Beed (Sima)

I
OSIAS COLLEGES, INC.

F. Tañedo St., San Nicolas, Tarlac City
(045) 982-0245, E-mail: osiastrc@pldtdsl.net
S.Y. 2021 – 2022
APPROVAL SHEET
This anthology of Self-Instructional Modules of Bachelor of Elementary

Education 2A which submitted in partial fulfillment of the requirements for the Building
and Enhancing New Literacies Across Curriculum, is hereby accepted.
Accepted and approved in partial fulfillment of the requirements for the Building
and Enhancing New Literacies Across Curriculum (Prof Ed 5).
ROGER P. RAMOS, EdD

Professor
II
OSIAS COLLEGES, INC.

F. Tañedo St., San Nicolas, Tarlac City
(045) 982-0245, E-mail: osiastrc@pldtdsl.net
S.Y. 2021 – 2022
ANTHOLOGY OF SELF-INSTRUCTONAL
MODULES PRESENTED TO
THE FACULTY OF EDUCATION DEPARTMENT
OSIAS COLLEGES INC,
IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE SUBJECT
BUILDING AND ENHANCING NEW LITERACIES
ACROSS CURRICULUM
BACHELOR OF ELEMENTARY EDUCATION 2A

APRIL 2022
ROGER P. RAMOS, EdD

PROFESSOR
III
ACKNOWLEDGEMENT
The learners cannot finish this Self Instructional Module with them alone. Along
the way, they needed and accepted help from other people in order to complete this paper.
The Learners would like to express their gratitude to the following below. They are
gratefully acknowledged, and they will forever be remembered and cherished.
To Dr. Roger P. Ramos, the learners loving Professor and in Building and
Enhancing New Literacies Across Curriculum, for imparting all his knowledge, time, effort
and guidance for the accomplishment of this anthology of Self-Instructional Modules, his
comments, suggestions, corrections and compliments are great help for the improvement
of the paper.
To Dr. Lilia M. Santiago, the Vice President for Research, Extension and
Development, Dean of Graduate School and Dr. Aurea C. Salagan, the Vice President for
Academic Affairs, Dean of Undergraduate School, the learners loving Professors and
Advisers, for imparting all their wisdom, time, encouragement, motivation and guidance
for the accomplishment of this paper, their supports and compliments are great help to make
this possible.
To The learners’ Parents, the whole class would like to thank you for the unending
support you have given them. The learners would also like to thank for the financial and
moral given to them.

IV
To The Almighty God, the researchers give glory to God and thank You for the
guidance that pushed them to finish this Anthology of Self Instructional Module.
- BEED 2A
V
DEDICATION
WHEN YOU ALLOW STUDENTS

TO ENVISION THEIR OWN
LEARNING AND CREATE A
STYLES THAT REALLY WORKS
FOR THEM, WHAT YOU’RE
DOING IS CREATING LIFELONG
LEARNERS.
- BEED/2-A
VI
TABLE OF CONTENTS Page
APPROVAL SHEET...................................................................................................... I
FRONT PAGE ............................................................................................................... II
ACKNOWLEDGEMENT .......................................................................................... III
DEDICATION ............................................................................................................... V
TABLE OF CONTENTS .............................................................................................VI
CHAPTER 1: THE 21st CENTURY LITERACY,................................... 1

Introduction ..................................................................................... 2
Objectives ......................................................................................... 3
Pre-Test Activity.............................................................................. 3
Learning Action Cell ....................................................................... 6
Post-Test Activity ............................................................................ 9
References ......................................................................... 10
Attendance Photo Documentation ............................................... 12
CHAPTER 2: 21ST SKILLS CATEGORIES ……………………………….14

Introduction.....................................................................................15
Objectives ........................................................................................15
Pre-Test Activity.............................................................................15
Learning Action Cell ......................................................................15
Post-Test Activity ...........................................................................15
References ......................................................................... 18
Attendance Photo Documentation ................................................18
CHAPTER 3: NEW LITERACIES, FUNCTIONAL LITERACY AND
MULTI LITERACY ................................................................................. 19
Introduction ................................................................................... 20
Objectives ....................................................................................... 20
Pre-Test Activity ............................................................................ 20
Learning Action Cell ..................................................................... 22
Post-Test Activity ............................................................. 24
References ......................................................................... 25
Attendance Photo Documentation .................................. 25
CHAPTER 4: INTEGRATING NEW LITERACIES IN THE

CURRICULUM ................................................................................................. 27
Introduction ................................................................................... 28
Objectives ....................................................................................... 28
Post-Test Activity .......................................................................... 32
References ......................................................................... 35
CHAPTER 5: MULTICULTURAL AND GLOBAL LITERACY .............. 38

Introduction ................................................................................... 39
Objectives ....................................................................................... 39
References ......................................................................... 50
CHAPTER 6: SOCIAL LITERACY ................................................................52
Introduction ................................................................................... 53
Objectives ....................................................................................... 53
Pre-Test Activity............................................................................ 53
References ......................................................................... 61
CHAPTER 7: MEDIA LITERACY ....................................................... ..62

Introduction ................................................................................... 63
Objectives ....................................................................................... 63
References ......................................................................... 67
CHAPTER 8: FINANCIAL LITERACY........................................................ 69

Introduction ................................................................................... 70
Objectives ....................................................................................... 70
References ......................................................................... 78
Attendance Photo Documentation………………………………79
CHAPTER 9: DIGITAL/CYBER LITERACY .............................................. 81
Introduction ................................................................................... 82
Objectives ....................................................................................... 82
References ......................................................................... 88
CHAPTER 10: ECO LITERACY .................................................................... 89

Introduction ................................................................................... 90
Objectives ....................................................................................... 90
References ......................................................................... 95
CHAPTER 11: ARTS AND CREATIVE LITERACY .................................. 98

Introduction ................................................................................... 99
Objectives ....................................................................................... 99
Learning Action Cell ................................................................... 100
Post-Test Activity ........................................................................ 102
References ................................................................... …102
Attendance Photo Documentation ............................................. 103
CHAPTER 12: POLITICAL LITERACY .......................................... 106
Introduction ................................................................................. 107
Objectives ..................................................................................... 107
Pre-Test Activity.......................................................................... 107
References ....................................................................... 114
CHAPTER 13: GENDER AND DEVELOPMENT LITERACY ............... 117

Introduction ................................................................................. 118
Objectives ..................................................................................... 118
Pre-Test Activity.......................................................................... 119
References ....................................................................... 123
SELF-INTRUCTIONAL MODULE IN BUILDING AND ENHANCING NEW LITERATURE
ACROSS CURRICULUM
Module 1
21ST CENTURY EDUCATION
Group of Presenters:
Alyssa Jane M. Pablo

Jerico Canello
Name of Presenter: MZ CAWIGAN & JA Professor: ROGER P. RAMOS, EdD

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I. Introduction
With the implementation of the K-12 program of the Department of Education (DepED),
one of its tenets is the application of 21st century skills among students and teachers in
order to become paralleled with the educational standards around the world. Since the
Philippines is one of the late countries to implement a 12-years cycle of basic education,
the development of the 21st century teaching and learning in the country is seemingly less
progressive as compared with the rest of the world. But with the 21st century education,
there is a bigger assurance that the country is now gearing towards the realization of such
ambition. The 21st Century Education specified skills and competencies needed to be
acquired, mastered and exemplified by learners. Such complexities reinforced teachers to
become flexible, adaptive and responsive to the needs of these highly advanced and diverse
Digital Native learners. Hence, profiling has been continuously done to aide learners in
maximizing their potentials as global learners who are responsible users of technology,
think globally, and revolutionize global interest to education and learning. At this juncture,
teachers ’pivotal role in shaping the minds of learners begets optimal opportunities to hone
the important resource of mankind its people. Today’s education is beyond just mere
grasping of information but most specially, transforming and applying such data into
meaningful real-life experiences. It is only through practical applications of the things
students and teachers are learning that there can be a true meaningful teaching and learning
process. A teacher is forever a paragon of development and catalyzer of learning for the
students. Helping students to attain and enhance 21st century skills is just one of the
learning experiences they could provide to help students as they move forward and gear
towards the realization of becoming responsible, competent, and caring global learners that
could shape the future of the world. In this way, students are able to become competitively
enough in preparing themselves for the bigger world ahead, thus, making education more
relevant in their lives. Indeed, education is dynamic and transformative. The changes in the
Philippine educational systems signify the initiative of our government to make education
to be relevant, meaningful and useful for Filipino learners. It is through education that a
man can escape from the oppressing claws poverty. Hence, making education globally

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competitive can be an assurance that students being produced in schools may bring the
desired and needed change in the country.
II. Objectives
a. Define what is 21st Century Education;
b. Describe the characteristic of 21st century learners; and
c. Identify the 4c’s to developed the skills of the students while study core subjects;
III. Pre-Test Activity
Test l
Instruction: Encircle the letter of the correct answers in the following questions.
1. Is a teacher-centered with a fragmented curriculum and students working in isolation
memorizing facts.
a. 21st century education. b. 20th century education. c. 19th century education
2. Is a student-centered with real-life, relevant, collaborative project-based learning.
a. 19th century education. b. 21st century education. c. 20th century education
3. Empowered students to discover the truth in assertions, especially when it comes to
separating fact from opinion.
a. critical thinking. b. creativity. c. communication. d. collaboration
4. Is often treated like you have it or you don’t quality, students can learn how to be creative
by solving problems, creating systems, or just trying something they haven’t tried before.
a. critical thinking. b creativity. c. communication. d. collaboration
5. Understanding things well enough to share them clearly with other people.
6. About teamwork and the collective genius of a group that is more than the sum of its
parts.
7. Technology in the classroom is moving at a rapid pace and the 21st century teacher
moves right along with it. Classroom technology; whether it’s for lessons, assignments, or
grading, can help students learn better and faster, and help make a teacher’s time more
effective.
a. Master of Technology

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b. Collaborative
c. Adoptive
d. Lifelong learning
8. An effective 21st century educator must be able to collaborate and work well in a team.
Working with others is an important 21st century skill.
a. Lifelong learning
b. Adoptive
c. Master of Technology
d. Collaborative
9. A 21st century teacher is able to adapt to whatever comes their way. Teaching is a career
that has pretty much stayed the same over the past few decades. The tools have changed
over the years (Smart boards have replaced chalkboards, tablets have replaced textbooks)
a. Collaborative
b. Master of Technology
c. Adoptive
d. Advocates for Their Profession
10. The 21st century teacher is a lifelong learner. They don’t just expect their students to
be lifelong learners, but they too stay current and on top of what’s new in education.
a. Adoptive
c. Lifelong learning
d. Advocate for their Profession.
11. It’s a critical time in education and how it and teachers are being perceived. With the
common core being implemented and judged, the teaching profession is being met with a
close eye now more than ever before.
a. Adoptive
c. Lifelong learning
d. Advocate for their Profession

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12. The teacher encourages students to participate and makes suggestions about how
students may proceed in an activity. The teacher should be helping the students only when
necessary.
a. Teacher as the participant
b. Teacher as the assessor
c. Teacher as the prompter
d. Teacher as the comptroller
13. The teacher is a king of walking resource center ready to offer help if needed, or provide
learners with whatever language they lack when performing communicative activities.
a. Teacher as the resource
b. Teacher as comptroller
c. Teacher as participant
d. Teacher as assessor
14. He assumes this role to how well students are performing or how well they performed.
Feedback and correction are organized and carried out.
a. Teacher as participant
b. Teacher as assessor
c. Teacher as resource
d. Teacher as the organizer
15. This role improves the atmosphere in the class when the teacher takes part in an activity.
However, the teacher takes a risk of dominating the activity when performing it.
a. Teacher as Comptroller
b. Teacher as assessor
c. Teacher as participant
d. Teacher as the organizer
IV. Learning Action Cell

A 21st century education is about giving students the skills they need to succeed in this
new world, and helping them grow the confidence to practice those skills. With so much

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information readily available to them, 21st century skills focus more on making sense of
that information, sharing and using it in smart ways.
21st Century Skills are the building blocks to 21st century learning and citizenship. They
are essential for success in today's world and include the 4Cs of critical thinking and
problem solving, communication, collaboration and creativity and innovation. These skills
are developed while students study core subjects.
Critical thinking empowers students to discover the truth in assertions, especially when it
comes to separating fact from opinion.
Creativity is often treated like you have it or you don’t quality, students can learn how to
be creative by solving problems, creating systems, or just trying something they haven’t
tried before.
Communication is understanding things well enough to share them clearly with other
people.
Collaboration is about teamwork and the collective genius of a group that is more than
the sum of its parts.
The Essential Roles Of 21st Century Learning:
Instruction should be student-centered
The days of lecturing teachers has passed – though not entirely. While student-centered
learning is strongly encouraged in the 21st century, this does not mean that the teacher can
never give a lecture again. Instead, it means that the main source of knowledge in the
classroom should not be the teacher. Education is no longer about listening to the teacher
talk and absorbing the information.
Education should be collaborative
Students should be encouraged to work together to discover information, piece it together,
and construct meaning. Collaboration should also be dynamic. Students should learn how
to recognize the different strengths and talents each person can bring to a project, and
change roles depending on those attributes.
Schools should also be collaborating with other educational institutions around the world
to share information and learn about different practices or methods that have been
developed.

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Learning should have context

Student-centered does not mean that the teacher gives up all control of the classroom.
While students are encouraged to learn in different ways, the teacher still provides guidance
as to the skills that need to be acquired. The teacher can make a point of helping students
to understand how the skills they are building can be applied in their lives. Students will
be much more motivated to learn something that they can see the value in.
Schools should be integrated with society
Schools will often work at accomplishing this by creating events for the school community,
by encouraging students to join committees or take part in school projects, and by
occasionally helping the community around them with activities such as food drives or
neighborhood clean-ups.
The 21st century teacher looks forward to the future. They are aware of the ever-changing
trends in technology and are in tune of what the future may bring to education. A good 21st
century teacher is aware of the career opportunities that will be in the coming years for
their students, and are always advocating towards forward thinking and planning to ensure
all students will not be left behind.
A Master of Technology in the classroom
Technology in the classroom is moving at a rapid pace and the 21st century teacher moves
right along with it. Classroom technology; whether it’s for lessons, assignments, or
grading, can help students learn better and faster, and help make a teacher’s time more
effective.
Knows How to Collaborate
An effective 21st century educator must be able to collaborate and work well in a team.
Working with others is an important 21st century skill.
Is Adaptive
A 21st century teacher is able to adapt to whatever comes their way. Teaching is a career
that has pretty much stayed the same over the past few decades. The tools have changed
over the years (Smart boards have replaced chalkboards, tablets have replaced textbooks)
Is a Lifelong Learner

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The 21st century teacher is a lifelong learner. They don’t just expect their students to be
lifelong learners, but they too stay current and on top of what’s new in education.
Role of teacher in the 21st century
Teacher as the comptroller
The teacher is in complete charge of the class, what students do, what they say and how
they say and how they say it. The teacher assumes this role when a new language is being
introduced and accurate reproduction and drilling techniques are needed. The teacher may
have the gift of instruction, and can inspire through their knowledge and expertise.
Teacher as the prompter
The teacher encourages students to participate and makes suggestions about how students
may proceed in an activity. The teacher should be helping the students only when
necessary.
Teacher as the resource
The teacher is a king of walking resource center ready to offer help if needed, or provide
learners with whatever language they lack when performing communicative activities.
Teacher as the assessor
He assumes this role to how well students are performing or how well they performed.
Feedback and correction are organized and carried out.
Teacher as the organizer
This is the most difficult and important role of a teacher. The success of many activities
depends on good organization and on the students knowing exactly what they are to do
next.
Teacher as the participant
This role improves the atmosphere in the class when the teacher takes part in an activity.
However, the teacher takes a risk of dominating the activity when performing it.
7 Characteristic of 21st century learning
1. Knowledge - Oriented
Most basic and most important aspect of learning. Whatever you learn, it must be for the
sake of enhancing your knowledge and not to meet the immediate goal.
2. Technology-driven

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How can one think of surviving this era without technology? Whether you like the new
devices which are launched into the market at the drop of a hat or not. Update yourself
About the technology trends and learn various thing's about utilizing the numerous gadgets
to make learning a fun activity.
3.Relevancy
The things you learn must be relevant while you are focusing on that particular subject.
This will help the linking facts and logical ideas together.
4. Interdependency
Relevancy leads to interdependency of knowledge. This will help you store data on your
mind in the proper order. You can access your knowledge bank at any time with ease.
5. Adaptable data
The data you acquire must be versatile. You should be able to apply the knowledge
wherever required and benefits yourself.
6. Rich in Data information
The information given to you from your teachers your parents or other must be rich in Data,
half knowledge will not help. Complete understanding of things is necessary.
7. Diverse form of learning
The process of learning must happen in all directions. In the sense, you must be learning
via various forms of media assessment or instructional strategies. A collaborative approach
must be followed in terms of using technology, source of data.
V. Post Test
Test I:
Write T if the statement is true and F if it's false
_____ 1. Technology driven is most basic and most important aspect of learning. Whatever
you learn, it must be for the sake of enhancing your knowledge and not to meet the
immediate goal.
_____ 2. Relevancy is the things you learn must be relevant while you are focusing on that
particular subject. This will help the linking facts and logical ideas together.

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_____ 3. Adaptable data is information given to you from your teachers your parents or
other must be rich in Data, half knowledge will not help. Complete understanding of things
is necessary.
_____ 4. Diverse form of learning is the process of learning must happen in all directions.
In the sense, you must be learning via various forms of media assessment or instructional
strategies. A collaborative approach must be followed in terms of using technology, source
of data.
_____ 5. Adaptable data the data you acquire must be versatile. You should be able to
apply the knowledge wherever required and benefits yourself.
Test ll
Enumeration
1-5. Give 5 characteristic of 21st century learning
6-10. Give 3 Roles of teacher in 21st century learner.
VI. Reference
https://oecdedutoday.com/what-should-students-learn-in-the-21st-
century/
https://www.huffpost.com/entry/preparing-for-the-21st-ce_b_6738538
https://en.wikipedia.org/wiki/21st_century_skills
https://www.careerindia.com/tips/7-characteristics-of-21st-century-
learning-009587.html?story=2
https://www.etoninstitute.com/blog/the-7-roles-of-a-teacher-in-the-21st-
century
https://www.battelleforkids.org/learning-hub/learning-hub-item/what-
is-a-21st-century-
education#:~:text=A%2021st%20century%20education%20is%20one
%20that%20responds%20to%20the,don't%20even%20exist%20yet.

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VII. Attendance Photo Documentation (a must)

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Module 2
21st CENTURY SKILL CATEGORIES
SHYRA COLINE TIMBANG

JOAN SEMBRANO

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Module 12
Political Literacy
I. Introduction
21st century skills comprise skills, abilities, and learning dispositions that have been
identified as being required for success in 21st century society and workplaces by educators,
business leaders, academics, and governmental agencies. This is part of a growing
international movement focusing on the skills required for students to master in preparation
for success in a rapidly changing, digital society. Many of these skills are also associated
with deeper learning, which is based on mastering skills such as analytic reasoning,
complex problem solving, and teamwork. These skills differ from traditional academic skills
in that they are not primarily content knowledge-based.[1][2][3]
During the latter decades of the 20th century and into the 21st century, society has
undergone an accelerating pace of change in economy and technology. Its effects on
the workplace, and thus on the demands on the educational system preparing students for
the workforce, have been significant in several ways. Beginning in the 1980s, government,
educators, and major employers issued a series of reports identifying key skills and
implementation strategies to steer students and workers towards meeting the demands of the
changing workplace and society.
II. Objectives
• To enhance mindful understanding of 21st century skill categories
• To discuss the importance of 21st century skill categories
• To develop their critical thinking about 21st century skills categories.

(Full narrative text of the topic)
V. Post-Test
Multiple Choice
Answer the following

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1). The mental processes required to adapt and improve upon a modern work environment.
a). Learning Skills
b). Literally Skills
c). Life Skills
2). Take a look at intangible elements of a student’s everyday life. These intangibles focus on
both personal and professional qualities.
a). Learning Skills
c). Life Skills
3). It 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.
a). Learning Skills
c). Life Skills
4). Applying higher order thinking to new problems and issues, using appropriate reasoning
to effectively analyze the problem and make decisions about the most effective ways to solve
the problem.
a). Collaboration
b). Critical thinking
c). Creativity
5). Working with others respectfully and effectively to create, use and share knowledge,
solutions and innovations.
a). Collaboration

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b). Critical thinking
c). Creativity
B. Identification
Identify the correct answer.
__________ 1). Is the ability to find, evaluate, organize, use, and communicate information
in all its various formats, most notably in situations requiring decision making, problem
solving, or the acquisition of knowledge
__________ 2). Is the practice of identifying publishing methods, outlets, and sources while
distinguishing between the ones that are credible and the ones that aren’t
__________ 3). Is the ability to find, evaluate, organize, use, and communicate information
in all its various formats, most notably in situations requiring decision making, problem
solving, or the acquisition of knowledge
___________ 4). Is the expression of someone’s ability to adapt to changing circumstances.
__________ 5). Is someone’s penchant for setting goals, walking a team through the steps
required, and achieving those goals collaboratively.
Essay (11-20)
Give something that you think is a big help to your skill to become a 21st century
teacher someday and explain why.

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VI. Reference
21st century skills - Wikipedia

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Module 3
NEW LITERACIES, FUNCTIONAL LITERACY, AND MULTI

LITERACY
JAN REIN G. NESPEROS

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Module 3
New literacies, Functional literacy, and Multi literacy
I. Introduction
An important mission of teaching and learning literacy is to equip students
with literacy skills so that they can fully participate in social and cultural activities in
the modern world. The conventional view of literacy, however, is limited to the mastery
of “page-bound, official, and standard forms of the national language” (The New
London Group, 1996). In other words, the meaning of literacy is restricted to paper-
based, formalized, and standardized forms of language that only reflects the dominant
language and culture. However, along with the rapid change of technology and social
life, the language skills needed to make sense of the world are also changing. The
radical changes that occur in people’s lives brought up new requirements for
developing literacy skills that are much more complicated and various than before.
Since the conventional view of literacy is too narrow to satisfy people’s needs to fully
participate in social and cultural activities, scholars attempt to broaden the scope of
literacy so that the expanded understanding of literacy can better support researching,
teaching, and learning.
II. Objectives
● Discuss new literacies and their impact on the teaching-learning process
● Describe a multi-literate teacher
● Define functional literacy

Pre-Test-Total points 10/10
Multiple Choice 1-5
1. It refers to the practical skill set needed to read, write, and do math for real-life
purposes, so people can function effectively in their community.

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a) New literacies b) Functional literacy c) Multi-literacies d) none of the above

2. The concept of understanding information and the design of meaning through the
manipulation of individual modes, these being: Linguistic Meaning, Visual
Meaning, Audio Meaning, Gestural, Tactile and Spatial Meaning.
a) New literacies b) Functional literacy c) Multi-literacies d) none of the above
3. “The ability to identify, understand, interpret, create, communicate and compute,
using printed and written materials associated with varying contexts.
a) New literacies b) Functional literacy c) Multi-literacies d) Literacy
4. It refers to new forms of literacy made possible by digital technology
developments. Commonly recognized examples include instant messaging,
blogging, social networking, podcasting, photo sharing, digital storytelling, and
conducting online searches.
a) New literacies b) Functional literacy c) Multi-literacies d) Literacy
5. Performing creative and critical thinking skills to understand dense or complex
texts.
a) Below Basic Literacy b) Basic Literacy c) Intermediate Literacy d) Proficient
Literacy
Identification 6-10
6. _____________It is the ability to access, evaluate, and create messages through
different types of media.
7. _____________It is the ability to manage finances and make decisions about
money.
8. _____________It is the ability to comprehend laws so you are able to follow
policies and legal procedures.
9. _____________It is the ability to interpret religious scriptures and communicate
with different faiths.
10. _____________It is the ability to use computers. This skill set can range from
basic competency (i.e., using applications like email and Microsoft Office) to
advanced knowledge (e.g., programming and computer science).

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What is Literacy?
“The ability to identify, understand, interpret, create, communicate and
compute, using printed and written materials associated with varying contexts. Literacy
involves a continuum of learning in enabling individuals to achieve their goals, to
develop their knowledge and potential, and to participate fully in their community and
wider society.” – UNESCO
What is NEW LITERACY?

New literacies refer to new forms of literacy made possible by digital
technology developments. Commonly recognized examples include instant messaging,
blogging, social networking, podcasting, photo sharing, digital storytelling, and
conducting online searches.
What is FUNCTIONAL LITERACY?
● Functional literacy refers to the practical skill set needed to read, write, and do math
for real-life purposes, so people can function effectively in their community. This
definition comes from the United National Educational, Scientific and Cultural
Organization, or UNESCO, an international agency that researches education,
science, and communication.
● In the U.S., functional literacy is assessed by the National Assessment of Adult
Literacy, or NAAL. NAAL is put together every few years by the National Center
for Education Statistics, a research division of the Institute of Education Sciences
in the Department of Education. This research classifies literacy according to four
levels:
FOUR LEVELS:
1) Below Basic Literacy: reading and writing words and numbers in very simple
documents.

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Examples: locating easily identifiable information on a chart; signing a form; adding a

dollar amount to a deposit slip.
2) Basic Literacy: performing simple skills to understand short texts.
Examples: reading a pamphlet; using a TV guide; comparing ticket prices.
3) Intermediate Literacy: performing challenging skills to understand long texts.
Examples: looking up information in a reference book; summarizing a long article;
placing an order and calculating the cost.
4) Proficient Literacy: performing creative and critical thinking skills to understand
dense or complex texts.
Examples: comparing viewpoints in editorials; interpreting statistical graphs;
measuring and calculating the costs of food items per ounce.
Kinds of Functional Literacy
● Media Literacy is the ability to access, evaluate, and create messages through
different types of media. Its purpose is to turn people from mass consumers
into thoughtful citizens who aren’t susceptible to propaganda or advertising.
● Religious Literacy is the ability to interpret religious scriptures and
communicate with different faiths. Religious literacy is important for
combating fundamentalism (e.g., religious fanaticism) and prejudice (e.g.,
Islamophobia).
● Financial Literacy is the ability to manage finances and make decisions about
money. Whether you’re a consumer, a business owner, or a voter,
understanding financial budgets, interest rates, and savings is an essential life
skill.
● Computer Literacy is the ability to use computers. This skill set can range
from basic competency (i.e., using applications like email and Microsoft
Office) to advanced knowledge (e.g., programming and computer science).
● Legal Literacy is the ability to comprehend laws so you are able to follow
policies and legal procedures.

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● Scientific Literacy does not necessarily mean memorizing facts; rather, it’s
knowing how to conduct experiments and identify evidence that supports or
contradicts preconceived beliefs or hypotheses.
● Health Literacy is the ability to understand healthcare information,
particularly for making medical decisions or lifestyle choices about nutrition,
exercise, sleep, and other factors that affect physical and mental well-being.
● Civic Literacy (a.k.a. Civics) is awareness of how government works as well
as your rights and responsibilities as a citizen and voter.
What is MULTI LITERACY?
Multiliteracies are the concept of understanding information and the design

of meaning through the manipulation of individual modes, these being: Linguistic
Meaning, Visual Meaning, Audio Meaning, Gestural, Tactile and Spatial Meaning.
Each mode has a different characteristic used for meaning-making, communication and
representation of knowledge and ideas.
The Five Modes
• Linguistic – word choice; delivery of spoken or written text (tone); organization

into sentences, phrases, paragraphs, etc.; coherence of individual words and ideas.
• Visual – color, layout, style, size, perspective
• Gestural – facial expressions, hand gestures, body language, interactions between

people
• Spatial – arrangement, organization, proximity between people and objects.
• Audio – music; sound effects; ambient noise/sounds; silence; tone; emphasis and
accent of voice in spoken language; volume of sound.
V. Post-Test
Post-Test Total points 10/10
Essay 1-10

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1-3 What is meant by new literacies? What is their impact on the teaching-learning
process?
4-6 Describe a multiliterate teacher.
7-10 How can we integrate new literacies and functional literacy in the curriculum
and in classroom practice?
VI. Reference
Cocchiarella, Christopher. 2018. mindfultechnics. December 30.
https://mindfultechnics.com/what-is-functional-
literacy/#:~:text=Clearly%2C%20reading%20or%20writing%20words,literacy%20is
%20called%20functional%20literacy.
2020. Ecu. January 23. https://ecu.au.libguides.com/video-essay/modes-of-modality.
1988-2022. igi-global. https://www.igi-global.com/dictionary/new-literacies/37298.

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Module 4
INTEGRATING NEW LITERACIES IN THE CURRICULUM
NEIL JOHN IGNACIO

ALLEN JOY LAMPANO
AIONA LATORRE

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Module 4
INTEGRATING NEW LITERACIES IN THE CURRICULUM
I. Introduction
The Integrated Curriculum aim to connect the theory learned in the
classroom, with practical, real-life knowledge and experiences. An integrated
curriculum focus on the basic skill, content and higher-level thinking. It also
encourages lifelong learning. A structure learning around themes, big ideas and
meaningful concepts. Also provides connection among various curriculum
disciplines. As long provides learners opportunities to apply skill they have learned.
II. Objectives
• Discuss the definition of the Integrated Curriculum
• Identify and define the approaches and methods of the Integrated
Curriculum
• Discuss the types and benefits of Integrated Curriculum
•
PRE TEST
I. Multiple Choice
1. Teaching to an integrated curriculum decreases the importance of assessment.
a. TRUE
b. FALSE
2. Why is it most important to determine the effectiveness of an
Interdisciplinary Approach?
a. A. If it’s effective, you are able to meet the needs of all of your students.
b. If it’s effective, you never have to change the way you teach.
c. If it’s effective, you will score better on your Teacher evaluation
d. it’s effective, you’ll be able to adjust the curriculum you teach.

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3. How would you describe an Interdisciplinary approach in teaching lessons?

a. Incorporating only two domains of knowledge into each lesson at a time.
b. Incorporating a variety of domains of knowledge into each lesson.
c. Focusing on one domain of knowledge for each lesson.
4. Transdisciplinary learning ___________________.
a. Embraces the principles of an equitable education
b. Is looking at local and global contexts
c. Is broad, balanced, holistic, and transformative
5. A common example of this integration are problem- based learning and
applying lesson in real life situation.
a. Interdisciplinary
b. Multidisciplinary
c. Intradisciplinary
d. Transdisciplinary
II. Identification
1. It focuses on basic skills, content and _________________ thinking.
2. Educator can also __________________ across the curriculum with
computer skills integrated with in every subject area.
3. In the ________________ approach to integration, teachers organize the
curriculum around student questions and concerns.
4.-5. The approaches to integration are _____________, __________ and
_____________.
III. Definition of Terms
1. This happens when topics surrounding disciplines are connected, which
allows students to review and re-conceptualize ideas within a discipline.
2. Is one in which the same topic is studied from the viewpoint of more than
one discipline.
3. Is described as one that connects different areas of study by cutting across
subject-matter lines and emphasizing unifying concepts. Integration focuses on

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making connections for students, allowing them to engage in relevant, meaningful

activities that can be connected to real life.
4. It refers to learning that actively involves students in a wide range of
experience, which often benefits others and the community, while also advancing
the goals of a given curriculum.
5. It engages students in creating knowledge while enhancing their critical
thinking, creativity, collaboration, communication, reasoning, synthesis and
resilience.
IV. Essay
What is integrated curriculum in your own perspective? And as a future educator
what is the impact of integrated curriculum on the students? (20pts.)

Integrated Curriculum
An integrated curriculum is described as one that connects different areas of study by
cutting across subject-matter lines and emphasizing unifying concepts. Integration
focuses on making connections for students, allowing them to engage in relevant,
meaningful activities that can be connected to real life.
Approaches to Integration
Multidisciplinary Approaches
An approach to curriculum integration which focuses primarily on the different
disciplines and the diverse perspectives they bring to illustrate a topic, theme or
issue. A multidisciplinary curriculum is one in which the same topic is studied from
the viewpoint of more than one discipline.
Interdisciplinary Approaches
An approach to curriculum integration that generates an understanding of themes and
ideas that cut across disciplines and of the connections between different disciplines
and their relationship to the real world.
Transdisciplinary Approaches

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In the transdisciplinary approach to integration, teachers organize the curriculum

around student questions and concerns. Students develop life skills as they apply
interdisciplinary and disciplinary skills in a real-life context.
Methods of Curriculum Integration
Project- Based Learning
It engages students in creating knowledge while enhancing their critical thinking,
creativity, collaboration, communication, reasoning, synthesis and resilience. The
students start by defining the purpose of creating the end-product; implement the
design; solve the problem that arise; and come up with the product guided by a plan or
a model.
Service Learning
It refers to learning that actively involves students in a wide range of experience, which
often benefits others and the community, while also advancing the goals of a given
curriculum. Community-based service activities are paired with structured preparation
and student’s reflection.
Learning Centers/ Parallel Disciplines
A popular way to integrate the curriculum is to address a topic or theme through the
lenses of several subject areas. In an elementary classroom, students often experience
this approach at learning centers. As the students move through the learning center to
complete the activity, they learn about the concept being studied through the lenses of
various discipline. In higher grades, students usually study a topic or theme in different
classroom. This may take the form of parallel disciplines and teacher sequence their
content to match the content in the other classroom.
Theme- Based
Some teachers go beyond sequencing content and plan collaboratively and they do it in
a more intensive way of working with a theme dubbed as “theme-based. Often three or
more subject’s areas are involved in the study, and the unit ends with an integrated
culminating activity. Units several weeks’ duration may emerge from this process and
the whole school may be involved. Other thematic programs may involve teacher

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across the same grade, wherein teacher carefully connect the activities to the standard
in each discipline.
Fusion
In this method, teacher fuse skill, knowledge, or even attitudes into the regular school
curriculum. In some school, students learn respect for the environment in very subject
area or some incorporate values across discipline. Educator can also fuse technology
across the curriculum with computer skills integrated with in every subject area.
Other Types of Integrated Curriculum
Connected
This happens when topics surrounding disciplines are connected, which allows students
to review and re-conceptualize ideas within a discipline.
Sequenced
This is observed when similar ideas are taught together, although in different subject,
which facilitate learning across content areas, but requires a lot of communication
among teacher of different discipline.
Shared
This is when teacher use their planning to create an integrated unit between two
discipline. Although in some way, this methods of integration require a lot of
communication and collaboration two teacher.
Webbed
This reflects when teacher plans to base the subject areas around a central theme that
will tend students to see the connection within different subject.
Benefits of Integrated Curriculum
It focuses on basic skills, content and higher-level thinking.
It provides a deeper understanding of the content.
It encourages active participation in relevant real-life experience.
It provides connection among various curricular disciplines
It accommodates a variety of learning styles, theories and multiple intelligences
V. Post-Test
Test 1: Multiple Choice

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Instruction: Encircle the correct answer.

1. In this approach the understanding of theme that connection between the
discipline and their relationship to the real world.
a. Multidisciplinary b. Interdisciplinary c. Transdisciplinary
2. The students will be creating a knowledge by implementing the design or to
solve the problems and also come up with the product guided by a plan or a
model.
a. Project- based Learning b. Service Learning c. Fusion
3. In this approach dissolve the boundaries between the conventional and
organize teaching and learning around the construction of meaning in the
context of the real world problems.
a. Multidisciplinary b. Interdisciplinary c. Transdisciplinary
4. In this students work collaboratively and also include the ideas, skill in the
specific content and it help the student to remember what they learn and at the
end they will conduct a culminating activity.
a. Project- based Learning b. Service Learning c. Theme- based
5. In this when the topic will be surrounding disciplines and the students will review
and re-conceptualize ideas within discipline.
a. Webbed b. Shared c. Connected
Test II: Identification
Instruction: Write the correct answer in the blank provide.
1. It focus on the basic skill, content and higher-level thinking.
2. In this approach students learn to respect for the environment in
every subject area.
3. This method it based in the community that the students will
prepare in the work force.
4. In this teacher where plan to around subject areas theme that will
tend students to see the connection within different subjects.
5. This methods of integration require a lot of communication and
collaboration two teacher.

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Test III: Enumeration

1-3 Give the three approaches of Integrated Curriculum
4-8- Give the five methods of Integrated Curriculum
Test IV: Essay(2points)
1. In your own words what is the integrated curriculum and explain it clearly.
Answer Key:
Post-Test
Test I
1. B. Interdisciplinary
2. A. Project- Based Learning
3. C. Transdisciplinary
4. C. Theme- Based
5. C. Connected
Test II
1. Integrated Curriculum
2. Multidisciplinary
3. Service Learning
4. Webbed
5. Shared
Test III
1. Multidisciplinary
2. Interdisciplinary
3. Transdisciplinary
4. Project- Based Learning
5. Service Learning
6. Learning Center/ Parallel Disciplines
7. Theme Based
8. Fusion
Pre- Test
Test I

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1. A .
2. A
3. B
4. C
5. D
Test II
1. HIGHER- LEVEL
2. FUSE TECHNOLOGY
3. TRANSDISCIPLINARY
4.-5. INTERDISCIPLINARY, MULTIDISCIPLINARY, TRANSDISCIPLINARY
Test III
1. CONNECTED
2. MULTIDISCIPLINARY APPROACH
3. INTEGRATED CURRICULUM
4. SERVICE LEARNING
5. PROJECT BASED LEARNING
VI. Reference
Drake,S,M & Burns,R,C. (2004). Meeting Standards Through Integrated
Curriculum. United States of America. ASCSD Drake,S,M & Burns,R,C. (2004).
Meeting Standards Through Integrated Curriculum. United States of America.
ASCSD
https://youtu.be/QKu_R1OAEKQ
https://www.youtube.com/watch?v=hnOpNjQCkIA
https://servelearn.co/blog/integrated-curriculum-changing-the-future-of-
teaching/

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Module 5
Multicultural and Global Literacy
KAYE ANN L. GAJUNIA

SHAYRA DE GUZMAN

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Module 5
Multicultural and Global Literacy
I. Introduction
In today’s era, classrooms now are oftentimes heterogenous incomposition. Our
learners now came from different race, ethnic backgrounds, socio- economic
statuses, genders and sometimes ages group together with an unexplainable
behavior, problems and mind- that somehow teachers find it difficult
to handle and making the learners become responsive and motivated to learn is
another question that needs an immediate answer.
This module presents concepts on multiculturalism, multiculturaleducation,

multicultural and global literacy. And different insights on how an educator
become culturally responsive amidst new and advance technological world we
live in.
II. Objectives
• Define multicultural literacy and global literacy.
• Discuss multicultural education.
• Explain why multicultural and global education is important in the classroom.

Multiple choices
1. The adoption of elements of a majority culture by members of the majority culture.
A. Xenophobia
B. Equity
C. Tolerance
D. Cultural Appropriation
2. To adapt to or comfort to the customs, attitudes, etc. Of the group or nation.

A. Minority Group
B. Race
C. Cultural Assimilation

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D. Discrimination
3. Social behaviors and norms found in human societies.

A. Culture
B. Prejudices
C. Discrimination
D. Racism
4. Having variety, especially including different types of people (usually in terms of races,
culture, etc.)
A. Cultural Assimilation
B. Refugee
C. Diversity
D. Majority Group
5. The act of leaving one’s own country to settle permanently in another.

A. Minority Group
B. Immigration
C. Cultural Appropriation
D. Cultural Assimilation
Identification
__________6. Ensuring that individuals or groups are treated the same.

__________7. Ensuring that all members of a society do not have obstacles that stop them
from attaining a happy and healthy life.
__________8. A group of people that has a common ancestry, language, history, society, or
cultural tradition.
__________9. The background from which one comes.
__________10. The act of coming to live permanently in a foreign country.
Matching type (11-15)
The process of breaking down barriers of A. Minority Group.
discrimination and segregation that separate a
group of people from the rest of society.
A social group considered to have the most B. Multiculturalism.
power in a particular place.

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A social group considered to have less power C. Integration.

in a particular place and be subordinate (lower
in rank) to others.
A culturally-diverse society, and a society, that D. Discrimination.
aims to protect cultural diversity.
Prolonged unjust treatment or control of a E. Majority Group.
group of people.
F. Oppression
(16-20) Essay
How Do You Integrate Multicultural and Global Literacies in The Lesson?

What is Multicultural Literacy?
• Multicultural Literacy is awareness that culture impacts behavior and beliefs.
Awareness and appreciation of different beliefs, appearances and lifestyles.
• Multicultural Literacy consists of the skills and ability to identify the creators of
knowledge and their interest (Banks, 1996), to uncover the assumptions of
knowledge, to view knowledge from diverse ethnic and cultural perspective and to
use knowledge to guided action that will create a humane and just world (Boutte,
2008).
Three Multicultural Competencies (Tilford, 2000-2001)

➢ KNOWLEDGE – Awareness and understanding needed to live and work in a diverse
world.
➢ PERSONAL ATTRIBUTES – The traits needed by those who live and work in a
diverse world
➢ SKILLS – The behavior and performance task needed to live in a diverse world.
KNOWLEDGE

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❑ CULTURAL SELF- The ability to understand one’s ethnic identity and how it
influences identity development.
❑ DIVERSE ETHNIC GROUP- Knowledge of diverse ethnic groups and their cultures.
❑ SOCIAL, POLITICAL, ECONOMIC, HISTORICAL FRAMEWORKS- Awareness

of how social, political, economic, historical issues impact race and ethnic relations in
the world.
❑ CHANGING DEMOGRAPHICS- Understanding population dynamics related to

ethnic minority and majority citizens.
❑ DIVERSITY IMPLICATIONS FOR CAREER- Understanding how diversity

impacts the academic discipline, career and professional development.
PERSONAL ATTRIBUTES
❑ FLEXIBILITY- The ability to respond and adopt to new and changing situation.
❑ RESPECT- An appreciation for those who are different from one’s self.
❑ EMPATHY- The ability to understand another person’s culture by listening and

understanding their perspective.
SKILLS
❑ CROSS CULTURAL COMMUNICATION- Verbal and nonverbal communication

skills in interaction with those who are culturally different from one’s self.
❑ TEAMWORK- The ability to work in culturally diverse groups towards a common

goal.
❑ LISTENING- The intention and ability to attend to what others are saying.
❑ CONFLICT RESOLUTION- The ability to resolve cultural conflicts that occur

between individuals and groups.
❑ CRITICAL THINKING- The ability to use inductive and deductive reasoning to

understand diverse perspective.

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❑ LANGUAGE DEVELOPMENT- The ability to speak and write more than one
language.
❑ LEADERSHIP DEVELOPMENT- The ability to provide multicultural leadership.
Ways to Implement Multicultural Education in the Classroom
● UNDERSTAND YOUR STUDENTS- First and foremost, it is very important to

understand the cultural backgrounds of all your students. It helps in knowing all the
cultures to address and lessons to plan.
● IDENTIFY THEIR STRENGTHS AND WEAKNESSES- As an effective

multicultural teacher, it is your responsibility to identify the strengths and weaknesses
of your students to know how to eliminate them.
● ENCOURAGE THEM TO SHARE REAL-LIFE EXPERIENCES- Organizing casual

sessions where students share their past stories and experiences help them open up,
relate with each other, and build strong communication skills.
● ORGANIZE OPEN DISCUSSION- Selecting a current cultural or social issue and

holding an open discussion on them allows the students to share their thoughts, be
better listeners, and know about the issues faced by other communities.
● PLAN GROUP ACTIVITIES- Planning group activities that focus on teamwork and
collaboration help overcome cultural barriers, increase student involvement, and
embrace cultural differences in a class.
● CULTURAL FOOD SWAP- Occasionally, you should ask the students to bring their
cultural food for lunch and swap it with one another to help them embrace and know
about various dishes.
● ENCOURAGE CULTURAL STORYTELLING- Every household has some folktales

that are told to its children. Ask the students to share their cultural stories and draw
moral lessons from each one of them.
● CELEBRATE NATIVE FESTIVAL- Celebrating cultural festivals also helps each

student feel valued and eventually make the classroom culturally responsive

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GLOBAL LITERACY
What is Global Literacy?
● Global Literacy is an understanding of how the world is organized and

interconnected. It brings awareness of the possibilities and constraints facing the
world’s people.
● Students who are globally literate are able to think critically about the world and the
role that they play in it.
● Globally literate students are empowered to affect positive change in the world.
Global Literacy Aims to:
✓ Global Literacy aims to address issues of globalization, racism, diversity and social
justice
✓ Global Literacy also aims to empower students with knowledge and take action to
make a positive impact in the world and their local community.
Global Literacy promotes and encourages:
❖ Collaboration
❖ Communication and an understanding of world
❖ Language and Culture
❖ Responsible global citizenship
❖ Respect for diversity
❖ An understanding of the skills and technologies that are necessary for life in the 21st
century
❖ The ability for students to become advocates for themselves and their city/ state/
country.
According to the Ontario Ministry of Education (2015). A global citizen should display

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most or all of the following characteristics:
❖ Respect for humans no matter their race, gender, religion or political perspective.
❖ Respect for diversity and various perspectives.
❖ Promoting sustainable patterns of living, consumption, and production.
❖ Appreciate the natural world and demonstrate respectful towards the rights of all
living things.
V. Post-Test
A. Multiple Choice (1-5)
1). The traits needed by those who live and work in a diverse world
a). Knowledge
b). Skills
c). Personal Attributes
2). Awareness and understanding needed to live and work in a diverse world.
a). Knowledge
b). Skills
3). The behavior and performance task needed to live in a diverse world.
a). Knowledge
b). Skills
4). The ability to understand one’s ethnic identity and how it influences identity
development.
a). Cultural Self

b). Social, Political, Economic, Historical Frameworks
c). Diverse Ethnic Groups
5). The ability to work in culturally diverse groups towards a common goal

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a). Cross Cultural Communication

b). Listening
c). Teamwork
B. Identification (6-10)
__________ 6). It is awareness that culture impacts behavior and beliefs. Awareness and
appreciation of different beliefs, appearances and lifestyles?
__________ 7). It is an understanding of how the world is organized and interconnected. It

brings awareness of the possibilities and constraints facing the world’s people?
__________ 8). The ability to provide multicultural leadership.
__________ 9). An appreciation for those who are different from one’s self.
__________ 10). Understanding population dynamics related to ethnic minority and majority
citizen
C. Matching Type (10-15)
KNOWLEDGE PERSONAL ATTRIBUTES

SKILLS
__________ 11). FLEXIBILITY

__________ 12). DIVERSITY IMPLICATIONS FOR CAREER
__________ 13). CULTURAL SELF
__________ 14). LISTENING

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__________ 15). CRITICAL THINKING
D. ESSAY (15-20)
How is multicultural and global literacy interconnected?
VI. Reference
academia.edu/40429197/Globalization_Cultural_and_Multicultural_Literacy_PR
ESENTATION20190924_89194_ijz8ec
https://youtu.be/vA0N2eVeGw0

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Module 6
SOCIAL LITERACY
MA. ZOLYNAIR CAWIGAN

JOEY ALBERT TUNGCUL

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Module 6
Social Literacy
I. Introduction
Beyond basic literacy which is popularly defined as a form of ability to read, write, and do
basic arithmetic, social literacy is a highly emerging subject in many academic audiences.
This is timely because social skills, knowledge and positive human values are equally
important. They support human anilities to become a responsible member of the community.
The need for social skills is rooted on human diversity. People differ in many ways as to age,
ethnicity, gender, religion, political beliefs, socio economic status, sexual orientation, and
gender Identity. (Tamayao, 2013) These are inescapable realities of life that one must face to
live harmoniously with people and to eventually succeed in a chosen field.
II. Objectives
• To develop mindful understanding of the working definition of social literacy and its
importance.
• To discuss fundamental social skills and the role of school in teaching them to
children and;
• To create a sense of responsibility and cohesion in a socially- diverse society.
A. Multiple Choice
Answer the following questions
1.Vygotsky view of cognitive development is
A. He saw development as genetically predetermined
B. He saw development as a sequence of learning stimuli- response association
C. He saw development as a subject to mutation during its course
D. He proposed that intellectual development can be understood in terms of the

historical and cultural context children experience

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2. The concept of Zone of Proximal Development (ZPD) was given by
A. Bandura
B. Piaget
C. Skinner
D. Vygotsky
3. Lev Vygotsky has included the factors involved in the cognitive development of the child:
A. Social interaction
B. Teacher interaction
C. Parent interaction
D. All of the above
4. Which of the following is not true about the socio-cultural theory of Vygotsky?
A. Children learn very little from performing tasks they can already do independently
B. Concept of Zone of Proximal Development (ZPD) is a part of it
C. It ignores the importance of language in cognitive development
D. It emphasizes the role of the socio-cultural environment in cognitive development
5. Which of the following theorists while viewing children as active seekers of knowledge
emphasized the influence of social and cultural contents on their thinking?
A. John B. Watson
B. Lev Vygotsky
C. Jean Piaget
D. Lawrence Kohlberg

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B. Identification
________6. The first step to developing relationship of children with their peers is by social
interaction through
________7. There are three aspects of conversation which are equally important
________8. It means that one is able to feel what the other person feels. It is a bridge to
connect with other people
________9. This is a courageous act and is the quickest and easiest way to correct a social
blunder
________10. This is also about anticipation. Conversation also require that one previews or
thinks about what effect the word or action may have on the listener before he says or does
them
C. Essay
11-20. what is social literacy and why is it important?
Social Literacy
According to Alata and Ignacio (2019) Social literacy concerns itself with the development
of social skills that enable human beings to act positively and responsibly in range of
complex social settings.
It is the knowledge of how to behave and treat other people that is morally upright, jest and
equitable to promote positive and productive relations.
• It supports proactive working with people in the society to successfully and

deliberately mediate his world as family member, worker, citizen, and lifelong
learner.
• It is the knowledge of how to behave and treat other people appropriately.
• The ability to connect effectively with those around us is part of this aspect of
literacy.

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• It spans across interacting with peers, family, co-workers, teachers, and even people
we may not have met face to face.
• It is also crucial in person’s success.
• As listening to opinions and thoughts of others, is essential in learning.
• Understanding social cues and norms is extremely beneficial in building relationships
with people.
• We play so many roles every day and we socially need to grasp how to play those
roles appropriately.
Socio-Cultural Theory
The society contributes a lot to the development of an individual. Human learning is

basically then a social process.
The socio-cultural theory grew from the work of Lev Vygotsky, who believed that parents,
care givers, peers, and the culture as a whole were responsible for developing the child’s
personality.
According to Vygotsky, learning has its own basis in interacting with other people. Once this
has occurred, the information is then integrated on the individual level. In a separate but
similar note, the socio-cultural theory explains that learning occurs during social interaction
between and among individuals.
It adheres that learning takes place first through social interaction and second through
individual internalization of social behaviors (Drew, 2019)
Socio-cultural theory focuses not only on how adults and peers influence individual learning,
but also, as cultural belief and attitudes affect how learning takes place. Following his theory,
children are born with basic biological constraints on their mind.
Another concept in socio-cultural theory is the Zone of Proximal Development or ZPD.

According to Vygotsky, this is the distance between actual development level as determined
by independent problem solving and the level of potential development. This is determined
through problem solving under adult guidance or in collaboration with more capable peers. It

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therefore includes all the knowledge and skills that a person cannot yet understand or
perform on their own. But capable of learning with guidance. As children are allowed to
lengthen their skills and knowledge, often by observing someone who is more advanced, they
are able to progressively stretch their ZPD.
The fundamental Social Literacy Skills
Peers and schools play a formative role on the social skills development of children. As cited
by Alata and Ignacio (2019) these social skills are often expresses as consisting of three
inter-related components: Social perception, social cognition and Social performance,
In literacy parlance, social skills is defined as the ability to interact with others in a given
social context in specific ways that are socially acceptable or values and at the same time
personally interesting, mutually engaging or primarily beneficial to others.
Several social skills needing mastery for a child are contained in this discussion. These range
from the ability to initiate, maintain, and end a conversation to reading social signals to more
complex skills such as solving problems and resolving conflicts (Lawson,2003)
The following examples represents some of the fundamental principles of relating well to
others
Greetings
• The first step to developing relationship of children with their peers is by social
interaction through greeting.
• It is not enough to say “hi”, “Kumusta!” or the more practical way of greeting in this
time of pandemic which is putting one’s hand on the left breast while bowing the
head.
• The facial expression, the tone of voice and other gestures are as important as the
words
Initiating, Maintaining and Closing a conversation

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• There are three aspects of conversation which are equally important -- Initiating,
maintenance and closing. All of which require good listening and attention skills, as
well as the ability to take turns.
• There are children who are impulsive. They do now know when to talk and when to
listen. Such deficiency of the child may create in difference if not animosity.
Conversation starts and ends with a smile as if both parties prelude to meet each other
again.
Understanding listeners
• It is important to know whom you are talking with and figure out how they take the
ideas.
• To converse in a socially appropriate manner, children must be able to take the
perspective or point of view of the other person.
• If the message hurts or offends the other party, this leads to rejection and
conversation may end up abruptly.
Empathizing
Empathy is wearing “The shoes” of others. It means that one is able to fell what the
other person feels. It is a bridge to connect with other people. When empathy is missing,
social relationship becomes our and social rejection is imminent.
Reading Social Cues
Lowering of the voice may hint a pause in a conversation and allows the other party
to speak. But to some, this is not always the case. Therefore, the child has to grasp the social
cues in a conversation. Cues are the tones of voice, movements of the head, silence and other
verbal or non-verbal signals. As they say, “good detectives” pay very close attention to non-
verbal cues.
Problem solving

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Problem solving and conflicts may arise in social interactions. What maybe sought to
be desirable is to disagree in order to agree. But the response to problems or concerns may
differ from one.
Apologizing
No one is perfect. Everyone makes social mistakes at one time or another. A person
with social grace is confident enough to make a sincere apology for an error. Apologizing is
a not a lip service.
Taking on social literacy in the classroom
School is the place where children spend the majority of their time with peers. It is therefore
a natural and perfect setting for children to learn and practice social skills. While teachers do
not have to teach a class in social skills, they can take advantage of every opportunity to help
children improve their social skills. They should be alert to teasing and bullying and aware of
children that are rejected or ignored by their peers. They should work cooperatively with the
children’s parents to prevent the humiliation, embarrassment and distress that befall these
children. After all, there is more to life that the core subjects of math, science, English
language, arts and social studies. Personal and interpersonal skills – such as responsibility,
self-management. Integrity, honesty, collaboration, and leadership are critical for success in
college, career and life. (Grafwallner, 2016)
V. Post-Test
A. Multiple choice
1. It concerns itself with the development of social skills that enable human beings to act
positively and responsibly in range of complex social settings.
a. Political Literacy
b. Social Literacy
c. Financial Literacy
2. It is the knowledge of how to behave and treat other people appropriately.
a. Social Literacy

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b. Eco Literacy
c. Media Literacy
3. According to him, Learning has its own basis in interacting with other people. Once
this has occurred, the information is then integrated on the individual level.
a. Jean Piaget
b. Bronfenbrenner
c. Lev Vygotsky
4. the distance between what a learner is capable of doing unsupported, and what they
can do supported.
a. ZPD
b. DPZ
c. PZD
5. It contributes a lot to the development of an individual.
a. Community
b. Society
c. All of the above
B. Identification
__________6. The first step to developing relationship of children with their peers is by
social interaction.
__________7. The three aspects of conversation which are equally important.
__________8. It is important to know whom you are talking with and figure out how they
take the ideas.
__________9. It means that one is able to feel what the other person feels. It is a bridge to
connect with other people.
__________10. It consists of using generic or ad hoc methods in an orderly manner to find

solutions to difficulties.
C. Essay

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11-13 Give at least 3 scenarios that shows that the person is socially literate.
14-16 How can you tell if someone is socially literate?
17-20 Are you socially literate? Why or why not?
VI. Reference
n.d. Course Hero. Accessed April 5, 2022.
https://www.coursehero.com/file/74381985/DARACAN-Q-AND-Aodt/.

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MODULE 07
MEDIA LITERACY
JESSLIE PASCUA LAWAS

GIDION SANGIL NACINO

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Module 07
Media Literacy
I. Introduction
- Media Literacy the word itself usually describes the ability to read and write. Reading
literacy and media literacy have a lot in common. Reading starts with recognizing letters.
Pretty soon readers can identify words and, most importantly understand what those words
mean readers then become writers with more experience , readers and writers develop strong
literacy skills , also media literacy helps us to expand our knowledge it includes the ability to
access and analyze media messages as well as creating and reflecting using the power of
information and communication. Effective use of digital literacy skills also play a major role
in non verbal communication messaging can often have messages that are skewed , because
meanings may not be clear.
II. Objectives
• What is media literacy , and why is it important ?

• What are the learning benefits that you will learn in media literacy
• How can you develop your skills with regards in studying media literacy
1. what are the importance of media literacy?

2. what is the benefits of media literacy?
3. what are the disadvantage and advantage of media literacy
4. what is the main goal of media information literacy
5. why is it important to be a media and information literate individual ?
6. how can you be a media and information literate individual ?

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7. how does it affect you as a student who depends on the media all of the time.
8. how can you stop spreading a fake news.
9. what media platform do you use most often?
10. As a future teacher, how can you teach media literacy to your student.

The word "literacy" usually describes the ability to read and write. Reading literacy and
media literacy have a lot in common. Reading starts with recognizing letters. Pretty soon,
readers can identify words and, most importantly, understand what those words mean.
Readers then become writers. With more experience, readers and writers develop strong
literacy skills.
Literacy skills are all the skills needed for reading and writing. They include such things as
awareness of the sounds of language, awareness of print, and the relationship between letters
and sounds. Other literacy skills include vocabulary, spelling, and comprehension.
Media literacy is the ability to identify different types of media and understand the messages
they're sending. Kids take in a huge amount of information from a wide array of sources, far
beyond the traditional media (TV, radio, newspapers, and magazines) of most parents' youth.
There are text messages, memes, viral videos, social media, video games, advertising, and
more. But all media shares one thing: Someone created it. And it was created for a reason.
Understanding that reason is the basis of media literacy.
How can I use TV and movies to teach my kids media literacy?
Sometimes, we're so concerned about texting, apps, social media, games, and so on that we
forget how important and influential TV shows and movies are to our kids. Whether you're
watching together or they're off streaming shows on their personal devices, kids still take in
tons of TV and movies. And the messages that come through have a huge impact on their
attitudes and behavior. But you know what else has a huge impact on kids' attitudes and
behavior? Parents.

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The idea of media literacy may not seem to mix with the fun of TV and movies. But when
kids relate to the content, they're more engaged, and they can learn critical-thinking skills
from discussing it. All you want to do is get your kids to think more deeply about what
they're watching. You may want to reinforce the positive ideas on the shows, or you might
want to offer a different perspective. Teaching kids to pause and think and not just accept
things at face value is teaching them a valuable skill. If your kids watch shows on their
phones and tablets, they'll be used to discussing, sharing, and commenting with their friends.
Ask them to show you what they like to watch. Use those moments to inject your opinions
and values. Here are some ways to teach media literacy using TV and movies for all ages:
1.Teach them to recognize commercials

Begin by getting to understand the idea behind ads.
When a commercial comes on,
ask: What is this about?
• How do you know that?

• What do you like about it?
• What is it telling you?
• How does it make you feel?
2. Reinforce real-world lessons

Make the connection between positive actions and real life. When you see something you
like (a character being helpful or resourceful), say, "That's nice that John helped Sam."
3. Make sure they understand what they're watching

don't always follow how screen media relates to the real world. Point out connections to the
real world (familiar people, activities), and ask questions to check that are making sense of
what they see.

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The digital age has made it easy for anyone to create media. We don't always know who
created something, why they made it, and whether it's credible. This makes media literacy
tricky to learn and teach, media literacy is an essential skill in the digital age.
media literacy is an essential skill in the digital age.
1.Learn to think critically.

As kids evaluate media, they decide whether the messages make sense, why certain
information was included, what wasn't included, and what the key ideas are. They learn to
use examples to support their opinions. Then they can make up their own minds about the
information based on knowledge they already have.
2. Become a smart consumer of products and information.

Media literacy helps kids learn how to determine whether something is credible. It also helps
them determine the "persuasive intent" of advertising and resist the techniques marketers use
to sell products.
3.Recognize point of view.

Every creator has a perspective. Identifying an author's point of view helps kids appreciate
different perspectives. It also helps put information in the context of what they already know
or think they know.
4.Create media responsibly

Recognizing your own point of view, saying what you want to say how you want to say it,
and understanding that your messages have an impact is key to effective communication.
5. Identify the role of media in our culture.

From celebrity gossip to magazine covers to memes, media is telling us something, shaping
our understanding of the world, and even compelling us to act or think in certain ways.
6. Understand the author's goal.

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What does the author want you to take away from a piece of media? Is it purely informative,
is it trying to change your mind, or is it introducing you to new ideas you've never heard of?
When kids understand what type of influence something has, they can make informed
choices.
Media literacy consists of practices that allow people to access, critically evaluate, and create
or manipulate media. Media literacy is not restricted to one medium and is understood as a
set of competencies that are essential for work, life, and citizenship.
V. Post-Test
I. Write true if the statement is true and write false if the statement is incorrect.
_____________ 1. Media literacy is an expanded conceptualization of literacy that includes

the ability to access and analyze media message.
_____________ 2. Media literacy is a goal , not a process.
_____________ 3. Despite claims of objectivity, media bias typically happens against
conservative viewpoints.
_____________ 4. News and other information in social media are reliable?
_____________ 5. It is difficult for many people to tell legitimate information from biase
information online.
II. Essay Type : what is media literacy in your own words ? Expand your answer. ( 10points)
VI. Reference
n.d. Political Literacy Students of Preservice Social Studies Teacher. Accessed
April 5, 2020. https://pdf.sciencedirectassets.com

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Module 8
FINANCIAL LITERACY
Group of Presenter:
Gretchen G. Lorenzo

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Module 8
Financial Literacy
I. Introduction
Financial literacy is defined as the ability to make informed financial decisions
and take effective actions about one's own money management by providing individuals with
strong financial knowledge and abilities.
II. Objectives
At the end of the lesson, student should be able to;
a) Define Financial Literacy;

b) Describe the characteristics of a financial literate;
c) Identify the benefits of Financial Literacy;
d) Analyze people’s practices in handling their financial.
Pre-Test-Total points 10/10
Multiple Choice 1-5
1. We should keep our savings with banks because
a) It is safe b) Earns interest c) Can be withdrawn anytime d) All of above
2. The safest place for keeping money
a) A pit dug in the ground b) An iron box c) Bank d) Money lender Time: 15 min
3. Loans from money lenders are
a) With High rate of interest b) No proper accounting c) No transparency d) All of

above

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4. Setting money aside for a college fund is what type of goal?

a) Intermediate b) Long-term c) short-term d) Intangible
5. The goal of financial literacy is?
a) To provide you gain financial knowledge b) to get you out of debt c) to help you
save money d) to get you to make informed financial decisions
Identification 6-10
6. Literacy is the ability to understand and effectively use various financial skills,
including personal financial management, budgeting, and investing.
7. It is the ability to understand and effectively use various financial skills, including
personal management, budgeting and investing.
8. It teaches individuals to be responsible when it comes to their finances, and instills the
discipline needed in order to keep track of their financial goals.
9. It involves monthly living expenses that need to be paid, or the person’s basic needs,
including the setting-up of an emergency fund.
10. Goals that you want to achieve in one to five years like buying a house or a car.

WHAT IS FINANCIAL LITERACY?
⚫ Financial literacy is key for a child’s success not only in the classroom but in everyday
life. Financial Literacy allows students to learn key concepts for life such as the value of
currency, getting a credit card, budgeting saving money or buying a car. Financial Literacy
is learning and understanding the skills that it takes to make responsible and effective
financial decisions. Students begin to learn financial literacy skills in lower grade and
continue to gradually gain more challenging skills up and through their high school years.
⚫ Financial literacy is the ability to understand and effectively use various financial skills,
including personal financial management, budgeting, and investing. The lack of these
skills is called financial illiteracy.
⚫ Examples include household budgeting, learning how to manage and pay off debts, and
evaluating the tradeoffs between different credit and investment products.

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Having the mathematical skills or numeracy necessary for effective financial decision
making; and
Being engaged in certain activities such as financial planning.
Financial literacy unlocks the door to financial success.
The main benefit of financial literacy is that it empowers us to make smart
financial decisions. It provides the knowledge and skills we need to manage money
effectively—budgeting, saving, borrowing, and investing. This means that we’re better
equipped to reach our financial goals and achieve financial stability.
Why financial literacy is important?
⚫ Financial literacy is important because it equips people with an understanding of basic
financial concepts to inform their real-world financial decisions. With this knowledge in
hand, they’re better able to manage their money, make sound decisions, and maintain
healthy spending and budgeting habits, which over time can lead to financial wellness.
BENEFITS OF FINANCIAL LITERACY:
⚫ Saving for retirement.
⚫ Creating and sticking to a balanced budget.
⚫ Purchasing a home.
⚫ Selecting insurance.
⚫ Reducing expenses.
⚫ Investing.
⚫ Buying a car.
⚫ Saving for college.
⚫ Managing debt.
⚫ Using credit cards.
A successful budget plan clearly defines:
➢ How to follow a monthly spending plan.

➢ Ways for lowering your monthly bills.
➢ How to handle accrued (enlarge) debt.
➢ How to distinguish between short-term, medium and long-term goals.

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➢ A breakdown of family needs.

Senator Elizabeth Warren
50/20/30 Budget Rule in her book “All You Worth”: The Ultimate Lifetime Money Plan.” The
basic rule is too divided after income, spending 50% on needs and 30% on wants while
allocating 20% to savings.
KEY COMPONENTS
Budgeting Basics
Creating and maintaining a set of budget is a basic aspect in trying to stay ahead with your
finances With this day in age making a budget can be super easy thanks to apps and the
internet. If you do not use a budget it can be hard to keep track of where all your money
is going so by teaching this school, it can help student to develop good habits early.
(Fastweb.com 2018)
Impact of Interest
The concept of interest can make a difference in a student life later. Understanding all the
different things about interest can impact your finances more than people truly understand.
It can save a student from borrowing a small loan and having to pay double back.
(Fastweb.com, 2018)
Saving Money
Learning to save money early can help student to be better off in the future. The student
will gain the knowledge, practice and set goals with these skills so that saving money
will not be a task for very long. Student can start by saving money for a larger priced
item they want and that will help them to get the practice they will need further into life.
(Fastweb.com, 2018)

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Credit-Debt
Teaching students about how terrible credit-debt is can maybe help them to sear clear
of it in the future. Showing them how easy it is to lose credit and how hard it is to gain it
back may help them to understand and create good habits early, so they will have
minimum or no credit-debt later in life. (Fastweb.com, 2018)
Identify Theft Issues and Safety
Student need to realize how easy it is now with the internet for someone to steal their
identity. The internet may say that websites are safe, but students must be careful when
making online purchase and giving out personal information. Teaching students the
concept of safeguarding themselves online will help them to stay protect in the long
run. (Fastweb.com, 2018)
Developing Personal Literacy
⚫ One of the literacies we develop over our lifespans is personal literacy, also called
vernacular literacy.
⚫ Personal literacies are the reading and writing practices individuals engage in during
activities of their own choice and for personal satisfaction or to meet personal goals.
Personal literacies
⚫ Examples might include documenting your daily food intake with a smartphone app,
keeping a journal, creating a weight-training plan and tracking your performance, or
writing and playing music.
⚫ They are instrumental to how we learn and to our success in formal schooling. These
personal literacies are closely tied to our development of academic literate practices that
help us learn in formal school settings.
Chall’s (1996) six stages of reading development as a framework
Stage 0 (pre-reading)
⚫ In Stage 0 (pre-reading), typically between the ages of 6 months to 6 years old, the child
pretends to read, gradually develops the skills to retells stories when looking at pages of
books previously read to him/her.
⚫ The child gains the ability to name letters of the alphabet, prints own name and plays with
books, pencils and paper.

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By six years old, the child can understand thousands of words but can read few (if any).
⚫ In this stage, adults are encouraged to scaffold child’s language attempts through parallel
talk, expanding on verbalizations and recasting child’s verbalizations.
⚫ Adults are encouraging children to use of two to three word combinations within social
contexts, and adults should implement dialogic reading or effective shared reading for
young children ages 2 to 5 years.
⚫ Any instruction (phonics, vocabulary) should be linked to the book reading, and such
books should include rhyme, alliteration, and repetitive phrases. In one’s environment,
adults should verbally label objects with which children are involved and encourage
children to ask questions and elaborate on observations (Westberg, et al., 2006).
Stage 1: Initial reading and decoding
⚫ In Stage 1 (initial reading, writing and decoding), typically between the ages of 6 and 7
years old, the child is learning the relation between letters and sounds and between print
and spoken words.
⚫ The child is able to read simple texts containing high frequency words and phonically
regular words, and uses skills and insight to “sound out” new words. In relation to writing,
the child is moving from scribbling to control scribbling to no phonetic letter strings.
⚫ Adults are encouraging the child to write about known words and use invented spellings
to encourage beginning writing, which can be extended through assisted performance.
⚫ In this stage, the main aims are to further develop children’s phonological awareness,
letter-sound knowledge, and ability to manipulate phonemes and syllables (segmentation
and blending).
⚫ Literacy instruction should incorporate listening to stories and informational texts read
aloud; learning the alphabet; reading texts (out loud and silently); and writing letters,
words, messages and stories. Teachers and parents must ensure that children have ample
opportunity to apply practices and strategies. (Westberg, et al., 2006).
Stage 2: Confirmation and fluency
⚫ In Stage 2 (confirmation and fluency), typically between the ages of 7 and 8 years old, the
child can read simple, familiar stories and selections with increasing fluency. This is done
by consolidating the basic decoding elements, sight vocabulary and meaning context in

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the reading of common topics.

⚫ By this stage, adults should be providing instruction that includes repeated and monitored
oral reading. Teachers and parents must model fluent reading for students by reading aloud
to them daily and ask students to read text aloud.
⚫ In this stage, vocabulary needs to be taught both indirectly and directly. Adults need to
engage in conversations with children to help them learn new words and their meanings.
And during reading, it is important to pause to define unfamiliar words and discussing the
book upon completion of reading (Westberg, et al., 2006). At the end of this period, the
learner is transitioning out of the learning-to-read phase and into the reading-to-learn
phase.
Stage 3: Reading for learning the new
⚫ In Stage 3 (reading to learn the new), typically developed between the ages of 9 and 13
years old, reading is used to learn new ideas, to gain new knowledge, to experience new
feelings, to learn new attitudes, generally from one or two points of view.
⚫ By this time, the learner has transitioned to a stage where he or she is expected to learn
from their reading. Adults should teach specific comprehension strategies, such as
comprehension monitoring, using graphic and semantic organizers, answering questions,
generating questions, recognising textual structures, summarising, and identifying main
ideas and important details.
⚫ At this stage, students should be encouraged to use a variety of tools to learn new words,
such as dictionaries, thesauruses, reference guides, word parts (prefixes, base words, etc)
and contextual clues (Westberg, et al., 2006).
Stage 4: Multiple viewpoints
⚫ In the penultimate Stage 4 (synthesising information and applying multiple perspective),
typically between 14 and 17 years old, learners are reading widely from a broad range of
complex materials, both expository and narrative, and are asked to apply a variety of
viewpoints.
⚫ Learners are required to access, retain, critique and apply knowledge and concepts.
Learners are consolidating general reading, writing and learning strategies whilst being
required to develop more sophisticated disciplinary knowledge and perspectives.

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⚫ These adolescent learners deserve content area teachers who provide instruction in the
multiple literacy strategies needed to meet the demands of the specific discipline. In these
areas, adolescents deserve access to and instruction with multimodal as well as traditional
print sources.
⚫ Effective instruction includes ample opportunities to discuss disciplinary content and
explore how these disciplines apply to the world outside the school walls. Adults should
encourage learners to refine interest, pursue areas of expertise, and develops the literacies
reflective of the years ahead in post-school contexts (International Reading Association,
2012).
Stage 5: Construction and reconstruction
⚫ In the final Stage 5 (critical literacy in work and society), reading is used for one’s own
needs and purposes (professional and personal). Reading serves to integrate one’s
knowledge with that of others to synthesise information and to create new knowledge.
Reading and writing is purposeful, strategic, often specialised and anchored.
⚫ "Literacy" stratifies greatly in adulthood, since our reading and writing habits are shaped
by educational, cultural and employment factors that become increasingly diverse in the
post-school landscape. In professional and specialized settings, individuals are required to
synthesis information from a diverse range of sources in order to form conclusions, shape
audiences views, and navigate multiple points of views (or perspectives).
V. Post-Test
Post Test –Total points 10/10
Multiple Choice 1-5
1. Which of the following is affected by bad credit?

a) Car loan b) ability to rent c) mortgage interest d) all of the answer is correct
2. What is the total amount of money earned during a pay period after deduction?
a) Gross pay b) Net pay c) Salary d) Taxes
3. Which of the following is mostly likely to depreciate in value after purchase?
a) House b) fine jewelry c) new vehicle d) land

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4. One advantage to setting attainable goals is that you

a) Work harder to achieve a very high goal. b) Can measure your progress. C) Are
less likely to become discouraged. d) Can picture it in your mind.
5. Which of the following methods lets someone buy a good now, but pay for it later?
a) A credit card b) a debit card c) a money order d) a personal check
Identification 6-10
1. Is the ability to understand and effectively use various financial skills, including
personal financial management, budgeting, and investing.
2. Teaches individuals to be responsible when it comes to their finances, and instills the
discipline needed in order to keep track of their financial goals.
3. Are the reading and writing practices individuals engage in during activities of their
own choice and for personal satisfaction or to meet personal goals.
4. One of the literacies we develop over our lifespans is personal literacy, also called
5. This goal requires much more planning and consistent effort to achieve. And these
types of goals will not only take a while, but you might even run into challenges.
VI. Reference
Website
Kathryn Knight Randolph (2021, June 07)
https://www.fastweb.com/student-life/articles/the-5-key-components-of-
financial-literacy
https://www.youtube.com/watch?v=XQr6sfTeNYQ
https://www.youtube.com/watch?v=iUqia04oeWE
Fernando, J. (2021, April 01). Financial Literacy. Investopedia.
https://www.investopedia.com/terms/f/financial-literacy.asp
Mendoza, J. (n.d.). What is Financial Literacy (PHILIPPINES).docx.
CourseHero. https://www.coursehero.com/file/36858131/What-Is-
Financial-Literacy-PHILIPPINESdocx/

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Rose, S. (2021, March 18). What Are the Benefits of Financial Literacy?.
Opploans. https://www.opploans.com/oppu/articles/what-are-the-
benefits-of-being-financially-literate/
Stanford, M. (n.d.). 21 Personal Literacy and Academic Learning. Pressbooks.
https://pressbooks.howardcc.edu/essentials/chapter/personal-literacy-
and-academic-learning/
Stages of Literacy Development. The Literacy Bug.
https://www.theliteracybug.com/stages-of-literacy

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Module 9
DIGITAL / CYBER LITERACY
SHEILA MAE PANALIGAN
MARY ANTONETTE MUEGA
ROGER D. BANLAOI
JENNIFER S. PANTIG

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Module 1
Digital/ Cyber Literature
I. Introduction
This is the first lesson of a multi-lesson unit that strives to help the students
develop an awareness of depictions of culture online. This first lesson supports
developing critical awareness of how social media is used to share information.
The key question for this lesson is: How do we use social media to share
information and connect with others?
II. Objectives
Lead the students through an ELA curriculum unit that focuses on developing
critical awareness of social presence in social media communities.
By the end of this lesson, the students will be able to:
• Identify several different social media platforms.
• Join and post in a secret Facebook group.
• Follow multistep oral instructions.
• Record information in a graphic organizer.
• Identify common characteristics across a data set.
• Describe their analysis of social media practices of classmates.
Multiple choice 2 points
1. Which of the following is a digital literacy skill?
a. Being able to find sources of electronic information
b. Being able to take electronic photographs
c. Being able to find paper-based information
2. What does credible mean in relation to an information source?
a. It is believable
b. It is not authentic
c. It lacks evidence
3. What does the R stand for in the acronym SMART?
a. Reliable

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b. Realistic
c. Response rate
4. What is an engagement rate in social media?
a. The number of hits on a website
b. A system that measures the number of likes, comments and shares
c. A metric that measures customer satisfaction levels
5. What three elements make up a content strategy?
a. The type of content in the post, the timing of the post and the frequency of the
post
b. The type of content in the post, the people who write the content in the post
and the graphics used in the content of the post
c. The type of content in the post, the words to be used in the content of the post
and the timing of the post
6. What is social networking?
a. Arranging to meet people face to face
b. Making connections with people that you have nothing in common with
c. Making connections with people that you have something in common with
7. What is cyber stalking?
a. Sending personal information including photographs and video footage to
other people
b. Sending information to other people that is fake
c. Sending messages repeatedly to someone that include threats of harm or
intimidation
8. Can you be sure that information placed on social media will never be seen again
after it is deleted
a. Yes
b. No
c. Sometimes
9. What is meant by the term going viral?
a. A post that is shared, copied and spread across all social platforms

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b. A website that achieves the highest number of users

c. A post that has a virus in it
10. What is meant by the term trolling?
a. Posting nasty comments about someone
b. Constantly bombarding someone with messages and comments
c. Ignoring someone’s messages and comments
ESSAY
1. What do you think is digital/cyber literacy? 5 points

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Topic: Digital/ Cyber Literacy
Digital literacy are the individual's capabilities to be able to effectively and
responsibly function and platform in a digital society.
DIGITAL LITERACY Digital literacy are the individual's capabilities to be able

to effectively and responsibly function and platform in a digital society.
A. Visual literacy which images and nonverbal symbol try to capture the
knowledge
B. Technology literacy inquiring one to be able to use technology in addressing a
need
C. Computer literacy which in the 1980s started to become household item
manipulated to achieve one target
MEDIA LITERACY - is one's ability to critically read information or content and

utilize multimedia in creatively producing communication.

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INFORMATION LITERACY - is locating information from the web and

interpreting which evaluating its validity in order that it can be shared
ICT LITERACY -is knowing how to select and use digital devices application or
services to accomplish tasks requiring the use of the internet.
COMMUNICATION AND COLLABORATION - are one's capabilities in being

able to participate in the digital network in the teaching and learning context.
IDENTITY MANAGEMENT - is being able to understand how to ensure safety

and security in managing online identity and foster a positive
LEARNING SKILLS - are ways of knowing how to study and learn in a

technology enriched environment, this is knowing how to utilize technology in
addressing the needs to learn efficiently.
DIGITAL SCHOLARSHIP - is being to link and participate in professional and

research practice.
EIGHT DIGITAL LITERACY SKILLS NEEDED TO BECOME DIGITALLY

LITERATE ACCORDING TO LYNCH (2017)
Coding is a universal language. Basic understanding of HTML, CSS and the like
we create to share understanding of what can be done
Collaboration the use of google docs among others allows student to to begin
experimenting with effective online collaboration.
Cloud software is the delivery of different services through the Internet. These
resources include tools and applications like data storage, servers, databases,
networking, and software.
Word processing software -google Microsoft online, drop box are available for
storage and management solution

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Screen casting a screen casting is a video recording using the computer screen
and usually includes an audio. On other hand when you take a picture on the
screen of your computer, it is called print screen
Personal archiving student should be taught the concept of meta-data tagging
keyboard and categories to make them aware how are they represent online.
Use of social media social media serve different purposes depending on the user
the technology and the need
Information evaluation critical thinking too with out of fake news is crucial in
21st century skills. The tools and skills needed to process information are very
much needed
V. Post-Test
Multiple choice. 2 points each
Encircle the correct answer.
1.It is knowing How to select And use digital Devices?
A. Information Literacy
B. Media Literacy
C. ICT literacy
2. It is being able to Understand how to ensure safety and Security in managing

online identity and foster a positive?
A. CODING
B.IDENTITY MANAGEMENT
C. SCREENCASTING
3.It a serves different purposes depending on the user the technology and the
need?
A. USE OF SOCIAL MEDIA
B. MEDIA LITERACY
C. INFORMATION LITERACY

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4.It is being able to link and participate in professional & Research practice?
A. DIGITAL SCHOLARSHIP
B. LEARNING SKILLS
C. USE OF SOCIAL MEDIA
5. The individual’s capabilities to be able to effectively and responsibly function

and perform in digital Society?
A. MEDIA LITERACY
B. INFORMATION EVALUATION
C. DIGITAL LITERACY
IDENTIFICATION 2 points
__________1. It is referring the ways of Knowing how to study and learn in a

technology enriched environment, this is knowing how to utilize technology in
addressing the needs to learn efficiently.
__________2. It refers as a universal language. basic
understanding of HTML, CSS And the like we create to Share understanding of
what can be done.
__________3. The use of google Docs among others allows student to begin
experimenting with Effective online collaboration.
__________4. It is the delivery of Different services through the Internet.
__________5. It is a google Microsoft online, drop box are available for
storage and management solution.
VI. Reference
https://www.slideshare.net/erwinmarlonsario/digital-literacy-skills-in-the-21-st-
century?fbclid=IwAR0D3ISot8uk_Frp0hDx-RhMkId53afmM-
tU6CpmpvTKcE6jf6opwRBKLcM

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Module 10
Eco literacy
Jerico Canello
Alyssa Jane Pablo
Shyra Coline Timbang
Joan Sembrano

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I. Introduction
We need to understand how nature sustains life because is a property of an entire ecosystem
rather that single organism or species. Over billions of years of evolution, the earth’s ecosystem
has evolved certain principles of organizations to sustain the web of life. The survival of
humanity depends upon our ecological literacy our ability to understand the basic principles of
a connected nature and how to live accordingly. This means that ecological literacy must
become critical skill for all humans to embrace if we are to remain on earth.
II. Objectives
a. Define what is eco literacy;
b. Describe the characteristic of eco literate person;
c. Identify the 7 principles of eco literacy
III. Pre-Test
A. Essay
1-5. In your own words, what is Eco literacy and why it is important?
6-10. Why do we need to study the Eco literacy?
What is Eco literacy?
Eco-Literacy or ecological literacy is ability to use understanding of ecology in life to study
the environment (Alfianto,Kalyanto and Harlita 2019)
It is also the ability to understand the organization of natural systems and the process that
maintain the healthy functioning of living system and sustain life on earth (Wohl 2017)
The Aim of Ecological Literacy
The Aim of Ecological Literacy to create a frame of mind that recognizes relations and
interdependency with the natural world in support with the development of the new capacities
to create sustainable way of living.
Environmental Literacy - Develop problem solving skills from diagnosis to action, develop
a system of ethics Adopt environmentally responsible behavior
Ecological Literacy - Acquire knowledge of ecological concept and principles, develop skills
related to scientific method observation and experimentation. Develop systems thinking:

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analysis and synthesis. Understand environmental realities in view of informed decision

making
Eco literacy - Promote and contribute to economic development that addresses social equity
and ecological sustainability. Develop the many dimensions of one's in being interaction with
all aspects of the environment. Develop of organic understanding of the world and
participatory action in and with the environment.
How to be Eco literate?
1.“Develop empathy for all forms of life” One of the things you can teach kids is to have the
compassion for all forms of life big or small. You have to let them know that all of us are
interconnected.
2.“Embrace sustainability as a community practice” with other living things also teaches us of
our interdependence with our community. The community, when working as one, will make
our environmental goals more sustainable.
3. “Make the invisible visible” knowledge is a power. When we work together to educate
everyone especially our kids, to be more aware of what is happening with our environment the
more and more venues will be open that is accessible to many.
4. “Anticipate unintended consequence” teaching our students the cause and effect of certain
human actions will help them to be more cautions and predict what might happen
5. “Understand how nature sustains life” teaching our students that nature is the basis of life
and that it sustains life will make then care for environment better.
Characteristic an Eco literate Person
an inquirer who actively secures the basic skills and knowledge in order to carry out ecological
responsibilities. This also enables her to reach her own potential and place in physical and
natural environment.
a reflective learner who understands the value and limitations of human knowledge, the power
and limitations of the natural world, the role of intuition in real life pursuits, and the role of
self as it is manifested in one's personal narrative.
intelligently self-directed who engages in self-appraisal, setting new learning objectives,
developing plans to achieve those objectives, carrying out such plans in a flexible inquiry-
oriented manner, while reflecting on the whole process.

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Morally responsible who governs actions with precepts (responsibility, seeking justice and
equality for all) that maintain harmonious relationship
an ecologically responsible person by embodying ecological ideals in daily operations and by
living in the most competent, informed manner allowed by natural capabilities.
7 Principle of Eco literacy
1. Nature knows best
This principle is the most basic and in fact encompasses all the others humans have to
understand nature and have to abide by the rule’s nature dictates in essence one must go not
against the natural processes if one would like to ensure a continuous and steady supply of
resources. One natural process that needs serious attention is the Nutrient cycling in nature
nutrients pass from the environment to the organisms and back to the environment any
disruption in the cycle can bring about imbalance. Our nature knows everything sometimes it
knows what is best for us.
2. All forms of life are important
-each organism plays a fundamental role in nature since such occupational or functional
position otherwise known as niche cannot be simultaneously occupied by more than one
species. It is apparent that all living things must be considered as inviolable in the maintenance
of homeostasis in the ecosystem.
3. Everything is connected to everything else
-This principle is best exemplified by the concept of the ecosystem. In an ecosystem in all
biotic and amniotic components interact to each other to ensure that the system is perpetuated
any outside interference may result in an imbalance in the deterioration of the system.
4. Everything changes
- is said that the only permanent thing is change. Our world is constantly changing and nothing
is permanent anymore. Even each day humans try to change their living to fit into the world
5. Everything must go somewhere
- when a piece of paper is thrown away it disappears from sight but it does not cease to exist it
ends up elsewhere. Everything goes somewhere and nothing goes nothing it has it owns own
way to go

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6. Ours is a finite earth

- just how long would be the earth be able to sustain demands its resources. This is a question
that needs serious reflection unless the factors of population growth, lifestyle and polluting
technologies are checked the collapse of the earth might be inevitable
7. Nature is beautiful and we are the stewards of God's creation
- among all creature’s humans are the only ones made in God's image and have been given the
right to have dominion over all his creations. Being the most intelligent and gifted with reason
humans are capable of manipulating creation to their own advantage we are not made to rule
the world but to help the world. Humans are God's creation and we need to take care of
everything.
V. Post Test
A. Multiple choose
Incircle the correct answer
1). Is ability to use understanding of ecology in life to study the environment
a). Eco literate
b). Eco literacy
c). Ecology
2). Develop problem solving skills from diagnosis to action, develop a system of ethics Adopt
environmentally responsible behavior
a). Environmental literacy
b). Ecological literacy
c). Eco literacy
3). Acquire knowledge of ecological concept and principles, develop skills related to scientific
method observation and experimentation. Develop systems thinking: analysis and synthesis.
Understand environmental realities in view of informed decision making.

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c). Eco literacy
4). Promote and contribute to economic development that addresses social equity and
ecological sustainability. Develop the many dimensions of one's in being interaction with all
aspects of the environment. Develop of organic understanding of the world and participatory
action in and with the environment.
c). Eco literacy
5). It is also the ability to understand the organization of natural systems and the process that
maintain the healthy functioning of living system and sustain life on earth
a). Eco literate
b). Eco literacy
c). Ecology
B. Identification
__________ 1). Who actively secures the basic skills and knowledge in order to carry out
ecological responsibilities? This also enables her to reach her own potential and place in
physical and natural environment.
__________ 2). who understand the value and limitations of human knowledge, the power and
limitations of the natural world, the role of intuition in real life pursuits, and the role of self as
it is manifested in one's personal narrative?

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__________ 3). who engages in self-appraisal, setting new learning objectives, developing
plans to achieve those objectives, carrying out such plans in a flexible inquiry-oriented manner,
while reflecting on the whole process?
___________ 4). who governs actions with precepts (responsibility, seeking justice and
equality for all) that maintain harmonious relationship?
__________ 5). an __________ person by embodying ecological ideals in daily operations and
by living in the most competent, informed manner allowed by natural capabilities
C. Essay (11-20)
What activity can you do to save our environment? Cite an example and explain.
VI. Reference
https://caubalejopaul.wordpress.com/2016/12/03/environmental-principles/
h
https://en.wikipedia.org/wiki/Ecological_literacyttps://greatergood.berkeley.edu
/article/item/five_ways_to_develop_ecoliteracy
https://esajournals.onlinelibrary.wiley.com/doi/full/10.1890/ES13-00075.1

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Module 11
ARTS AND CREATIVE LITERACY
AIONA LATORRE
JAN REIN G. NESPEROS

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Module 11
I. Introduction
Artistic literacy is a human right and a teachable skill. It is the ability to
connect both personally and meaningfully to works of art and, through this process,
to forge connections to our humanity and the humanity of others. The quest for
students to acquire literacy, or educational knowledge and competency, is
ubiquitous goal across all curricular disciplines. The fundamental skills and
knowledge needed for basic literacy provide the foundation for more complex
learning to occur. Acquisition of literacy in the arts is similarly developed when
students can demonstrate and communicate their understanding of the basic
concepts and principles of the art form. Art and creativity teach problem-solving,
which is a critical skill for success in life. By engaging in artistic activities and
study, children develop confidence in their abilities, and they learn how to innovate.
The arts encourage risk-free exploration, and it is this freedom that builds
confidence.
II. Objectives
• Discuss the definition of artistic and creativity
• To understand the integrating and support of the arts and creativity
• To know the importance of art and creative literacy
Pre-Test Total points 10/10
Multiple Choice 1-5
1. Ability includes skills and talent to create works of art: painting, drawing,
sculpting, musical composition, etc.
a) Creative b) Artistic c) Creativity d) Art
2. Ability is the skill and talent to use our imagination to create and solve.
a) Creative b) Artistic c) Creativity d) Art

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3. Encourage reluctant readers, build confidence, and help teach practical

skills.
a) Creative Literacy b) Artistic Literacy c) Creativity d) Art
4. Design a physical environment to support creativity

a) Physical Environment c) Emotional Environment
b) Social Environment d) None of the above
5. Take time to create and maintain a climate of respect and caring and that
supports making mistakes.
a) Physical Environment c) Emotional Environment
b) Social Environment d) None of the above
Identification 6-10
6. ____________Student blocs and web sites, student publishing, video came
design, coding, filmmaking. Photography, global collaborative classroom
projects using Google Docs.
7. ____________Offer students and faculty opportunities such as yoga, tai chi,
ballet, jazz, pilates.
8. ____________Give students voice and choice as much as possible regarding
what they will learn, how they will learn it and how they will demonstrate
what they have learned.
9. ____________First teach students about "metacognition" or "thinking
about thinking
10. ____________Project based curriculum and performance-based
assessments require adequate time.
● Artistic ability includes skills and talent to create works of art: painting,
drawing, sculpting, musical composition, etc.
● Creativity ability is the skill and talent to use our imagination to create and
solve.
● A creative artist is probably a better artist.

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What is arts and creativity literacy in 21st century?

This literacy can be manifested in creative ways of problem-solving and
expressed through the production of various art works. Teachers and students need
to be more adept in the arts and manifest creativity in various activities.
Why is arts and creativity literacy important?
Creative literacy can also encourage reluctant readers, build confidence, and
help teach practical skills. They found it aided sustained learning as the children
made strong connections between reading, writing and their work in creative arts.
INTEGRATING AND SUPPORTING THE ART AND CREATIVITY
1. Physical Environment Design a physical environment to support creativity.
2. Emotional Environment Take time to create and maintain a climate of respect
and caring and that supports making mistakes.
“ The man who makes no mistakes, makes nothing”
3. Project- based learning
● Introduction choice, freedom and space for creativity.
● Begin by brainstorming a theme, topic, issues or idea you’d like the
students to explore, then brainstorm the possibilities for each discipline.
4. Teach creative thinking skills
● First teach students about "metacognition" or "thinking about thinking.
● Teach them how to use Edward De Bono's Six Thinking Hats, how to
brainstorm, compare and contrast, problem solve, concept map, analyze,
evaluate and more.
5. Alternative Assessments
Instead of a worksheet or an assignment in which every student creates a
poster about the same thing, provide plenty of leeway for students to create
products in a medium of their choice.
For examples Video/Film, Broadcasting, and Debate
6. Scheduling
● Project based curriculum and performance-based assessments require
adequate time.

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● The most effective learning and teaching will take place when you create
smaller learning Communities.
7. Student-Centered and Personalized Learning
Give students voice and choice as much as possible regarding what they will
learn, how they will learn it and how they will demonstrate what they have
learned.
8. Incorporate the Arts
● Seamlessly integrate music, art, drama and dance into your curriculum.
● Try not to make creativity time be separate from the rest of the
curriculum, but let these disciplines become a vehicle for delivering the
curriculum while developing creativity.
9. Integration of Technologies
Student blocs and web sites, student publishing, video came design,
coding, filmmaking. Photography, global collaborative classroom projects
using Google Docs.
10. Preparing the Body and Brain
Offer students and faculty opportunities such as yoga, tai chi, ballet,
jazz, Pilates.
V. Post-Test
Post-Test Total points 10/10
Essay 1-10
1-3 What is your personal definition of creativity?
4-6 What is the importance of art literacy?
7-10 How does arts and creativity literacy is integrated into the curriculum?
VI. Reference
seniorcare2share. 2022. seniorcare2share. https://www.seniorcare2share.com/what-is-
arts-and-creativity-literacy/.
weebly. 2015. becominga21stcenturyschool. 1 20.

http://becominga21stcenturyschool.weebly.com/blog/arts-and-creativity-new-
21st-century-literacies.

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Module 12
POLITICAL LITERACY
MA. ZOLYNAIR CAWIGAN

KAYE ANN GAJUNIA
JOEY ALBERT TUNGCUL

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Module 12
Political Literacy
I. Introduction
Political literacy for children and young people is fundamentally linked to the United Nations
Convention on the Rights of the Child and is embedded in the cross-curricular themes of
global citizenship, learning for sustainability and interdisciplinary learning. The opportunity
to develop skills, knowledge and understanding in political literacy can be found within
every curricular area.
Examining the concept of political literacy, different definitions by different persons are
observed. Political literacy is briefly the state of having political information (Krosnick,
1990). Zaller (1992) defines the political literacy as individuals’ comprehensions regarding a
political event and their political awareness. Besides, political literacy could also be defined
as the state of individuals to be acquainted with the political process and political affairs as
effective citizens in order to fulfill their roles and comprehension of these issues by
individuals (Denver and Hands, 1990; Wormald,1988).
II. Objectives
• To develop mindful understanding of the working definition of social literacy
• To discuss the importance of political literacy in education
• To create a sense of responsibility as a citizen and know how to be politically literate

Multiple choice
1.What is political literacy?

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A. Citizens are also more tolerant of others and their political views
B. A set of abilities considered necessary for citizens to participate in a society’s

government.
C. Non -participation of citizens in government processes.
D. Political literacy usually refers to learning in schools about the institutions and
processes of a specific political system.
2. Which of the following statements is against the democratic process of elections?
A. Parties and candidates should be free to contest elections
B. Elections must be held regularly immediately after the term is over
C. The Right to Vote should be given to selected people only
D. Elections should be conducted in a free and fair manner
3. Which one of the following provisions fails to ensure fair and equal chance to compete to
candidates and political parties?
A. No party or candidate can bribe or threaten voters
B. No party or candidate is bound by the model code of conduct
C. No party or candidate can use government resources for election campaign
D. Nobody can appeal to the voters in the name of caste or religion
4. The voter’s list is also known as:
A. Election
B. Voter Identity Card
C. Electoral Roll
D. None of these
5. How many years does a Philippine president serve?

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A. 8
B. 7
C. 6
D. 5
B. IDENTIFICATION
________6. The________ restricts the arbitrary exercise of power by subordinating it to

well-defined and established laws.
________7. It can be summarized as the regular opportunity to Debate and discuss ideas,
developing confidence in public Speaking and expressing an opinion within a safe learning
Environment, which respects all individuals’ viewpoints
________8. It can be expressed as the creation of equal opportunities For all learners to be
seen and heard, showing young People respect and valuing their input by giving them real
Choice and the chance to make meaningful decisions
________9. It can be defined as the frequent use of Higher order questions and critical
thinking Skills to evaluate sources of information for Bias, opinion, and fact
________10. An international document adopted by the united nation general assembly that
enshrines the right and freedom of all human beings
III. Essay
11-15. Is it true that political literacy is beneficial to us? Why?

___________________________________________________________________________
___________________________________________________________________________
16-20. Why political literacy is Important in education?

___________________________________________________________________________
___________________________________________________________________________

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What is Political Literacy?
• a set of abilities considered necessary for citizens to participate in

a society's government.
• It is about having the ability to read about issues and events from a political
perspective.
• This means using the ideas, language, forms of thought, and arguments which citizens
use when dealing with a public issue.
• Zaller (1992) defines the political literacy as individuals’ comprehensions regarding a
political event and their political awareness.
• It is about helping young people to develop political awareness and understanding
• It includes an understanding of how government works and of the important issues
facing society, as well as the critical thinking skills to evaluate different points of
view. Many organizations interested in participatory democracy are concerned about
political literacy.
Politically Literate
• A politically literate citizen is not only an informed beholder.

• A politically literate citizen not only comprehends his/her current state, but also gets
involved in the state in an active and effective way and directs it.
• An individual with the skill of political literacy has the skills of understanding other
people’s viewpoints, realizing their effect upon her/him and responding to them in an
ethical way.
• a politically literate person has the basic knowledge, skills and values regarding how
to express her/himself in everyday life.
“Participating in a democratic government" includes the following:
✓ Voting for elected representatives at all levels of government from local to state and
federal government enterprises.

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✓ Attending public meetings, aka, "town halls," to ask questions and obtain information
first-hand.
✓ Studying and evaluating elected candidate resumes and credentials
✓ Offering suggestions for laws and regulations, including amendments.
✓ Reviewing plans, programs, budgets, and schedules that affect taxation.
"Presumptions in the American Political System include:
The rule of Law
The rule of law is the political philosophy that all citizens and institutions within a
country, state, or community are accountable to the same laws.
The Universal Right to Vote
Also known as Suffrage. It means giving the right to vote to all adult citizens, regardless of
wealth, income, gender, social status, race, ethnicity, or any other restriction, subject only to
relatively minor exceptions.
The Universal Declaration of Human Rights
an international document adopted by the United Nations General Assembly that enshrines
the rights and freedoms of all human beings.
The key skills of political literacy
Research
It can be defined as the frequent use of higher order questions and critical thinking skills to
evaluate sources of information for bias, opinion and fact. Numeracy skills will be developed
through conducting surveys and interpreting graphs, statistics and economic arguments,
thereby helping learners to make informed choices and decisions.

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Debate
It can be summarized as the regular opportunity to debate and discuss ideas, developing
confidence in public speaking and expressing an opinion within a safe learning environment,
which respects all individuals’ viewpoints. Learners should develop skills that are effective
for considering different arguments, challenging opinion and generating open discussion on
contemporary, and potentially controversial, issues. These conversations may take place in
the home, classroom, community and on social media.
Participation
It can be expressed as the creation of equal opportunities for all learners to be seen and heard,
showing young people respect and valuing their input by giving them real choice and the
chance to make meaningful decisions. These skills may include planning and organizing
parliaments, committees and campaigns, creating publicity materials, writing speeches and
information leaflets, collecting surveys, petitions, and creating a variety of digital media
content, with opportunities to be creative, to fundraise, to volunteer and to educate peers.
V. Post-Test
Multiple Choice
1). This political philosophy that all citizens and institutions within a country, state, or
community are accountable to the same laws.
a). The Universal Declaration of Human Rights
b). The rule of Law
c). The Universal Right to Vote
2). An international document adopted by the United Nations General Assembly that
enshrines the rights and freedoms of all human beings.
b). The rule of Law

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3). It means giving the right to vote to all adult citizens, regardless of wealth, income, gender,
social status, race, ethnicity, or any other restriction, subject only to relatively minor
exceptions.
b). The rule of Law
4). These skills may include planning and organizing parliaments, committees and
campaigns, creating publicity materials, writing speeches and information leaflets, collecting
surveys, petitions, and creating a variety of digital media content, with opportunities to be
creative, to fundraise, to volunteer and to educate peers.
a). Participation
b). Research
c). Debate
5). It can be summarized as the regular opportunity to debate and discuss ideas, developing
confidence in public speaking and expressing an opinion within a safe learning environment,
which respects all individuals’ viewpoints.
a). Participation
b). Research
c). Debate
B. Identification
__________ 1). It includes an understanding of how government works and of the important
issues facing society, as well as the critical thinking skills to evaluate different points of
view. Many organizations interested

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__________ 2). An international document adopted by the United Nations General Assembly
that enshrines the rights and freedoms of all human beings.
__________ 3). It can be defined as the frequent use of higher order questions and critical
thinking skills to evaluate sources of information for bias, opinion and fact.
___________ 4). The rule of law is the political philosophy that all citizens and institutions
within a country, state, or community are accountable to the same laws.
__________ 5). An individual with the skill of political literacy has the skills of
understanding other people’s viewpoints, realizing their effect upon her/him and responding
to them in an ethical way.
Essay (11-20)
Are you politically literate? If YES, why? And if NO why not?
VI. Reference
n.d. Political Literacy Students of Preservice Social Studies Teacher. Accessed
April 5, 2020. https://pdf.sciencedirectassets.com.

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VII. Attendance Photo Documentation

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Module 13
GENDER AND DEVELOPMENT
SHEILA MAE PANALIGAN
GRETCHEN G. LORENZO
JESSLIE LAWAS
GIDION NACINO

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Module 13
GENDER AND DEVELOPMENT
I. Introduction
I. Introduction
Refers to the development perspective and process that is participatory and
empowering, equitable, sustainable, free from violence, respectful of human rights,
supportive of self-determination and actualization of human potentials. It seeks to
achieve gender equality as a fundamental value that should be reflected in
development choices and contends that women are active agents of development,
not just passive recipients of development;
Gender and Development or GAD refers to the development perspective and
process that is participatory and empowering, equitable, sustainable, free from
violence, respectful of human rights, supportive of self - determination and
actualization of human potentials. Gender Literacy focuses on developing the
awareness and skill sets to critically think about socially constructed embedded
gendered narratives. This is where Gender Literacy comes in, which is all about
developing the awareness and skill set to critically think about these gendered
narratives.
II. Objectives
General equality objectives include:
• Equal career opportunities for women and men

• Fair distribution of unpaid and paid work among women and men,
wages and salaries that women and men can live on independently
• Equality of women and men with regard to political representation and
participation

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• Enhancement of gender roles and standards for women and men,

elimination of restricting standards
• Same personal freedoms for women and men, protection against all
forms of aggression
III. Pre-Test Activity 10/10
Multiple choice
Direction: Read the questions carefully and choose the correct option.
1. It is unequal treatment between men and women.
a. Gender Equality b. Gender Inequality c. Gender Iniqaulity
2. Refers to the development perspective and process that is participatory and
empowering, equitable, sustainable, free from violence, respectful of human rights.
a. Gender and Development b. Gender Equality c. Gender Mainstreaming
3. Find the OPPOSITE of the underline word, Civil rights include freedom,
equality in law in employment and the right to vote.
a. fairness b. evenness c. equilibrium
4. Women’s contribution to our society has been ____ better these days.
a. intellectually b.significantly c. differently
5. Discrimination means?
a.Treating a person or group differently from others b. Not playing by the rules
c.acting nastily towards someone because they hurt you.
6. If a father does the household work, he is considered as “under the saysa”
a. true b. false
7. Men are better leaders and administration than woman
a. true b. false
8. It is the woman’s fault if she is being harassed sexually when she is wearing
skimpy clothing’s?
a. true b. false
9. The mother should be the only one responsible for childbearing and
parenting?
a. true b. false

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10. It is not proper to girl to say “I love you” first to a boy?

a. true b. false
Topic: Gender & Development
Gender and Development (GAD) – refers to the development perspective and

process that is participatory and empowering, equitable, sustainable, free from
violence, respectful of human rights, supportive of self-determination and
actualization of human potentials. It seeks to achieve gender equality as a
fundamental value that should be reflected in development choices and contends
that women are active agents of development, not just passive recipients of
development;
Gender Analysis – refers to a framework to compare the relative advantages and
disadvantages faced by women and men in various spheres of life, including the
family, workplace, school, community and political system. It also takes into
account how class, age, race, ethnicity, culture, social and other factors interact with
gender to produce discriminatory results;
Gender Audit – refers to a form of “social audit” or “quality audit” which
determines whether the organization’s internal practices and related support
systems for gender mainstreaming are effective, reinforcing each other and are
being followed. This tool or process assists organizations in establishing a baseline,
identifying critical gaps and challenges, and recommending ways of addressing
them;
Gender Equality – refers to the principles asserting the equality of women and men
and their right to enjoy equal conditions realizing their full human potentials to
contribute to and benefit from the results of development, and with the State
recognizing that all human beings are free and equal in dignity and rights;

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GAD Focal Point System – is an interacting and interdependent group of people in

all government instrumentalities tasked to catalyze and accelerate gender
mainstreaming. It is a mechanism established to ensure and advocate for, guide,
coordinate, and monitor the development, implementation, review and updating of
their GAD plans and GAD-related programs, activities and projects (PAPs);
Gender Mainstreaming – refers to the strategy for making women’s as well as

men’s concerns and experiences an integral dimension of the design,
implementation, monitoring, and evaluation of policies, programs and projects in
all social, political, civil, and economic spheres so that women and men benefit
equally. It is the process of assessing the implications for women and men of any
planned action, including legislation, policies or programs in all areas and at all
levels;
GAD Plan and Budget – is a systematic approach to gender mainstreaming, carried

out by all government instrumentalities, through the annual development and
implementation of programs, activities and projects and addressing gender issues
and concerns in their respective organizations, sectors and constituencies by
utilizing at least 5% of their total budget allocation;
Performance-Based Budgeting – is an approach to budgeting which involves a

review of the agencies’ existing budgetary programs and projects to ensure that
these support their core mandated functions and produce the targeted outcomes and
outputs;
Rights-Based Approach – refers to the recognition of every human being both as a

person and as a right-holder. It strives to secure the freedom, well-being and dignity
of all people, everywhere, within the framework of essential human rights
standards, principles, duties and obligations;

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Women’s Empowerment – is a goal of and an essential process for women’s

advancement. It is the process and condition by which women mobilize to
understand, identify and overcome gender discrimination so as to achieve equality
in welfare and equal access to resources. In this context, women become agents of
development and not just beneficiaries enabling them to make decisions based on
their own views and perspectives.
National Machineries for Women - Agencies with a mandate for the advancement
of women established within and by governments for integrating gender concerns
in development policy and planning
Patriarchy - Systemic societal structures that institutionalize male physical, social

and economic power over women
Sex and Gender - Sex refers to the biological characteristics that categorize
someone as either female or male; whereas gender refers to the socially determined
ideas and practices of what it is to be female or male
Social Justice - Fairness and equity as a right for all in the outcomes of
development, through processes of social transformation WID/GAD
The WID (or Women in Development) - approach calls for greater attention to
women in development policy and practice, and emphasizes the need to integrate
them into the development process. In contrast, the GAD (or Gender and
Development) approach focuses on the socially constructed basis of differences
between men and women and emphasizes the need to challenge existing gender
roles and relations
Women’s Empowerment - A ‘bottom-up’ process of transforming gender power
relations, through individuals or groups developing awareness of women’s
subordination and building their capacity to challenge it.

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Women’s Human Rights - The recognition that women’s rights are human rights
and that women experience injustices solely because of their gender
Post-Test
A. Identification
1. It is a ‘bottom-up’ process of transforming gender power relations, through
individuals or groups developing awareness of women’s subordination and
building their capacity to challenge it.
2. The recognition that women’s rights are human rights and that women
experience injustices solely because of their gender.
3. Systemic societal structures that institutionalize male physical, social and
economic power over women.
4. Refers to the recognition of every human being both as a person and as a
right-holder.
5. It is an approach to budgeting which involves a review of the agencies’
existing budgetary programs.
6. It is an interacting and interdependent group of people in all government
instrumentalities tasked to catalyze and accelerate gender mainstreaming.
7. Refers to a form of “social audit” which determines whether the
organization’s internal practices and related support systems for gender
mainstreaming are effective.
B. Essay:
What is the importance of gender and development in teaching and learning

process?
V. Reference

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https://gad.bulacan.gov.ph/definition_of_terms.php#:~:text=Gender%20and%20Deve
lopment%20(GAD)%20%E2%80%93,and%20actualization%20of%20human%20pot
entials
VI. Attendance Photo Documentation (a must)

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I

OSIAS COLLEGES, INC.

This anthology of Self-Instructional Modules of Bachelor of Elementary

ROGER P. RAMOS, EdD

OSIAS COLLEGES, INC.

BACHELOR OF ELEMENTARY EDUCATION 2A

ROGER P. RAMOS, EdD

gratefully acknowledged, and they will forever be remembered and cherished.

moral given to them.

WHEN YOU ALLOW STUDENTS

TABLE OF CONTENTS Page

CHAPTER 1: THE 21st CENTURY LITERACY,................................... 1

CHAPTER 2: 21ST SKILLS CATEGORIES ……………………………….14

CHAPTER 4: INTEGRATING NEW LITERACIES IN THE

CHAPTER 5: MULTICULTURAL AND GLOBAL LITERACY .............. 38

CHAPTER 7: MEDIA LITERACY ....................................................... ..62

CHAPTER 8: FINANCIAL LITERACY........................................................ 69

CHAPTER 10: ECO LITERACY .................................................................... 89

CHAPTER 11: ARTS AND CREATIVE LITERACY .................................. 98

CHAPTER 13: GENDER AND DEVELOPMENT LITERACY ............... 117

21ST CENTURY EDUCATION

Alyssa Jane M. Pablo

Name of Presenter: MZ CAWIGAN & JA Professor: ROGER P. RAMOS, EdD

Name of Presenter: MZ CAWIGAN & JA Professor: ROGER P. RAMOS, EdD

Name of Presenter: MZ CAWIGAN & JA Professor: ROGER P. RAMOS, EdD

Name of Presenter: MZ CAWIGAN & JA Professor: ROGER P. RAMOS, EdD

IV. Learning Action Cell

Name of Presenter: MZ CAWIGAN & JA Professor: ROGER P. RAMOS, EdD

Name of Presenter: MZ CAWIGAN & JA Professor: ROGER P. RAMOS, EdD

Learning should have context

Name of Presenter: MZ CAWIGAN & JA Professor: ROGER P. RAMOS, EdD

Name of Presenter: MZ CAWIGAN & JA Professor: ROGER P. RAMOS, EdD

Name of Presenter: MZ CAWIGAN & JA Professor: ROGER P. RAMOS, EdD

Name of Presenter: MZ CAWIGAN & JA Professor: ROGER P. RAMOS, EdD

VII. Attendance Photo Documentation (a must)

Name of Presenter: MZ CAWIGAN & JA Professor: ROGER P. RAMOS, EdD

Name of Presenter: MZ CAWIGAN & JA Professor: ROGER P. RAMOS, EdD

21st CENTURY SKILL CATEGORIES

SHYRA COLINE TIMBANG

Name of Presenter: MZ CAWIGAN & JA Professor: ROGER P. RAMOS, EdD

III. Pre-Test Activity

Answer the following

Name of Presenter: MZ CAWIGAN & JA Professor: ROGER P. RAMOS, EdD

a). Learning Skills

b). Literally Skills

c). Life Skills

a). Learning Skills

b). Literally Skills

c). Life Skills

a). Learning Skills

b). Literally Skills

c). Life Skills

b). Critical thinking

Name of Presenter: MZ CAWIGAN & JA Professor: ROGER P. RAMOS, EdD

b). Critical thinking

Identify the correct answer.

___________ 4). Is the expression of someone’s ability to adapt to changing circumstances.

Name of Presenter: MZ CAWIGAN & JA Professor: ROGER P. RAMOS, EdD

VII. Attendance Photo Documentation (a must)

Name of Presenter: MZ CAWIGAN & JA Professor: ROGER P. RAMOS, EdD

NEW LITERACIES, FUNCTIONAL LITERACY, AND MULTI

JAN REIN G. NESPEROS