURO21-CLASS 7
 TABLE OF
CONTENTS

PART III- (P.73-74) - PAGE 1

PART IV- (P.76) - PAGE 4

ACTIVITY 2.2 - PAGE 7

ACTIVITY 2.3 - PAGE 8

Part III
1. New Learners of
21st Century
Based on the model of Zhou, 2006

Diverse
New Traits ICT SKILLS
Backgrounds Able to master the
- Independence
21st Century Learners - Creativity different skills and
comes form different - Open-mindedness competencies in ICT
backgrounds and - Enterprising minds compared to other
cultures (Age, ethnicity, generations
language, economic
status, religion, work
experience, etc.)
 POTENTIAL USE
OF FOUR PILLARS OF LEARNING IN
TEACHING & LEARNING

Learning To Know
In this particular Pillar, it emphasizes or provide the needed
competencies or contexts that are needed by the 21st century
learners In that manner, learning content is being introduced and
thus the pilar becomes relevant in teaching and learning.

Learning To Do
In this pillar, the learners are being molded to become a globally-
competitive individuals by harnessing their skills that are useful
and relevant in the working arena after they leave the portals of
the school. In this notion, teacher and learning focuses on skill
development.

Learning To Live Together

In this pillar, the learners are taught to develop social skills and
other values that respects humans in different walks of life
(different cultures, identities)

Learning to Be
This pillar focuses on the development of a whole person (body,
mind, spirit)
ATTRIBUTES
AND SKILLS
UNDER
LEARNING TO
KNOW
Based on the situation given in item no. 3

Affective Attributes
Affective characteristics include the ability to have positive interactions with
others, to reflect and act purposefully, and to see things and situations in a positive
light. Udin and her classmates exemplified all of these qualities as they eagerly
collaborated in Science class. In order to learn, they reflected on what they were
doing and purposefully conducted several tests utilizing the car and the inclined
plane.

Sense of Self-worth
The pupils' behaviors in the situation demonstrated that they believed they could
learn and contribute to a cooperative effort by using their talents.

Skills and Strategies of operation and metacognition

As they worked to find answers to the issue they posed, the students displayed
cooperative and collaborative behaviors, as well as communication, resource
management, planning, and decision-making. Students' ability to learn by doing,
focus, problem-solving, creative expression, and analytical thinking were also
indicators of metacognition.
Part IV-
Task No. 2
ICT-Literate
Individual

1. Ms. Hoa is doing a research on the effect of using multimedia

in instruction on students’ achievement and motivation. She
first conducted an exhaustive literature review to know the
extent of information available.

Explanation: A trait of an ICT-literate individual is knowing where

to access relevant information and determining the amount of
information required. This is what Ms. Hoa did, demonstrating that
she is computer proficient.

2. Mrs. Sarah assigned her students to do a paper on global

warming. She ably guided her students in doing an internet search
for their topic. This way, they do not get overwhelmed with the
wealth of information available to them and they get the needed
information effectively and efficiently.

Explanation: In digital environments, an ICT-literate person knows

how and where to discover, collect, and/or retrieve information.
Mrs. Sarah exemplifies this in the situation described above.
Part IV-
Task No. 2
ICT-Literate
Individual

3. Mr. Zair forwarded to his friends an email he had received, which

promised him a laptop if he sent the message to 100 people. The
email claimed that it was a new promotional activity by a leading
computer company.

Explanation: Mr. Zair lacks ICT literacy because he lacks the ability
to critically evaluate and filter information obtained from the
internet.

4. Ms. Maria gathers information from a variety of sources, cross-

checking each one for accuracy and veracity, before using them to
accomplish her specific purpose.

Explanation: Cross-checking sources and ensuring that information

provided by a source is correct and up to date are characteristics of
an ICT-literate individual, as Ms. Maria exhibited in the preceding
instance.
Part IV-
Task No. 2
ICT-Literate
Individual

5. Mr. Chiu submitted a reaction paper on the use of mother tongue

in teaching the early grades. In his literature search, he came
across a similar study dated several years ago. Because he was
pressed for time, he copied this research, only changing some of
the details in the study.

Explanation: Plagiarism, defined as the act of taking someone

else's work and passing it off as one's own, demonstrates that Mr.
Chiu is not ICT literate.
ACTIVITY 2.2

PEACE AND DIVERSITY

QUESTIONNAIRE FOR TEACHERS

A Appreciation for diversity 4.0

B peaceful conflict resolution 4.6

C
4.2
encouragement for student participation
and collaboration

AVERAGE 4.3
0 1 2 3 4 5

Interpretation:

Often behave in a way that demonstrates

appreciation for peace and diversity.
CRITICAL
INCIDENTS
ACTIVITY 2.3

SOCIAL AND CROSS-CULTURAL

ISSUE

KNOW WHEN IT IS
APPROPRIATE TO LISTEN
AND WHEN TO SPEAK.

SUPPORTING INCIDENTS
Teacher
TEACHER CHING DOES NOTLISTEN TO HER

CHING STUDENTS. SHE DOES ALL THE TALKING IN

THE CLASSROOM AND STIFLES QUESTIONS
FROM HER STUDENTS.

ADVICE
SHE NEEDS TO LISTEN MORE, AND GIVE
ENOUGH WAIT TIME FOR HER
STUDENTS TO PROCESS HER
QUESTIONS AND RESPOND
ACCORDINGLY. BEING A TEACHER
DOES NOT GIVE HER THE RIGHT TO
MONOPOLIZE DISCUSSIONS AND SERVE
AS THE SOLE DISPENSER OF
INFORMATION AND SOURCE OF
KNOWLEDGE IN THE CLASSROOM.
CRITICAL
INCIDENTS
ACTIVITY 2.3

SOCIAL AND CROSS-CULTURAL ISSUE

RESPOND OPENMINDEDLY
TO DIFFERENT IDEAS AND
VALUES.
SUPPORTING INCIDENTS
WHILE TEACHER SHRUTI'S EAGERNESS TO
Teacher LEARN MORE IS ADMIRABLE, SHE IS NOT
RECEPTIVE TO NEW IDEAS WHEN IT COMES

SHRUTI
TO INNOVATIVE TEACHING PRACTICES.
AND VIEWPOINTS THAT ARE DIAMETRICALLY
OPPOSED TO HER OWN. OPENLY CRITICIZING
"OUTDATED" TEACHING METHODS
DEMONSTRATES A LACK OF RESPECT FOR
OTHER PEOPLE'S PERSPECTIVES AND
PRACTICES.

ADVICE
SHRUTI, SHOULD HAVE BEEN OPEN TO
INQUIRIES AND CLARIFICATIONS
FROM HER COWORKERS. HER COWORKERS
COULD SIMPLY BE VOICING THEIR
RESERVATIONS ABOUT THE NEW STRATEGY
SHE IS PRESENTING TO THEM. TEACHER
SHRUTI COULD HAVE PATIENTLY ANSWERED
THEIR QUESTIONS AND DESCRIBED THE
BENEFITS AND DRAWBACKS OF THE NOVEL
APPROACH SHE HAD DISCOVERED.
CRITICAL
INCIDENTS
ACTIVITY 2.3

SOCIAL AND CROSS-CULTURAL ISSUE

CONDUCT ONESELF IN A
RESPECTABLE AND
PROFESSIONAL MANNER.

SUPPORTING INCIDENTS
Teacher TEACHER NING WAS THE EPITOME OF
PROFESSIONALISM. SHE DIDN'T ALLOW THE

NING RUMOR GET THE BEST OF HER, AND SHE

WENT ABOUT HER WORK AS IF SHE WERE A
TEACHER.

ADVICE
TEACHER NING'S ATTITUDE TOWARD HER
JOB, HER PUPILS, AND HER COWORKERS IS
NOTHING SHORT OF ADMIRABLE. IT WOULD
ALSO BE BENEFICIAL FOR HER TO SPEAK
WITH HER COLLEAGUE AND TRY TO COME UP
WITH A PEACEFUL SOLUTION TO THE
PROBLEM RAISED.
CRITICAL
INCIDENTS
ACTIVITY 2.3

SOCIAL AND CROSS-CULTURAL ISSUE

LEVERAGE SOCIAL AND

CULTURAL DIFFERENCES TO
CREATE NEW IDEAS AND
INCREASE BOTH
INNOVATION AND QUALITY
Teacher OF WORK
SUPPORTING INCIDENTS

KHO TEACHER NING WAS THE EPITOME OF

PTEACHER KHO UNDERSTANDS HOW TO USE
THE RESOURCES, EXPERTISE, AND SKILLS OF
VARIOUS STAKEHOLDERS TO SOLVE AN
ISSUE. HE ALSO APPEARS TO GET ALONG
WITH FOLKS FROM VARIOUS SOCIAL AND
ETHNIC BACKGROUNDS. THIS FUSION OF
IDEAS FROM VARIOUS SOURCES
CONTRIBUTES TO THE DEVELOPMENT OF
CREATIVE AND NEW SOLUTIONS.

ADVICE
TEACHER KHO SHOULD CONTINUE TO WORK
WITH MANY STAKEHOLDERS IN THE
COMMUNITY TO FIND SOLUTIONS TO
SCHOOL-RELATED ISSUES. WHAT HE IS
DOING AT SCHOOL SHOULD SERVE AS AN
EXAMPLE TO HIS CO-WORKERS
I know when it is
appropriate to listen
and when to speak.

RATING SUPPORTING INCIDENTS

In my experience in teaching, it is

4 necessary for me to be a listener

first before I speak. Example
scenario would be in dealing
individual problems of students.
There are times that students will
open up to me what could be his/her
underlying reasons why he/she is
failing. I always listen to reason,
before I give my opinion upon the
matter at hand. Though, there are
rare times that I can't control it.
I conduct myself in a
respectable and
professional manner.

RATING SUPPORTING INCIDENTS

In my job as an educator, it is vital

5 to always have a respectable and

professional manner especially
when I am in school. Students need
to see us as someone who is an
ideal person, a respectable one, so
that they will follow what we are
doing.
I respond open-mindedly
to different
ideas and values

RATING SUPPORTING INCIDENTS

I always maintain the notion of

4 being an open-minded person. Being

an open-minded one does not mean
that you discredit culture and
reservations but it shows respect on
things that are dynamic and
changing. At school, there are times
that we listen to different ideas of
teachers and learners, in that
manner, since we value diversity,
we tend to listen, understand and
accept even if it does not conform
with our ideals. As long as it is still
morally right.
I leverage social and cultural
differences
to create new ideas and increase both
innovation and quality of work.

RATING SUPPORTING INCIDENTS

In creating new concepts and ideas

4 in teaching, I always consider the

cultural background and social
status of my students wherein they
can relate and secure the quality
from planning and implementation
and its result that could benefit me
and the students.
I respect cultural differences and
work effectively with people from
a range of social and cultural
backgrounds.

RATING SUPPORTING INCIDENTS

It is a general factual information

5 that each student walk from the

different path of life with different
social and cultural backgrounds thus
I consider each culture unique and
embrace diversity of culture.