LESSON 1

CURRICULAR LANDSCAPE FOR THE 21ST CENTURY

1. Curriculum for the 21st Century Teaching and Learning

A. Emerging curricula for the 21st Century Learners
TOPICS B. Skills for the 21st Century Learners and Teachers
C. Core Values at the Heart of the 21st Century Curricular
LEARNING OUTCOMES
What do I At the end of this Module, the learners should be able to:
need to  Describe the emerging curricula for the 21st century teachers
learn? and learners;
 Identify skills necessary to address the 21st century curriculum;
and
 Identify and practice values reflective of the needs for 21st
teaching and learning.

What do I INTRODUCTION
need to The dramatic technological revolution ushered the new
millennium. Global society is now in the midst of diverse, complex,
know?
media-saturated environment. We are faced with emerging issues like
global warming, poverty, health issues, population explosion and many
more. However emerging technologies and globalization provide
possibilities for new developments like non-conventional sources of
energy, advances in medical care, communications, and exploration in
space and into the depths of the ocean as well as restoration of our
damaged environment.
To address the dawning of the millennium, what should the 21
century education be? According to www.21 Century Schools, 2008,
education should be "bold that breaks away from the mold". It will be
flexible, creative, challenging and complex. It should address a rapidly
changing world, filled with new problems but with new
Possibilities.
How then should the curriculum for the 21t century look like?
What are the elements of the 21st century curriculum?
These are difficult questions to answer, however, this special
topic will attempt to approximate a landscape that would most likely
describe the curriculum in the current century. The scenario is based
on the global education trends as influenced by the current and future
worldwide needs developments.
The Context:
Some of the emerging factors or conditions frequently
mentioned in various
fora, discussion, dialogues that will shape the curriculum of the century
include the following:

1. Globalization of economies where power is centered in Asia with

China leading

2. Dependence on international markets that need global

perspectives from entrepreneurs and workers.

3. Increased concern and positive actions about environment

degradation, water and energy shortage, global warming,
pandemics (AIDS, flu, others) - A curriculum is needed that
requires cooperation for global solutions from citizens with sound
knowledge of local and environmental issues, openness to change
habits to promote sustainability

4. Nations competing for power blocks. This would require

understanding for the need to build alliances, understand the
factors that generate conflict and mistrust, and find solutions to
these. There is a need for a curriculum that accommodates
cultural diversity and differences.

5. Internationalization of employment due to increased global

migration, increased opportunities for working overseas, greater
need to have multinational work teams. This requires a curriculum
that develops higher cultural awareness and sophisticated
interpersonal skills.

6. Science and technology edge as drivers of gaining economic edge.

7. The knowledge economy as the generator of most wealth and
jobs This would necessitate a curriculum that will enhance the
capacity to identify problems, work in multi-disciplinary teams to
find solutions, manage complex tasks and synthesize ideas to
communicate effectively.

In short, the 21" century curriculum, shall prepare every learner

for individual success in order to contribute to a vibrant society and a
robust economy of the world. It will be a curriculum that will inspire
and challenge lifelong learners to prepare for now and the future.
Thus the 21st century curriculum would depend on an integrative
approach.-one that unites core academic subjects, interdisciplinary
themes, essential skills in which modern pedagogies, technologies,
resources and contexts work-together to prepare students for modern
life (Partnership 21 Century Skills, 2007).

DISCUSSION

A. Emerging Curricula for the 21 Century Learners

What curricula should schools have for the 21st century?
Curricularists say that the 21" Century curricula should be
inspiring and challenging for both the teachers and learners. ACARA in
2012 mentions the following characteristics of a curriculum:

1. It should provide appropriate knowledge, skills, understanding and

capabilities to face the future with confidence. (Interdisciplinary,
connected to the community (local, national, global).

2. It should be based on strong evidence drawn from research.

(research driven)

3. It should be a product of highly consultative, collaborative

development process. (co-development)

4. It is a curriculum that supports excellence and equity for all

learners. (multi-cultural)

5. It is accessible and ready for schools, teachers, parents and the

broader community (sustainable)

The curriculum for this century should create a context which

will make the content relevant to the learner's lives, bring the world to
the classroom, as well as take the learners into the world.

The milieu from where learning takes place should provide

opportunities for teachers and learners, or learners and learners to
interact with each other. Furthermore, such curriculum should develop
and enhance skills that are needed in the 21st century to include higher
order thinking skills, multiple intelligences, technology and multimedia,
multiple literacies and authentic assessments. It should also include
service learning as an important component.

Curriculum Blueprint for the 21st Century

To show an example of this curriculum, the Department of Education
presents the broad strokes of the K to 12, the holistic foundation and
elements needed by every learner in the 21st century.

Figure 1: The proposed Contents, Domains, Approaches , Assessment

and Monitoring and Evaluation System or the K to 12 Basic Education
Curriculum.

If we want to see the future through our curriculum, then we need to

present the
three big questions and relate these to a curriculum blueprint as the
guidepost.

1. What are we trying to achieve through the curriculum?

2. How do we need to organize the curriculum to achieve these
aims?
3. How effectively do we evaluate the impact of curriculum and
continuously improve on it?

A curriculum blue print is a tool that guides curriculum makers and

users in their journey to achieve the goal. At the heart of this journey is
the LEARNER. Each trigger question What, How, Who, Where, and
When will always refer to the heart of
the journey, the learner.
Figure 2. Curriculum Blueprint for the 21st Century
(Adapted from waltersl@gca.org.uk, 2009

A curriculum for the 21st century learners should nurture each

learner to his/her full potential, discover talents and to develop a
passion for life-long learning. It should be a curriculum which is strong
in the core areas of literacy, numeracy and scientific literacy as these
core areas provide the foundation of future learning. There shall be
reinforced humanities to develop learners' ability to understand and
appreciate different perspectives, as well as nurture cultural
sensitivities and civic awareness.
Perkins in Jacobs (1989) mentioned that a curriculum must go
beyond content knowledge with strong emphasis on the 21st century
skills. In this situation, perhaps, learners will have fewer pages from
printed materials to read or topics to be covered, but they will be
learning even more. Curriculum is not textbook-driven or fragmented,
instead it is thematic and integrated. Knowledge is not memorization of
facts and figures but are constructed through investigation and inquiry,
the results of which are connected to previous knowledge, personal
experiences, interests, and talents. Assessment is authentic and
requires real-world audiences.

The Global Classroom

What kind of classroom will address the 21 st Century
Curriculum? How does the 20th Century Classroom compare with the
21st Century Classroom as presented by www.21st Century
Schools.com.?

Table 1. Comparison of the 20th Century Classroom and the 21st century
Classroom
20th Century Classrooms 21st Century Classrooms
Teacher-centered, fragmented Learner-centered, integrated
curriculum, learners working in curriculum, learners working
isolation, memorizing facts together, understanding facts.
Time based Out-come based
Focus on memorization of Focus on What students Know, can
discrete facts DO and are Like after all the details
are forgotten
Lesson focus in lower level of Learning is designed on upper
Bloom’s Taxonomy: knowledge, levels of Bloom’s Taxonomy:
comprehension and application analysis, evaluation and synthesis;
considers Multiple Intelligence and
Emotional Quotient
Textbook-driven Research-driven
Passive-learning Active learning
Learners work in isolation- Learners work collaboratively with
classroom within four walls classmates and others around the
world borderless and global
Teacher-centered: Teacher is Student-centered: Teacher is the
the dispenser of information facilitator, coach, guide and the
side
Problems of discipline Students and teachers mutually
respect each other
Little to no student freedom Great deal of student freedom
Fragmented curriculum Integrated and interdisciplinary
Low expectations High expectations to succeed
Teacher is the sole judge Self, peer and other assessment
Curriculum is irrelevant to Curriculum is connected to
learners students’ interests, experience,
talents and the real world.
Pencil and paper is the primary Performance, products and
vehicle of learning and multiple forms of media are used
assessment for learning and assessment
Diversity of learners is ignored Curriculum addresses learners
diversity
Literacy in the 3 Rs: reading, Multiple literacies of the 21st
writing, arithmetic century-aligned to living and
working in a globalized new
millennium
 Factory model, based upon the
needs of employers of the 19th
century scientific management
Driven by standard testing
Global model based upon the
needs of a globalized, high tech
society
Standard testing has its place.
Multiple ways of assessment of
learning and for learning

Thus, from the descriptions of two contrasting classrooms, the

critical attributes of the 21st century curriculum and education are:
 integrated and Interdisciplinary
 global classrooms/globalization
 student-centered
 research-driven
 technologies and media
 21s Century Skills
 relevant, rigorous and real world
 adapting to and creating constant personal and social change
and lifelong learning

B. Skills for the 21st Century Learners and Teachers

To study and work in an environment of the 21 century,

learners and teachers should embrace the necessary skills to address
the need of the millennium. These include among others (1) literacy,
(2) numeracy, (3) information and communication technology
competence, (4) ethical behavior, (5) personal and social competence
and (6) intercultural understanding.

Multi-literacies embrace overarching clusters that would

address the different life skills, not merely reading, writing and math.
These literacies include media literacy, financial literacy, arts and
creativity, ecoliteracy, cyberliteracy, physical fitness and health
literacies, globalization and multicultural literacies and
social/emotional literacies
(McLeod, S., 2008 in 21 Century Schools).

Building the Learning Society for the 21 Century implies

assembling a coalition that can draw innovations from all sectors of
society for the benefit of learners. It needs to mobilize new structures,
new approaches and new technology to deliver a new balance of skills
to a lifelong learning population. (Cisco, 2010 as mentioned by Cadwell,
B and Lungmuir, F, 2010).

In the same report of the Learning Society, eight skills were

identified as required for learners of the 21" Century. The list include
the following skills to:
1. gather, analyze, and synthesize information
2. work independently to a high standard with minimal
supervision
3. lead others through influence
4. be creative and turn such creativity into action
5. think critically and ask the right questions
6. understand others' perspectives and the entirety of the
issue
7. communicate effectively using technology
8. work ethically, firmly based in both the society and the
planet as a whole.
These were renamed as survival skills by lony Wagner (2006) in
his book, The
Global Achievement Gap as:

1. critical thinking and problem solving

2. collaboration across networks and leading by influence
3. agility and adaptability
4. initiative and entrepreneurship
5. effective oral and written communication
6. accessing and analyzing information
7. curiosity and imagination
On the other hand, 21 st Century skills set by Singapore Ministry
of Education(MOE) points to the following cluster:

Table 2. Cluster of 21st Century Skills for Teacher and Learners

Cluster of Skills for the Specific Definition

21st Century
Learning and Critical Thinking and Problem Solving
Innovation Skills Creativity and Innovation
Oral and Written Communication
Knowledge, Content Mastery
information, Media Information Literacy
and Technology Media Literacy
Literacy Skills ICT Literacy
Life Skills Flexibility and Adaptability
Initiative and Self Direction
Teamwork and Collaboration
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility
 Citizenship Skills Valuing of Diversity
Global Awareness
Ecological and Environmental Awareness
Values, Ethics and Professionalism

According to Howard Gardner (2006) from his book, Five Minds

of the Future, he sees that the future demands five frames of thinking
which would help in the development of the necessary thinking skills.
He summarized these as follows:

 The Disciplined Mind: makes use of the ways of thinking

necessary for major scholarly work and professions.
 The Synthesizing Mind: selects crucial information from the
voluminous amounts available, processing such information in
ways that make sense to self and to others.
 The Creating Mind: goes beyond existing knowledge and
syntheses to pose new questions, offer new solutions, fashion
Works that stretch the current genres or configure new ones.
 The Respectful Mind: sympathetically and constructively adjusts
to differences among individuals and among groups; seeks to
understand and work with those who are different and extends
beyond mere tolerance and political awareness.
 The Ethical Mind: abstracts crucial features of one's role to work
and one's role as a citizen consistently with those
conceptualization, and strives toward good work and good
citizenship.
Following the multiple intelligence theory, Howard Gardner
presents an explanation that each frame of thinking is attributable to
the type of mind the learner has to use in order to survive the future.
Skills for learning necessary are Information and
Communication Skills which include media literacy, information literacy
and ICT literacy. Thinking and problem solving skills mentioned earlier
that include critical thinking and systems thinking, problem
identification, formulation and solution, creativity and intellectual
curiosity. Interpersonal and self-directional skills, include flexibility and
adaptability, initiative and self-direction, social and cross-cultural skills,
productivity and accountability and leadership and responsibility.

What about the future teachers who will be teaching the

learners of the 21st century. What skills should they possess, in addition
to the list given?

Are we still using yesterday's tools in the curriculum to teach

students for tomorrow?
 The choice of instructional tools and strategies is best made on
a local level taking into account the resources, expertise and learning
needs of that particular community of learners. However,
consideration should be made that such tools and strategies can be
accessed by anyone, in a global village.

A number of pedagogical skills should be developed to build

learners competence in skills, (Bransword, 2000) There are various
research-supported approaches that have been proven to be effective
ways of enhancing learning in the curriculum. Among the many are:
1. problem based learning (PBL)
2. cooperative learning
3. using real world context/experiential learning
4. simulations
5. re-living historical events

C. Core Values at the Heart of the 21st Century Curriculum

For a curriculum to stay, core values should be at its core.
National curricula across the world deliberately embed core values for
all learners in their respective country and as global learners.

Singapore's Ministry of Education (2012) for example, has the

following values in their 21st Century Curriculum:

1. respect-belief in self-worth and intrinsic worth of others,

2. 2. responsibility-duty to himself, family, community, nation and
the world;
3. integrity-upholds ethical principles and has the moral courage
to stand up for what is right,
4. care –acts with kindness and compassion that contribute to the
betterment of the community and the world;
5. resilience-emotional strength to manifest courage, optimism,
adaptability and resourcefulness; and
6. harmony-seeks inner happiness and promotes social cohesion
through unity in diversity in multicultural society

Basic education as expressed in the 2002 Philippine Revised

Basic Education Curriculum included four core values that were stated
as: Maka-Diyos (pro-God), Maka-tao (pro-man), Maka-bayan (pro-
country) and Maka-kalikasan (pro-nature). In the current K to 12
curriculum, in Values Education, at the core are Respect and Truth,
Love and Goodwill, Spirituality, Justice, Respect of Nature, Nationhood
and Peace.
 The core values mentioned above are examples that are shown
in the national curriculum of the two countries, which address the 21st
century.

EDUCATIONAL IMPLICATIONS:

The curriculum of the 21st century guides teachers and learners on

how to navigate their future. We have to reflect on our current
educational practices that should respond to the need of the times,
otherwise, we will be left behind. Future teachers, will be handling
learners who are “digital natives" and digital learners, who are capable
of multi-tasking, who are insatiable in searching and generating
knowledge, who look for evidence, and deliver outcomes.

The speed to the future 1s very fast. 1he world has become
"flat", Education has become borderless. Events are seen in real time.
Multiple problems arise, likewise multiple possibilities and solutions
evolve. The ways of doing and assessing have changed. In the new
millennium, knowledge is power.

Schools must change its paradigm. Classrooms should be

designed differently.
Tools and methods of teaching which have become irrelevant and
ineffective should be replaced. Teachers have to update, enhance and
develop in order to catch up with the 21st century skills.

All of these and many more are the challenges of the 21 st

century curriculum.

What do I I need to remember the following:

need to Concepts:
1. 21st century curriculum demands 21st century skills.
remember?
2. 21st century curriculum is holistic, and integrative.
3. 21st century curriculum focuses on essentials and deep
understanding
4. 21st century curriculum respects diversity of culture and national
boundaries and enhances sustainability.
5. 21st century curriculum recognizes the five frames of the minds
(discipline
mind, creating mind, respectful mind and respectful mind) which
are necessary
for thinking
6. 21st century curriculum develops learning skills, literacy skills, life
 skills, and citizen skills (Survival skills)
7. 21st century curriculum is anchored on universal core values.
8. 21st century curriculum requires 21st century teachers.
9. 21st century curriculum responds to globalization.
10. 21st century curriculum defines education of the future.

Skills:
1. 21st century skills require higher level of thinking skills, doing
skills and valuing skills.
2. 21st century skills refer to what can be utilized by both the
teacher and learners in understanding, creating and innovating.
3. Literacy in the 21st century goes beyond the fundamentals of
listening, reading writing, speaking, and viewing but includes
media literacy, information literacy, digital literacy as well as
content mastery. This refers to multi-literacies.
Values:
1. Core values are rooted in the 21st century curriculum.
2. National curriculum differs in the core values which is informed
by the country's Vision, aspiration and culture.
3. Universal core values of the 21s century curriculum transcends
nations.

Back to the Future: The Higher Education Curriculum in the 21st

What does Century
David Bridge
research School of Education and Professional Development
say about University of Englia, Norwick, UK
this? Cambridge Journal Of Education, Vol. 30. No.l, 2000

ABSTRACT
This paper begins by reviewing some of the dramatic changes which
have been taking place in higher education in recent years and which
are disrupting the traditional identities of place, of time and of the
scholarly and student communities. These are producing for the 21st
century a higher education system which operates under a greater
variety of conditions than ever before (part-time/ full-time, work-
based/institution-based, face-to-face/ delivered at a distance, etc.) and
which brings with it a student experience and an informal curriculum,
which are both changed and increasingly diverse. The paper then looks
more specifically at the competing ep1stemologies which are struggling
to shape the formal undergraduate curriculum of the 21st century: the
deconstruction of the subject, as reflected in, for example, the
 modularization of the curriculum, the cross-curricular ‘key’ skills
movement; the learning through experience movement and the shift of
the seat of learning outside the academy; the profoundly disruptive
potential of web-based learning. It observes too, however, the
continuing power of the subject as a form of academic and
organizational identity and the way in which the current dynamics of
the research assessment exercise, the Quality Assurance Agency
subject review process and even the Higher Education Funding Council
s strategy for teaching and learning are working to reinforce the
subject as the unit of organization in higher education. It is this that
prompts the hint in the title that the future may contain elements of
familiarity as well as radical change.
Activity 1
What
insights/s Reflections:
Let us reflect on this Topic, by using questions 1 to 5 as a guide.
have I
1. What observations have I gained in my reading above? What is
gained in happening in the curriculum landscape
this topic? 2. Why is it happening that way?
3. So what? What do I plan to do as a future teacher as I apply what I
learned to what I will do?
4. Now what? If I plan to do no 3, what do I get out of it?
5. As a future teacher, how will I address the K to 12, considering
knowledge, skills and values I learned from this special topic?
Assessment
What do I
Enriching Activity No. 1: Visualizing the 21s Century Curriculum in the
need to Philippine Context.
do? 1. Present in visual (drawing, diagram, montage, collage) your mental
picture of the school or a classroom using the 21" century
curriculum.
2. Print this in a coupon bond, using the rules in making visual aids.
3. Submit your visual.
Enrichment Activity 2 - Building Teaching Resources from the Web.
1. Search the web and locate these teaching materials (lesson plans,
activities, projects, power point presentation, video clips, etc.)
which you can use when you teach.
2. Compile at least 3 different teaching resources.
3. Submit your output in a yellow paper.
 Enhancement Activity 3: Self-assessment
Are you ready to embark on the 21st Century Curriculum as a Teacher?
(Answer honestly the items by marking a check mark on the column of
your choice)
Submit this with your answer.
Item
Not
Are you ready to do this with learners in your Ready
ready
classroom?
1. Use electronic gadgets such computers,
cellphones.
2. Locate necessary information from the
worldwide web.
3. Accommodate all kinds of learners in your
classroom
4. Communicate to diverse learners in at least
three languages. (LI, L2, L3, L4 (Identify the
languages)
5. Assess learning outcomes in both the
pencil-paper and authentic ways.
6. Integrate other concepts from other
subjects to your
7. Allow learners to communicate freely but
with respect.
8. Welcome the participation of parents in all
curricular activities
9. Conduct action research with the learners
and peers.
10. Bring the world to your classroom and
your classroom to the world
Where Alata, Elen Joy P. MAED, Ignacio, Eigen John T. MAED. 2019. Building
can I and Enhancing New Literacies Across the Curriculum. Manila. REX
get additional Bookstore.
Information
about Bilbao, Purita P. Ed.D.2013 Special Topics Volume 4, Quezon City.
this?
Lorimar Publishing, Inc.
 LESSON 2
A TEACHER FOR THE WORLD: ARE YOU IN?
1. The Global Teacher
TOPICS A. Globalization and Global Education
B. On Becoming a Global Teacher
What do I LEARNIG OUTCOMES
need to At the end of the module, the learner should be able to:
 Identify the characteristics of a global teacher;
learn?
 Discuss the effects of globalization in education; and
 Explain the importance of a global teacher in the 21 st century teaching
and learning
What do I
need to INTRODUCTION:
know? In the era of globalization and internationalization, the teacher is
at the forefront of meeting the challenges of the 21st century
education. Innovations abound, millions of information are made
available in the worldwide web and new ways of learning have
emerged. The teacher is faced with educating the technology savvy
generation whose dependency on technology can be a blessing or a
curse. Some teachers have observed that the present generation 1s too
distracted with many things to the point that learning is sacrificed. On
the other hand, learners are complaining that their teachers are not
making them learn as they should. Who is the culprit in this cycle of
continuing learning gap? If you consider teaching as a system wherein
the adult (the teacher) 1S given the responsibility to guide and educate
the young (the learner), there is wisdom in refocusing the attention to
the teachers to trained them to capably lead the young. What should
the teachers possess to effectively carry out learning in this globalized
world? Are there new competencies that the teacher should possess to
be global educator? What does it take to be a teacher in a world of
globalization and internationalization? These questions will be dealt
with in this section.

A. Globalization and Global Education

Globalization is multifaceted. It needs an encompassing and

multifaceted definition to cover its complexity, Thomas Larson (2001) in
his book The Race to the Top: The Real Story of Globalization has
defined the term as the process of world shrinkage, of distances getting
shorter, things moving closer. It pertains to the increasing ease with
which somebody on one side of the world can interact with mutual
benefit, with somebody on the other side of the world. Others define
globalization as the integration of economics and societies all over the
world which involves technological, economic, political, and cultural
exchanges made possible largely by advances in communication,
transportation, and infrastructure. Globalızation is a simplified term of
describing the spread and connectivity of economic and cultural life all
over the world. By its very nature, globalization encompasses a
multitude of disciplines, communities, and cultures. There is no area of
human activity that is not affected by globalization.

Globalization finds its greater impact on education. Due to the

advent of globalization, the way people think, study and learn have
changed tremendously. The effects of globalization on education can be
seen in the rapid developments in technology and communications,
changes within learning systems, the changing roles of students and
teachers, and major concern on lifelong learning. More so, there is a
shift in the concept of learning as contained and organized n school, to
the leaner with the vast potential to learn from all his experiences. The
use of the internet and other computer forms has paved the way for
alternative learning systems in education like online learning and
distance learning. Educationally sound and well packaged curriculum
materials become the priority of schools as Wen as the technologically
sophisticated ‘solutions’ to the pedagogical problems of overworked
teachers. In this borderless information society, education has to
respond to additional demands of a rapidly globalizing world by raising
awareness or societal and cultural diversity and the idea of a global
village.

The major concern of teachers is to carry out the lesson

effectively and effect learning. Teachers need to master the subject
matter, implement efficient classroom management strategies and
understand the learners in order to maximize learning. Beyond these
expectations is the ability or ne teacher to bring a global touch in the
classroom. It is not complete if students will be taught how to speak the
English language correctly. To add a global dimension 1s to make sure
that students learn how to communicate in English 1n a variety or
audiences considering rich cultural context. There is an increasing need
to broaden the horizon of people in the academic community to
embrace the concept of global education. To produce global citizens is
to provide global education.

Global education has been defined as an "education which

promotes the knowledge, attitudes and skills relevant to living
responsibly in a multicultural, interdependent world" (Fisher & Hicks,
1985, p. 8). Kniep (1985) states that “global education consists of efforts
to bring about changes in the content, methods and social context of
education in order to better prepare students for Citizenship in a global
age. Global education develops skills such as critical and creative
thinking, problem solving, conflict resolution, and communication skills.
It promote values like respect for diversity, a commitment to peace and
harmony, and empathy with peoples of the world thus, taking concrete
steps locally and globally to make a better world. Global education
doesn't happen by accident. It must be thoroughly planned and
consciously taught.

The mission of global education is outlined in UNESCO's

Recommendation on Education tor International Understanding,
Cooperation and Peace. This document calls on teachers in schools
around the world to promote education at all levels with an
international dimension and a global perspective in, to understand and
respect all peoples and their cultures, values, and ways of life, to
become aware of the increasing global interdependence between
peoples and nations and to understand the necessity for international
solidarity and cooperation.

B. On becoming a global teacher

The realities of globalization and global education have
increased the demand for a global teacher who can effectively carry out
the challenges of the globalızed world. What does it mean to be a global
teacher? What are the characteristics of a teacher in a globalized world?

Various experts have identified characteristics of a global

teacher. Most say that a global teacher should be an expert in his field,
a good communicator pragmatic, critical thinker, problem solver and
creative thinker. Others believe that the most important skill that a
global teacher should possess is information literacy. Considering many
literature and researches across countries, the characteristics of a global
teacher can be categorized into two: a global teacher with CHARACTER
and a global teacher with COMPETENCE, A global teacher should have
the heart to love the unlovable, to endure the unbearable and she or he
must have the competence to make learning possible. The CHARACTER
of the teacher refers to his/her personal characteristics while
COMPETENCE refers to the professional traits of the teacher needed in
the effective performance of his/her work. Of what use is competence
without character and vice versa. A global teacher should have both the
character and competence. Being a global teacher does not mean going
out of the country and teach there. A global teacher thinks globally and
acts locally. Being able to address diversity of learners in her/his very
own classrooms is the essence of the global teacher.

The Teacher with Character

A mother once asked Gandhi to get her son to stop eating

sugar
Gandhi told the child to come back in two weeks.
1wo weeks later, the mother brought the child before Gandhi.
Gandhi said to the boy, "Stop eating sugar"
Puzzled, the woman replied, "Thank you, but I must ask you
why you didn’t tell him that two weeks ago.
Gandhi replied, "Iwo weeks ago, I was eating sugar
(author unknown)

Gandhi, the teacher, realized that for the boy to follow him, he
must stop eating sugar. This is an example of modeling. A teacher
should be a model of good behavior before he/she can demand the
same behavior from the students. If the teacher demands that his/her
students will be punctual, he/she should model punctuality by arriving
early in school. A teacher with desirable character should have CLASS:
Commitment, Love of learners, Accountability for high standards,
Sociability and Sincerity. An effective teacher should be committed to
his/her work willing to render extra service without counting the cost.
Her commitment to serve others and create a difference becomes her
passion. A global teacher should be accountable for high standards. The
global teacher aims for quality and excellence in carrying out the
teaching learning process. She does not settle for anything less. She and
listens to her students. The global teacher should be attends Classes
regularly sociable. Teaching primarily deals with people and to succeed
in the profession, the global teacher must have social skills. In this world
of diversity, the global teacher must know how to deal with people in all
walks of life. She/he should know how to persuade the students to do
what is expected of them. She/he should establish rapport with the
community people to get their support. An effective teacher must know
how to communicate, to say the right words at the right time, to make
students learn through clear and understandable language. Lastly, the
global teacher has Sincerity.
Sincerity can be measured in one's dealings with the learners and other
people in the community. A teacher with sincere intention of helping
the learners is always loved by the students.

The teacher with competence

Teachers’ competence can be measured through mastery of

content knowledge and pedagogical skills. A competent teacher should
have the professional artistry to induce learning among students.
Cognitive skills like critical thinking, creative thinking and problem
solving are required of the teacher in the 21st century. However,
effective teaching in the 21st century requires more than a basic
understanding of educational theory and classroom management.
Teachers must also collaborate with other educators to learn how to
implement new technology in the classroom, and how to prepare
students to enter a global economy. This is where ICT skills are very
important. The global teacher must have information and
communication technology literacy skills. She/he should be proficient I
finding and managing resources, using the internet, publishing in the
web, connecting with colleagues, students, peers and global
communities. The global teachers becomes a networked teacher who
has the skill in using social networking, blogs, wikis, digital photo sharing
and the like to promote and enhance learning.

Learning how to learn is one very important skill of a global

teacher. The teacher needs to learn, relearn previously learned
concepts and unlearn those that are insignificant. To do this, she/he has
to be a lifelong learner. Having the ability to learn on your own is one
most single skill that will empower the teacher for a lifetime. Once the
teacher is in the workplace, she/he needs to make sense of the
experiences around her/him to become lifelong learner. Reflection is
one skill that facilitates lifelong learning. The concept of growth through
reflection is not new or educators. However, only very few teachers
engage in reflection since it entails deep thinking. The aim of reflection
is to offer the opportunity to compare theory to practice, belief to
behavior, understanding to doing.

Reflection can provide the "bridge" from an educator's

technical knowledge to professional competence (Schon, 1987).
Further Schon opined that there are two kinds of reflection:
"reflection-in-action" and "reflection-on-action". The former is
immediate thinking while acting to reshape the current action to
address an unexpected problematic situation. For example, while
actively practicing, a teacher can think of what she/he is doing. She/he
makes sense of the situation, challenges assumptions and analyzes
 feelings which lead to the particular course of action. The teacher then
critically evaluates and restructures these beliefs and incorporates
them into further action. On the other hand, reflection-on-action is a
process used by learners to look back on action already taken, critically
analyze reasoning and data and evaluate by testing that action, which
results in forming a new perspective for future action. By using
reflection, the teacher continues to become a lifelong learner and gain
professional expertise in the profession.

Below is the schema characterizing the global teacher.

What do I I need to remember the following:

need to Globalization ushers a lot of challenges for the teacher A global
teacher has to relearn, unlearn, and learn new skills to be effective. A
remember
global teacher is an educator with character and competence. She/He
? should possess the personal and professional characteristics and lifelong
learning skills needed in carrying out effectively the teaching learning
process.

What does Various researches have been conducted on the teacher in the
research global community. One study involved students from 4 universities in
the South West of England and set out to investigate how
say about
knowledgeable the teacher trainees are on global issues, where do their
this? knowledge and understanding come from and how prepared (and
motivated) they are to include global perspectives in their teaching. The
study revealed that pre service teachers are knowledgeable,
enthusiastic and interested to teach about global issues. The teacher
 trainees cited television and newspapers as main sources of
information, but after that they differed. Important sources of
information for them were parents and school, followed by magazines
and books.

Although teacher trainees have knowledge on global issues, they

are not confident to teach them. One implication is that teacher
education institutions need to equip the trainee teachers with content
knowledge and pedagogical skills in teaching global issues. The
curriculum should be relevant to the changing times exposing pre-
service teachers to the real world and relevant issues of the 21t century.

A study on the Uniqueness of the Filipino Science Teacher in

California TISA (unpublished master's thesis, Cebu Normal University,
2009) by Ms. Jerry Potter revealed that Filipino teachers have adjusted
easily as educators in the foreign land. They have the ability to transfer
their learning/training to the new environment with diverse culture.
One of the factors that contributes to their adaptability to the
environment are the Filipino traits of perseverance, patience,
commitment, positive thinking and sense of humor. The study
recommended that the personal traits of the teachers should be honed
and developed in the pre-service training to prepare them for the
challenges in the real world of work. Technology-based instruction
should be emphasized since classroom instruction always integrates
technology.

What Activity 1
Insights
Writing Activity 1 (1 whole yellow paper)
and
Learning
have I What significant learnings have you gained from this lesson?
gained in What concrete steps will you undertake to be a teacher for the
this topic? world?
Activity 2
What do
I need Let's do the following activities:
to do? 1. Get an object that would symbolize an effective teacher in the
21st century. Why you have chosen such object?

Assessment
 1. Interview the following education stakeholders: parents,
students, principal, and barangay captain. Ask them about their
idea of a global teacher. Submit an article (to be published in the
school paper) on the global teacher based on the stakeholders'
responses. If possible, on-line interview can be done.

Where Alata, Elen Joy P. MAED, Ignacio, Eigen John T. MAED. 2019. Building
can I and Enhancing New Literacies Across the Curriculum. Manila. REX
Bookstore.
get
additional Dayabil, Filomena T., EdD 2012. Special Topics Volume 3. Quezon City.
Information Lorimar Publishing Inc.
about
this?
OTHER PRINTED MATERIALS

Anderson, Lorin W. (1989). The Effective Teacher. New York: McGraw-

Hill,Inc.

Eby, Judy W. (1996). Reflective Planning, Teaching and Evaluation: K-12.

New Jersey: Merrill Prentice Hall.

Larson, Tomas (2001). The Race to the Top: The Real Story of
Globalization. Washington DC. Cato Institute.

Schon, D.A. (1987). Educating the Reflective Practitioner. San Francisco

CA: Jossey-Bass.

Experiential Learning Handbook , 2007. Department of Education,

Teacher Education Council.

Electronic Materials/Links

http://21stcenturyliteracy214.wordpress.com/test-2

http://www.globalteacher.org.uk/research.htm

http://www.globaleducation.edna.edu.au/globaled/go/pid/178

Mary Stone Hanley. The Scope of Multicultural Education.

www.newhorizons.org/strategies/multicultural/deering.etal.html

Educational Technology Standards and Performance. Indicators for All

Teachers. www.cnets.iste.org/teachers/t-stands.html
Journals

Corpuz, Brenda (2010). The 21st Century Teacher: A Transforming

Influence. TheProfessional Teacher Journal, Volume II Number I.

Guajardo, Miguel, et al (2008). Transformative Ed ion: Chronicling a

Pedagogy for Social Change. Anthropology and Education Quarterly,
Volume219.

Holden, C and Matin F. Education for global citizenship: the knowledge,

understanding and motivation of trainee teachers. The Global Project.
University of Central England
 LESSON 3
THE CLASSROOM AS A GLOBAL COMMUNITY

TOPICS 1. Characteristics of a Global Classroom

2. Internationalizing the Disciplines
What do I LEARNING OUTCOMES
At the end of the module, the learner should be able to:
need to
 Illustrate an internationally competent individual;
learn?  Explain what a globally connected classroom is;
 Describe a global classroom;
 Specify some practical strategies that can employed to enhance
interaction with others around the world to thwart or even solve
issues that are global in nature.
What do I
need to INTRODUCTION
know? We live in a mutually dependent and mutually supporting global
society by way of the economic, environmental, communication,
political and social systems we normally use in everyday life. In an inter-
related society like ours, the responsibility to prepare the students to
live productively within this natural environment falls on the teachers
and the school. For many people, globalization has many different
meanings. In this special topic, globalization means enthusiastically
initiating students to learn about people and ideas from all over the
world, leading students to learn to reflect about things and ideas as an
entire and total system (economic, environmental, communication,
political, and social) and familiarizing learners with global matters that
undoubtedly will have bearing on their everyday lives. Globalization
ought to facilitate learners from different parts of the world to involve
themselves in activities where their intercultural competence may be
developed beyond social as well as geographical boundaries.

DISCUSSION

The experts in inter-cultural education and training from Kent

University in Ohio, Kenneth Cushner, Averil MeCleland and Phillip
Safford, describe globalization as “an increase in the scope and
magnitude of human contact with its subsequent escalation of
interaction and interdependence, and it seems to be the defining
concept at the beginning of the 21st century.” Recent advances in
communication and transportation technologies have resulted in a
rapidly shrinking world, and have increased and sometimes forced
contact among people from diverse cultures. It has been observed that
when we find ourselves affected by conflicts and change like global
terrorism, diseases such as AIDS, avian flu pandemic, struggles for
peace, drug trafficking, threat of environmental disasters and natural
calamities, our tendency as people of the world is to sympathize with
the victims yet we are unable to communicate that feeling to the
concerned because of varied reasons. Cushner and his colleagues
articulate that “the distinctions between what is local and what is global
have been blurred” as he observes that many people find the whole
scenario incomprehensible. He explains that “life in the 21st century
requires that those who are striving to work together in various
endeavors around the globe develop understanding of and sensitivity to
the views of others as well as a sense of connectedness that taps into
common values and goals. In today's world, global citizens must be able
to communicate and collaborate with those whose attitudes, values,
knowledge, and ways of doing things differ significantly from their own.”

To build bridges across cultural boundaries demands “a high degree

of flexibility, a tolerance for ambiguity, and an understanding of the role
culture plays in shaping thinking and behavior. Because these traits are
not necessarily innate and consequently need to be developed,
education can and must play a key role in facilitating the bridge-building
process.” Cushner et al poses a challenge: How can we begin to
understand the phenomenon of globalization, and how does it affect
teaching and learning?

EDUCATIONAL IMPLICATIONS:

A healthy, well-functioning global society demands that

individuals have the ability to think, perceive, communicate, and behave
in new and different ways with people from many different
backgrounds. The preparation of individuals for these kinds of
interactions is the goal of global or international education.

The National Council for the Social Studies defines a global

perspective as the development of the knowledge, skills, and attitudes
to live effectively in a world possessing limited natural resources and
characterized by ethnic diversity, cultural pluralism, and increasing
interdependence. Teaching toward a global perspective emphasizes the
following ideas:

Characteristics of a Global Classroom

 To conclude his discourse, Cushner et al wrote: education for a
global perspective helps individuals better Comprehend their own
condition in the community and would make accurate and effective
judgments about other people and about common issues. It
emphasizes the study of nations, Cultures, and civilizations, including
our own pluralistic society and focuses on understanding how these
are interconnected, how they change, how one has influenced another,
and what each individual’s roles and responsibilities are in such a
world An education will global perspective provides the individual with
a realistic, balanced perspective on world issues and an awareness of
how enlightened self-interest includes concerns about people
elsewhere in the world. 1The catchphrase “Think Globally, Act Locally”
has served the field of social studies education well. Making global
concerns concrete, immediate and meaningful to students is difficult
yet critical.

Characteristics of a Global Classroom

 Source: K. Cushner, A. McCleland, P. Safford. Human diversity in
education: an integrative approach. 6th ed. New York: McGraw-Hill,
2009. Crushner et al, pp227-228.

Internationalizing the Disciplines

pectives on similar issues, (e,g., the British view of the American Revolution,
Reading andstudy
language
and discussion
arts can include
of world
world
events)
literature
and student

Source: Cushner et al, pp 227-228

ation might include

Mathematics theeducation
Foreign study of can
languagethe natural
includeenvironment
education can include
the study andmetric
problems
oflanguages
the of created
and by
immigrant
system technology
and refugee
traditional and economic
populations
numeration andinnovations
systemsrole
fromof other
translators in diplomacy
cultures and math

Internationalizing Disciplines
 Source: Cushner et al, pp 227-228

What Should students study in a global education curriculum?

Global issues, problems and challenges

Culture and world areas the world

10 Specific Topics of Study in a Global Education Curriculum as

recommended by Cushner, McClelland and Safford (2009)

1. Conflict and its control, including terrorism and national security

2. Economic systems and international trade
3. Global belief systems, including the study of differing philosophies
and religions
4. Human rights and social justice, including gender equity issues as
well as heath, education, and food security
5. Management of the planet's resources, including the study of
energy and environmental degradation
6. Political systems, including a study of the United Nations,
negotiations and treaties, and nongovernmental organizations
7. Population, including population control and immigration and
emigration concerns
8. Human commonality and diversity through the study of race and
ethnicity, thus working to reduce prejudice and ethnocentrism
9. The technocratic revolution, looking at the increasing roles that
 science, technology, and communication play in people's lives
10. Sustainable development, including studies of urban growth and the
disparities that exist between countries of the north and those in
the south

What do I Activity 1
need to
A globally competent citizen exhibits the characteristics listed below.
remember Explain as clearly as you can what, each characteristic mean to you.
? Submit your output.

Characteristics of globally What does this characteristic mean

competent citizen to me?
Has appreciation for people
from other cultures
Is sensitive to the needs of
people different from
themselves
Has increasing knowledge
about people around the world
Has critical cognitive skills and
attitudes such as sympathy,
interconnectedness,
perspective taking, cross-
cultural understanding, action
orientation, and project
reduction.

Activity 2

As an educator, you can make a difference in teaching and learning

locally and globally when you address the needs of the nation you serve
and transmit the proper attitudes and beliefs you think to be necessary
to maintain the society of which you are a part through your learners in
a global classroom. Discuss how you can make your classroom a global
community. Submit your answers.
What does Title of the Research: Globalization and Its Contents
research Researcher: Peter Marber
Faculty member
say about
School of International and Public Affairs
this? Columbia University

Findings:

1. People are living twice as long as they did a century ago...and the
trend should continue upward at least through the middle of the
21st century.
2. Most people are 1iving longer, healthier, fuller lives. These longevity
gains are linked to lower infant mortality, better nutrition, improved
sanitation, immunizations, and other public health advances.
3. Literacy rates in developing countries have also risen' dramatically in
the 50 years. The world now has a far more educated population
with greater intellectual capacity than at any other time in history.
4. The proportion of the world's population living in poverty declined
from over 80 percent in 1820 to under 15 percent in 2000...even as
the World's population exploded from something over 1 billion to
more than 6 billion.
5. It is sometimes argued that free trade harms economic growth and
the poor by causing job losses but trade liberalization works by
encouraging a shift of labor and capital from import-competitive
sectors to more dynamic export industries where comparative
advantages lie.
6. Wealth is the ability to work less and consume more, The most
 dramatic illustration of how greater prosperity 1s Spread through
globalization is by our purchasing power.
7. According to the World Bank, a higher share of income for the
middle class is associated with increased national income and
growth, improved health, better infrastructure, sounder economic
policies, less stability and civil war, and more social modernization
and democracy. There are numerous studies that suggest that
increasing wealth promotes gender quality, greater voter
participation, income equality, greater concern to the environment,
and more transparency in the business and political arenas, all of
the quality-of-life issues that concern globalization skeptics.
8. A yardstick like the United Nations Development Program's human
development index which looks at the income as well as the life
expectancy and education (including literacy and school enrollment)
with the higher numbers denoting greater development, provides a
clearer picture of global well-being.
9. The formidable impediments to continued, progress are;
protectionism, armed conflict, environmental stress and
demographic imbalances.
10. Globalization and its major engines-burgeoning human capital,
freer markets increasing cross-border interaction----have created a
new world order that has incited passionate debate pro and con.
Globalization is not a perfect process; it often cited as creating a
variety of human miseries such as sweatshop labor, civil war,
corruption as such ills over existed before 1980, But globalization
could foster more cross-border coordination in a variety of issues
such as drug trafficking, ethnic cleansing, illegal immigration,
famine, epidemic disease, environmental stress and terrorism

Source: Annual Editions: Global Issues. 2009/2010. Jackson, Robert,

comp, Marber, Peter. Article 15: Globalization

Activity 3
What
Insights Choose 1 topic from the list below. Research on the global issues
you have chosen. If possible, conduct an on-line interview with well-
and
informed people as one of your research methodologies. Write your
Learning 300-word reflections and insights about your findings.
have I
gained in 1. Terrorism and war
this topic? 2. Very high salaries of CEO and executives
3. Past disasters caused by typhoons Ondoy, Pedring, etc
4. Logging in the Compostela Valley
 5. Filipino drug mules
6. Global warming, ecosystem destruction, ozone depletion
7. North Korean nuclear rocket launch
8. Philippines-China Scarborough Shoal issue
9. 31 Rare and endangered turtles smuggled out of PH
10. Demolition at the Silverio compound
11. RH bill
Assessment
What do
I need Choose one activity from the list below that will develop your global
competence. Perform the activities as, suggested.
to do?
1. If possible, look for pen pals or e-pals from students in other
parts of the world Share audiotapes, videotapes, photographs,
classroom materials, and other artifacts that reflect your own
and each other's cultures. Join e-pals. Submit your outputs.
(http://www.epals.com/)
2. Read books about people’s lives in other communities and
travel/tourism. Write your reading experience.
3. Listen to the music of other countries and learn to sing the
songs. Write about your singing experience.
4. Learn a foreign language. Practice writing and reading. Write
your writing and reading experience.

Where Alata, Elen Joy P. MAED, Ignacio, Eigen John T. MAED. 2019. Building
can I and Enhancing New Literacies Across the Curriculum. Manila. REX
Bookstore.
get
additional
Information Villareal, Naomi M. Ph.D. 2012. The Classroom as a Global Community.
about Special Topics in Education. Volume 3. Quezon City. Lorimar Publishing,
this? Inc.

Other printed Materials

K. Cushner, A. McCleland, P. Safford. Human diversity in education: an
integrative approach. 6th ed. New York: McGraw-Hill, 2009.

P. Marber. Globalization and Its Contents. In Annual Editions: Global

Issues. 2009/2010. Jackson, Robert, comp. pp 67-72.

Electronic Materials
http://www.speedofcreativity.org/2009/10/19/global-awareness-
community-service-and-classroom-project-ideas/
http://maic.jmu.edu/journal/6.1/features/colburn/colburnlesson.htm

http://thejournal.com/articles/2011/03/30/skype-community-comes-
to-the-classroom.aspx

http://www.peacècorpsconnect.org/resources/education/classroom-
materials/#stat

Journals
Walden Bello, "Globalization in Retreat" (Washington, DC: Foreign Policy
In Focus, December 27, 2006)

Kenneth Cushner Adding an international dimensions to the curriculum,

The Social Studies, 81(4), 166-170, 1990.
 LESSON 4
TEACHING THOSE WHO DON’T TALK AND LOOK LIKE US
1. Teaching Multicultural Classrooms/ Multicultural Literacy
2. Four Levels of Multicultural Education
TOPICS 3. Multicultural Literacy
4. How are Multicultural
What do I
need to LEARNING OUTCOMES
At the end of this module, the learner should be able to:
learn?  Develop 21st skills and attitudes that are needed to become
active citizens who will work towards achieving social justice
within our communities.
 Transform in substantial ways to be able to function
effecting in the 21st century.
 Become advocates of multiculturalism, understanding
empathy and tolerance to develop deeper understanding of
others and appreciation of different cultures
 Learn how to criticize and critically think about important
cultural issues.
What do I INTRODUCTION:
need to The challenges faced by a new teacher do not only consist of
“what” (content) and “how” (pedagogy) to each but also of the need to
know?
address the diversity of learners, the “who” of the teaching learning
process. The school through the teacher, is expected to be responsive to
honoring and celebrating the diversity all learners. Teachers need to
remember that the learner is the center of teaching learning process.
Thus, the need to tailor the learning experience to the nature of the
learners as a determinant of effective teaching.

As an individual, the learner is a complex combination

representing one or more of the multiple intelligence qualifying
individual difference which are readily defined by heredity. Moreover,
every learner in the classroom is a representative of varying cultural
orientation he/she comes from, making the teaching learning process
even more demanding and complicated.
A classroom is a community where learners represent varying
cultural orientations that teachers need to look into and address.
Multicultural Classroom is the term use to describe this phenomenon.
This material focuses on discussing this in the Philippine context
and looking into some lesson planning strategies a teacher may use in
the classroom setting.

DISCUSSION:

The Meaning of Multicultural Education

Educators gave varying definitions of multicultural education.
Here some of the following:
“Multicultural education encompasses theories and practices
that survive strive to promote equitable access and rigorous academic
achievement for students from all diverse groups so that they can work
social change. (patty bode, 2008).

A multicultural approach to education cultivates a school

environment that celebrates diversity; supports mutual acceptance of,
respect for, and an understanding of human difference and provides a
balanced viewpoint on key issues involved in such teaching.

It provides students with a global, and international perspective of the

world is which they live It seeks to eliminate racial, ethnic, cultural, and
gender stereotypes and to resolve or ameliorate problems associated
with racism and prejudice. (de Marquez 2002)

The Dimensions of Multicultural Education

James A. Banks (1979), a leading scholar in the field, has
historically advanced a definition of multicultural education as a broad
concept and extrapolated on five dimensions (1991, 2004, 2006).
He formulated the five specific dimensions as content
integration knowledge construction process, prejudice reduction, equity
pedagogy, and empowering school culture and social structure (2004)
Content integration deals with the infusion of various cultures,
ethnicities, and other identities to be represented in the curriculum In
the Philippine context, which activities/topics taught or initiated by the
teacher best represent this?

The knowledge construction process involves students in critiquing

the social positioning of groups through the ways that knowledge is
presented.

Recalling some activities done in the classroom during the basic

education years may be classified under this.
 Prejudice reduction describes lessons and activities that teachers
implement to assert positive images of ethnic groups and to improve
intergroup relations.

What subjects in your teacher education course allow you to go

through this process?
Equity pedagogy concerns modifying teaching styles and approaches
with facilitate the intent of facilitating academic achievement for all
students.

What are some of the modifications done by your teachers in order

to facilitate students achievement?
Empowering school culture describes the examination of the school
culture and organization by all members of school staff with the
intent to restructure institutional practices to create access for all
groups (Banks, 2004)
What activities can you initiate as a future teacher, in order to
empower the school's culture of addressing multicultural learners?
While highlighting the interrelatedness of the five dimensions
Banks promotes deliberate attention to each.

The Goal of Multicultural Education

The goal of Multicultural education in a broader sense according
to de Marquez is an education for freedom. Specifically she indicated
the following goals.
1. It should help students to develop the knowledge, altitudes, and
skills to participate in a democratic and free society.
2. It should also promote the freedom, abilities and skills to cross
ethnic and cultural boundaries to participate in other cultures and
groups. It should enable kids to reach beyond their cultural
boundaries.
3. It should provide students with the skills to participate in social
action to make the nation more democratic and free.
James Banks as quoted by de Marquez, indicated that multicultural
education underscores the importance of teaching ethics, values, and
citizenship in promoting a
nation's democratic heritage.
 Research shows that students learn more when their
classroom communities are compatible with, reflective of and respectful
of their own culture.

Four Levels of Multicultural Education (James Banks)

James A. Banks, a leading scholar in the field presented four

levels of multicultural education namely: contributions, additive,
transformational and social action approaches.

According to him, the first level contributions, deals with

heroes, holidays and discrete cultural elements. Teachers conveniently
infuse cultural themes like holidays and heroes into the curriculum.

DepEd Memo No. 28 of 2011 identified a portion of the 22 days

within the school year for national and local events celebrations is
enjoined to plan out activities related to the celebrations, to discuss
contributions of local and national heroes and to encourage learners to
glean life lessons from the autobiography of the same.

The second level, additive approach is, where teachers add

content, concepts, themes, and perspectives that are multicultural
without changing the structure of their instructional materials. Here
teachers work hard to infuse multicultural themes, content, and
perspective into the main curriculum. This usually entails worksheets
and reading materials on specific cultural activities related to the main
topic being taught.

The same memo mandates inclusion of themes, nation-wide

celebrations, as well as local festivities. The regional offices are
encouraged to draft their customized calendars to give room to local
celebrations and holidays.

The classroom activities may include; Linggo/ Buwan ng Wika

Culminating Activity, United Nations, Linggo ng Kasuutang Pilipino and
many others. Reading materials on these festivities are usually available
in the pupils' textbooks.

The third, transformative approach requires teachers to change

the structure of their curriculum to enable students to engage concepts,
issues, events, and themes from a multicultural perspective. Here the
teacher uses the mainstream subjects like mathematics, the arts, and
language and literature to acquaint students with the ways the
country's culture and society has emerged from a complex synthesis and
interaction of the diverse cultural elements that originated within the
various cultural, racial, ethnic and religious groups that make up the
society. Here students engage and critique issues and concepts which
deal with diversity and social justice. They learn to take a stand.
The fourth, the social action approach allows the students to
make decisions on important social issues and take actions to help solve
them.

The last two are best implemented by weaving culture

appreciation and cultural awareness issues into the existing curriculum:
mathematics, language arts, history/social studies and science.

It is in the planning of their instruction of the basic subjects that

teachers are able to weave in multicultural education.

Lesson Planning for the Multicultural Classroom

The preparation of a lesson plan for this class shifts focus from
subject matter to a broader view of the need of the classroom
community.

Variation in preparing a lesson may be observed yet the basic

required elements remain the same.

There are seven steps to which order may vary but the content remains
the same: (1) goals and objectives, (2) materials and resources, (3)
anticipatory set or entry, (4) instructional input, (5) guided practice, (0)
independent practice, and (7) assessment/evaluation.

Goals and Objectives

This is where the teacher articulates her expectations from
students based on the K to 12 Basic Education Curriculum Guide, and it
is also in this part where she articulates any multicultural and behavioral
objective that she wants to achieve through the lesson.
Materials and Resources
This is to include all the materials the teacher will use for the
lessons including the references, printed and non-printed, facilities that
enhance the presentation of the lesson

Anticipatory set or entry

This step is to excite, arouse interests in, and prepares students
for the learning experience. Some activities to use here may include but
not limited to; reading of a relevant story, playing a short game, viewing
a film teaser and using the KWI, Chat which asks students (K) what they
already know about the subject, (W what they want to know and (L)
what they have learned.
Instructional Input
This step is where the teacher presents, explains basic concepts,
definitions and clarifications for learners to grasp the lesson. Here is
where new concepts are introduced

Guided practice
This step is where teacher and learner go through the
process/steps of the required activity. Instructions may be given by the
teacher to the whole group or may distribute it individually. The
challenge is to make sure they understand or know what to do.
Independent practice
This step is where learners are to do the tasks by themselves.
Creativity and uniqueness are to be encouraged and respected in order
to respect diversity

Assessment/evaluation
This is where comments and suggestions are solicited from viewers and
where teachers can give encouragement. Rubrics may be used so that
peer evaluation and sharing will take place.

I need to Remember the following:

Multicultural approach

Cultivates a
School Environment

*that celebrates diversity,

*supports mutual acceptance of,
*respect for,
*and an understanding of human differences, and
 *provides a balanced viewpoint on key issues involved in such
teaching.
Provides students with

*a global
*international perspective on the world in
which the live.
It seeks to eliminate
*racial
*ethnic
*cultural, and
*gender stereotypes.
and to resolve or ameliorate

*problems associated with

*racism and
*prejudice.

A Research Paper entitled, "Multicultural education

What does knowledgebase, attitudes and preparedness for diversity" was written
research by Teresa A. Wasonga, Department Leadership, Northern Illinois
say about University, De Kalb, Illinois, USA.
The paper aims to investigate the effect of multicultural
this? knowledgebase on attitudes and feelings of preparedness to teach
Children from diverse back grounds among pre-service teachers.

Results indicated that a class in multicultural education

significantly increased knowledge about diversity, attitudes towards
multiculturalism, and levels of preparedness to teach children from
diverse backgrounds. There was no correlation between multicultural
knowledge and attitudes and between attitudes and preparedness to
teach children from diverse backgrounds.

Practical implications As teacher education evolves, there is

need to rethink opportunities to learn how to teach children from
diverse backgrounds beyond multicultural knowledgebase. More
extensive and well integrated methods (direct experiences, mentorship,
observing and working in authentic settings) are recommended. These
methods enhance internalization of concepts, and ability to confront
fears, misconceptions and misinformation during teacher preparation.

This study suggested that teacher education programs should

provide more sustained interaction with diversity issues and/or children
of diverse back- grounds in order to transform the gain in multicultural
attitudes into practice.
(Source: Emeraldinsight.com)

Multicultural Literacy

Consists of the skill and ability to identify the creator 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)

Multicultural Literacy then, brings attention to diversity, equity

and social justice to foster cultural awareness by addressing difficult
issues like discrimination and oppression towards other ethnicities
(Boutte,2008). According to Boutte(2008) education for multicultural
literacy should help students to develop the 21 st century skills and
attributes that are needed to become active citizens who will work
towards achieving social justice within our communities. Because of the
growing racial, language and ethnic diversity in our country.
Multicultural Literacy needs to be transformed in substantial ways to
prepare students to function effectively in the 21st century(Boutte 2008)

By making small changes within the classrooms, it can create big

changes globally (Boutte 2008). As diversity grows, there is a need for
the emergence of multicultural education that is more representative of
the students in today’s classrooms. By teaching students to be
advocates for multiculturalism, we are also sending a message to
empathy and tolerance in schools as a need to develop deeper
understanding of others and appreciation of different cultures (Banks,
2003). With this being said in order for students to develop these
attitudes and skills, it requires basic knowledge and how to critique and
critically think about these important cultural issues, which is what
essentially makes Multicultural Literacy a 21 st Century Literacy(Banks,
2003)

How are Multicultural and Global Literacy Interconnected?

Every Classroom contains students of different race,, religion, ad

cultural groups. Students embrace diverse behaviors, cultural values,
patterns of practice, and communication. Yet they all share one
commonality: their education opportunity (Guo, 2014)

Teachers should teach their students that other cultures exist

 and that these deserve to be acknowledged and respected, Integrating a
variety of cultural context into lessons and activities, teaches students
to view the world from many angles, creates a respect for diversity and
enables students to learn exciting information. As classrooms become
increasingly more diverse, it is important or educators to acknowledge
an address diversity issues and to integrate multiculturalism information
into the classroom curriculum(Guo,2014)
What Insights Activity 1
and Learnings
have I gained My personal Learning in the topic.
in these
topics?

Activity 2:
What do 1. Give a concise personal definition of Multicultural Education
I need using a graphic organizer (diagram, concept map....)
to do?
2. Draw icons for each of the Levels of Multicultural Education by
James Banks.

3. List at least three challenges or concerns discussed in the lesson

that mean a lot personally.

Assessment

Design a lesson for an education class with a theme "Unity in Cultural

Diversity". Take careful consideration of the parts of the lesson
presented in this topic. Submit you lesson plan.

Alata, Elen Joy P. MAED, Ignacio, Eigen John T. MAED. 2019. Building
Where and Enhancing New Literacies Across the Curriculum. Manila. REX
can I Bookstore.
get
Morales, Kathleen M. M.A, 2012, Teaching Those Who Talk and Look
additional like Us. Special Topics Volume 2, Quezon City. Lorimar Publishing, Inc.
Information
about Other Printed Materials
this? DomNwachukwu, Chinaka Samuel. (2010). An Introduction to
Multicultural Education: From 1Theory to Practice, Maryland: Rowman
&& Littlefield Publishers, Inc.

Chartock, Roselle Kline. (2010). Strategies and lessons for culturally

responsive teaching: a primer for K-12 teachers. Boston: Pearson
Education,Inc.

Electronic Materials

https://21stcenturyliteracy2014.wordpress.com/test-2/De Marquez, T.
(2002) Stories from a Multicultural Classroom. Retrieved April 5, 2012.

http://search.proquest.com/docview/
216344420/136109049886CA719D9/l?accountid-31223

Teaching Multicultural Literature. Workshop 1. Commentary. Sonia.

www.learmer.org/workshops/tmb/workshopl/commentary3.html

Sonia Nieto Professor University of Massachusetts Amherst What is

your definition
of multicultural education? A lot of people are thinking about
multicultural.

www.emeraldinsight.com/journals.htm?articleid=1463831&show.
by TA Wasonga - 2005 Cited by 9 -Related articles

Logo: Emerald – research you can use … Findings - Results indicated

that a class in multicultural education significantly increased knowledge
about diversity.
 LESSON 5
GLOBAL LITERACY
TOPICS 1. Global Literacy

What do I LEARNING OUTCOMES

need to At the end of this module, the learner should be able to:
 define Global Literacy
learn?
 address issues of globalization, racism, diversity and social
justice
 empower students with knowledge and take action to make
a positive impact in the world and their global community
What is Global Literacy?
What do I
need to Global literacy aims to address issues of
globalization, racism, diversity and social justice
know?
(Guo, 2014). It requires awareness and action,
consistent with a broad understanding of
humanity, the planet, and the impact of human
decision on both. Global Literacy also aims to
empower students with knowledge and take
action to make a positive impact in the world and their local
community(Guo,2014)
According to the Ontario Ministry of Education(2015) A global
citizen should display most or all of the following characteristics:
 Respect for humans no matter their race, gender, religion
or political perspectives
 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

I need to remember the following:

What do I  A global citizen should display most or all of the following
need to characteristic;
remember  Respect for humans no matter their race, gender, religion
? or political perspectives.
 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

What does
research Find/review a research on global literacy focusing on its findings.
say about
this?
What Activity 1
Insights
My personal Learning in the topic.
and
Learnings
have I
gained in
these
topics?

What do Activity 2
I need Research on the following topics: (basic concepts only):
to do?  Peace Education
 The Four Pillars of Education
 Inclusive Education
 Human Rights Education
 Gender Education
Select one topic and write a narrative about it.

Assessment
Write a narrative on the Benefit of the Global Perspective of
Multicultural Education
______________________________________________________
______________________________________________________
______________________________________________________

Alata, Elen Joy P. MAED, Ignacio, Eigen John T. MAED. 2019. Building
Where and Enhancing New Literacies Across the Curriculum. Manila. REX
can I Bookstore.
get
additional Dayabil, Filomera T. EdD. 2012. Special Topics Volume 3. Quezon City.
Information Lorimar Publishing Inc.
about
this? Other Printed Material

Larson, Tomas (2001). The Race to the TOP: The Real Story of
Globalization. Washington DC. Cato Institute

Electronic Materials
http://www.globaleducation.edma.edu.au/globaled/go/pid/178

http://21stcenturyliteracy214.wordpress.com/test-2