NORTHERN

OF NEGROS STATE COLLEGE

nd SCIENCE AND TECHNOLOGY
2 Semester A.Y. 2021-2022

COLLEGE OF EDUCATION
COURSE LESSON IN

Building and
Literacies Enhancing
Across the New
Curriculum

COURSE FACILITATOR: JENNIFER L. LEGASPI, LPT, Med-THE

FB/MESSENGER: Jennifer Legaspi
Email: jenniferlegaspi167@gmail.com

2
Phone No: 09277745420

LESSON
 VISION

Northern Negros State College of Science and technology envisions a skillful and

productive manpower, qualified and competent professionals endowed with leadership

qualities, commitment to public service, a common shared values, and capacities to

integrate and use new knowledge and skills in various vocations and professions to meet

the challenges of the new millennium.

MISSION

To train and develop semi-skilled manpower, middle level professionals and

competent and qualified leaders in the various professions responsive to the needs and

requirements of the service areas providing appropriate and relevant curricular

programs and offerings, research projects and entrepreneurial activities, extension

services and develop progressive leadership to effect socio-economic change and thereby

improve the quality of life.

INSTITUTIONAL OUTCOMES

1. Demonstrate logical thinking, critical judgment and independent decision-making

on any confronting situations
2. Demonstrate necessary knowledge, skills and desirable attitudes expected of one’s
educational level and field of discipline
3. Exhibit necessary knowledge, skills and desirable attitudes in research
4. Exhibit proactive and collaborative attributes in diverse fields
5. Manifest abilities and willingness to work well with others either in the practice of
one’s profession or community involvement without compromising legal and
ethical responsibilities and accountabilities.
PROGRAM LEARNING OUTCOMES

CHED Bachelor of Secondary Education Program Outcomes:

Program Outcomes (ENGLISH)

(CMO # 75 s. 2017)

The program shall produce a graduate who can:

a. articulate and discuss the latest developments in the specific field of practice. (PDF level 6
descriptor)
b. effectively communicate in English and Filipino, both orally and in writing.
c. work effectively and collaboratively with a substantial degree of independence in multi-
disciplinary and multi-cultural teams. (PDF level 6 descriptor)
d. act in recognition of professional, social, and ethical responsibility.
e. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).
f. articulate the rootedness of education in philosophical, socio-cultural, historical, and political
contexts.
g. demonstrate mastery of subject matter/discipline.
h. facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments.
i. develop innovative curricula, instructional plans, teaching approaches, and resources for
diverse learners.
j. apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable educational practices.
k. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting
learning processes and outcomes.
l. practice professional and ethical teaching standards sensitive to the local, national, and global
realities.
m. pursue lifelong learning for personal and professional growth through varied experiential and
field-based opportunities.
n. possess broad knowledge of language and literature for effective learning.
o. use English as a global language in a multilingual context as it applies to the teaching of
language and literature.
p. acquire extensive reading background in language, literature and allied field
q. demonstrate proficiency in oral and written communication.
r. shows competence in employing innovative language and literature teaching approaches,
methodologies, and strategies.
s. use technology in facilitating language learning and teaching.
t. inspire students and colleagues to lead relevant and transformative changes to improve
learning and teaching language and literature.
u. display skills and abilities to be a reflective and research-oriented language and literature
teacher.
Program Outcomes (MATHEMATICS)
(CMO # 75 s. 2017)

The program shall produce a graduate who can:

a. articulate and discuss the latest developments in the specific field of practice. (PDF
level 6 descriptor)
b. effectively communicate in English and Filipino, both orally and in writing.
c. work effectively and collaboratively with a substantial degree of independence in multi-
disciplinary and multi-cultural teams. (PDF level 6 descriptor)
d. act in recognition of professional, social, and ethical responsibility.
e. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).
f. Articulate the rootedness of education in philosophical, socio-cultural, historical, and
political contexts.
g. demonstrate mastery of subject matter/discipline.
h. facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments.
i. develop innovative curricula, instructional plans, teaching approaches, and resources for
diverse learners.
j. apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable educational practices.
k. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting
learning processes and outcomes.
l. practice professional and ethical teaching standards sensitive to the local, national, and
global realities.
m. pursue lifelong learning for personal and professional growth through varied experiential
and field-based opportunities.
n. exhibit competence in mathematical concepts and procedures.
o. exhibit proficiency in relating mathematics to other curricular areas.
p. manifest meaningful and comprehensive pedagogical content knowledge (PCK) of
mathematics.
q. demonstrate competence in designing, constructing and utilizing different forms of
assessment in mathematics.
r. demonstrate proficiency in problem-solving by solving and creating routine and non-
routine problems with different levels of complexity.
s. use effectively appropriate approaches, methods, and techniques in teaching
mathematics including technological tools.
t. appreciate mathematics as an opportunity for creative work, moments of enlightenment,
discovery and gaining insights of the world.
Program Outcomes (SCIENCES)
(CMO # 75 s. 2017)

The program shall produce a graduate who can:

a. articulate and discuss the latest developments in the specific field of practice. (PDF
level 6 descriptor)
b. effectively communicate in English and Filipino, both orally and in writing.
c. Work effectively and collaboratively with a substantial degree of independence in multi-
disciplinary and multi-cultural teams. (PDF level 6 descriptor)
d. act in recognition of professional, social, and ethical responsibility.
e. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).
f. articulate the rootedness of education in philosophical, socio-cultural, historical, and
political contexts.
g. demonstrate mastery of subject matter/discipline.
h. facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments.
i. develop innovative curricula, instructional plans, teaching approaches, and resources for
diverse learners.
j. apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable educational practices.
k. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting
learning processes and outcomes.
l. practice professional and ethical teaching standards sensitive to the local, national, and
global realities.
m. pursue lifelong learning for personal and professional growth through varied experiential
and field-based opportunities.
n. demonstrate deep understanding of scientific concepts and principles.
o. apply scientific inquiry in teaching and learning.
p. utilize effective science teaching and assessment methods.
q. manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the
sciences.

CHED Bachelor of Physical Education Program Outcomes:

Program Outcomes
(CMO # 80 s. 2017)

The program shall produce a graduate who can:

a. Articulate and discuss the latest developments in the specific field of practice. (PDF level 6
descriptor)
b. Effectively communicate orally and in writing using both English and Filipino.
c. Work effectively and collaboratively with a substantial degree of independence in multi-
disciplinary and multi-cultural teams. (PDF level 6 descriptor)
d. Act in recognition of professional, social and ethical responsibility.
 e. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).
f. Articulate the rootedness of education in philosophical, socio-cultural, historical,
psychological, and political contexts.
g. Demonstrate mastery of subject matter/discipline.
h. Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments.
i. Develop innovative curricula, instructional plans, teaching approaches and resources for
diverse learners.
j. Apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable educational practices.
k. Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting
learning processes and outcomes.
l. Practice professional and ethical teaching standards sensitive to the local, national, and
global realities.
m. Pursue lifelong learning for personal and professional growth through varied experiential
and field-based opportunities.
n. Disciplinal Knowledge: Apply scientific and evidence-based practices critical to the
educational and learning processes.
o. Movement and Competency and Proficiency:
o.1. Demonstrate skillful performance in a variety of physical activities.
o.2. Adapt performance to variety of physical activity settings: (e.g. formal classes,
recreational, and competitive)
p. Curriculum and Program Planning, Implementation, Monitoring and Evaluation:
p.1. Critically examine the curriculum (e.g. content, pedagogy and assessments) and
program, and enhance (e.g. innovate) them necessarily.
p.2. Plan and implement safe and effective physical activity programs to address the needs
of individual and groups in school and/or non-school settings.
p.3. Monitor and evaluate physical activity programs in school and/or non-school settings.
p.4. Use appropriate assessments in, as and for student or client learning.
p.5. Use information, media and technology in pedagogy and for lifelong learning.
q. Professional Accountability and Responsibility:
q.1. Demonstrate firm work/professional ethics
q.2. Cultivate solidarity by working and dealing with/relating to others harmoniously.
q.3. Promote the advancement of the profession by making sense of and getting involved in
current discourse that impact on the profession.
q.4. Pursue lifelong learning for personal and professional development.
r. Communication:
r.1. Communicate effectively with PE practitioners, other professionals and stakeholders.
r.2. Use oral, written, and technology formats deftly

NONESCOST BSEd and BPEd Program Outcomes:

The program shall produce a graduate who can:
1. demonstrate proficiency, mastery and application of content, pedagogy and technological
knowledge in the chosen field; and
2. exhibit exemplary character, proactiveness, and cultural responsiveness to the needs of the
community.
Warm greetings!

Welcome to the second semester of School Year 2020-2021! Welcome to the College of
Education and welcome to NONESCOST!

Despite of all the happenings around us, there is still so much to be thankful for and
one of these is the opportunity to continue learning.

You are right now browsing your course Lesson in EDP110. As you read on, you will
have an overview of the course, the content, requirements and other related information
regarding the course. The Lesson is made up of 6 lessons. Each lesson has seven parts:

INTRODUCTION- Overview of the lesson

LEARNING OUTCOMES- Lesson objectives for you to ponder on

MOTIVATION- Fuels you to go on

PRESENTATION- A smooth transition to the lesson

TEACHING POINTS- Collection of ideas that you must discover

LEARNING ACTIVITIES – To measure your learnings in the lesson where you wandered

ASSESSMENT – To test your understanding in the lesson you discovered

Please read your Lessons and learn the concepts by heart. It would help you prepare to be
effective and efficient professional in your respective fields. You can explore more of the concepts
by reading the references and the supplementary readings.

I encourage you to get in touch with me in case you may encounter problems while studying
your Lessons. Keep a constant and open communication. Use your real names in your FB
accounts or messenger so I can recognize you based on the list of officially enrolled students in
the course. I would be very glad to assist you in your journey. Furthermore, I would also suggest
that you build a workgroup among your classmates. Participate actively in our discussion board
or online discussion if possible and submit your outputs/requirements on time. You may submit
them online through email and messenger. You can also submit hard copies. Place them in short
size bond paper inside a short plastic envelop with your names and submit them in designated
pick up areas.

I hope that you will find this course interesting and fun. I hope to know more of your
experiences, insights, challenges and difficulties in learning as we go along this course. I am very
positive that we will successfully meet the objectives of the course.

May you continue to find inspiration to become a great professional. Keep safe and God bless!

Course Outline in EDP110 – Building and Enhancing New Literacy Skills across the
Curriculum

Course EDP 110

Number
Course Title Building and Enhancing New Literacy Skills Across the Curriculum
Course This course introduces the concepts of new literacies in the 21st century as an
Description evolving special phenomenon and shared cultural practices across learning
areas. The 21st century literacies shall include globalization and multi-cultural
literacy; social literacy; media literacy, financial literacy; cyber/digital literacy;
eco-literacy; and arts and creative literacy. Field –based interdisciplinary
explorations and other teaching strategies shall be used in this course.

No. of Units 3 units

Pre-requisites None
Course CILO 1. Demonstrate content knowledge and pedagogy of the 21st Century
Intended Education, new Literacies, functional literacy and multi-literacy
Learning perspective.(PPST1.1.1)
Outcomes CILO 2.Demonstarte the application of new literacies within and across teacher
education curriculum ( PPST 1.1.1)
CILO 3. Apply teaching strategies that develop critical and creative thinking and
/or higher order thinking skills ( PPST 1.5.1)
CILO 4. Show skills in the selection, development and use of variety of teaching
and learning resources, including ICT to address learning goals.
( PPST 4.5.1)
CILO 5. Demonstrate knowledge of providing timely, accurate and constructive
feedback to improve learner performance ( PPST 5.3.1}
Content A. Lesson 1-21st Century Education
Coverage B. Lesson II- 21st Century Skills
C. Lesson III- New Literacies, Functional Literacy and Multiliteracy
D. Lesson IV- Integrating New Literacies in the Curriculum
E. Lesson V-Multicultural and Global Literacy Lesson VI- Social Literacy
F. Lesson VII- Media Literacy
G. Lesson VIII- Eco literacy
H. Lesson IX-Arts and Creative Literacy
I. Lesson X-Gender Literacy Issues and Research Writing

References R1. Course Syllabus

 R.2.Building and Enhancing New Literacies across the Curriculum, Elmer B. De
Leon, DEM
3.https://www.researchgate.net/publication/
276486094_Gender_and_Literacy_Issues_and_Research_Placing_the_Spotlight_on
_Writing/link/5ace59c2a6fdcc87840e30c5/downloa
2.https://www.google.com/search?
rlz=1C1CHZL_enPH842PH842&sxsrf=ALeKk004Za8Fdy2smgQi3NzKymhYu-
12IQ:1610328063971&q=New+literacies+integration+by+student+teacher/
+cooperating+teacher+dyads+in+elementary+school:+A+collective+case+study,
+Friedrich+(2014)&sa=X&ved=2ahUKEwif6OXB25LuAhWSEqYKHcKvBjQQ7xYoA
HoECAUQMA&biw=1339&bih=588
4.https://scholar.google.com.ph/scholar?q=Improving+students
%E2%80%99+engagement+and+acceptance+using+multicultural+texts.
+Rouse+(2018)&hl=en&as_sdt=0&as_vis=1&oi=scholart

Supplementary Readings:
1. New literacies integration by student’s teacher/ cooperating teacher’s dyads in
elementary school: A collective case study, Friedrich (2014)
2. Improving students’ engagement and acceptance using multicultural texts.
Rouse (2018)
3. Study of digital media literacy of 5th and 6th grade primary students in Beijing,
Zhang (2016)

Course 1.
Active class participation (online discussion board, FB Closed group account)
Requirements 2.
Logbook/ Journal (Reflection, Observation and/or Activities on each Lesson
3.
Two (2) Long Examination
4.
Reflection Paper
5.
Final Teaching Demonstration: Application of the new literacies in the
Curriculum
Prepared by: RAMONITO N. ABESAR,LPT, MAEd-PES

Adapted by: JENNIFER L. LEGASPI,LPT, MEd-THE

Reviewed and Approved by:

Subject Area Coordinator : RAMONITO N. ABESAR, LPT, MAEd-PES

Dean, COE : MARY GRACE M. OFQUERIA, Ph. D.

GAD Director : JACKIELLE A. ANACLETO, LPT, MEd

CIMD, Chairperson : MA. JANET S. GEROSO, Ph.D.

QA Director : DONNA FE V. TOLEDO, Ed. D.

VP- Academic Affairs : SAMSON M. LAUSA, Ph. D

 Lesson

2 21st Century Skills

3hrs

21st Century skills refer to a broad set of knowledge, skills, work habits, and character traits
that are deemed necessary in coping with today’s world and future careers and workplaces life

1. Identify the categories of 21st century skills.

2. Apply the 21st Century skills in preparing, planning and delivering a lesson
3. Explain on how to enhance the 21st century skills of learners and how can be
integrated in the teaching- learning process.
4. Cite implications of 21st Century skills to education and to pre-service teacher
preparation.
5. Craft a curriculum plan matrix imbued with 21 st Century learning Outcome

Please do watch the video about the 21st century skills

https://www.youtube.com/watch?v=QYfCEnTmr5o

While the specific skills perceived to be “21st century skills” may be defined, categorized, and
determined differently from person to person, place to place, or school to school, the term does reflect a
general consensus. The following list provides a brief illustrative overview of the knowledge, skills, work
habits, and character traits commonly associated with 21st century skills:
● Critical thinking, problem solving, reasoning, analysis, interpretation, synthesizing information
● Research skills and practices, interrogative questioning
● Creativity, artistry, curiosity, imagination, innovation, personal expression
● Perseverance, self-direction, planning, self-discipline, adaptability, initiative
● Oral and written communication, public speaking and presenting, listening
● Leadership, teamwork, collaboration, cooperation, facility in using virtual workspaces
 ● Information and communication technology (ICT) literacy, media and internet literacy, data
interpretation and analysis, computer programming
● Civic, ethical, and social-justice literacy
● Economic and financial literacy, entrepreneurialism
● Global awareness, multicultural literacy, humanitarianism
● Scientific literacy and reasoning, the scientific method
● Environmental and conservation literacy, ecosystems understanding
● Health and wellness literacy, including nutrition, diet, exercise, and public health and safety
(http:/thoughtfullearning.com/resources/what-are-21st

Framework for 21st Century

According to Partnership for 21st century skills, this

concept encompasses a wide array of a body of
knowledge and skills that have to be a categorized.
Moreover, this concept has been interconnected with
applied skills, cross-curricular skills, cross -
disciplinary skills, transversal skills, noncognitive
skills and soft skills.

The 21st century skill concept is grounded on the belief that students must be educated in a more
relevant, useful, in-demand and universally applicable manner. The idea simply lies in the fact that students
need to be taught different skills and reflect on the specific demands that will be placed upon them in a
complex, competitive knowledge-base, information-age and technology- driven society. Therefore, 21 st
Century education addresses the whole child or the whole person (ACCTE, 2010)
Curriculum should be designed to be interdisciplinary, integrated and project-based. Tony Wagner
(2010), in his book “The Global Achievement Gap”, advocated the seven survival skills namely:
1. Critical thinking and problem-solving
2. Collaboration across networks and leading by influence
3. Agility and adaptability;
4. Initiative and entrepreneurialism
5. Effective oral and written communication
6. Accessing and analyzing information and
7. Curiosity and imagination.

The” term 21st Century skill” refers to certain core competencies, such as collaboration,
digital literacy, critical thinking, and problem-solving that school need to teach students
for them to thrive in today’s world.

Partnership for 21st century skills present the following sets of skills that are categorized
according with different strands of expected outcomes.

LEARNING AND INNOVATION SKILLS

The primary skills orchestrated in the 21swr Century. They are attributes that
differentiate students who are prepared for a complex life and work environment from who are
not. Therefore, there is a need to stress on creativity, critical thinking, communication and
collaboration in preparing learners for the future.
A. Critical Thinking and Problem Solving.
These may include effectively analyzing and evaluating evidence, arguments, claims and
belief; and solving different kinds of non-familiar problems in both conventional and
innovative way.

Skill Sub-skills

1.Work together Establish clear definitions and agreements on the roles of partners in
effectively in the collaborative process.
teams Keep communications open within teams to carry out tasks.
Carefully identify obstacles and address problems cooperatively
2. Reason Use various types of reasoning (inductive, deductive, etc.)as
effectively appropriate to the situation
Use system thinking
Analyze how parts of a whole interact with each other to produce
overall outcomes in complex systems
3. Make Effectively analyses And evaluate evidence , arguments, claims and
judgements and belief
decisions Analyze and evaluate major alternative point view
Synthesize and make connections between information and arguments
Interpret information and draw conclusion based on the best analysis
Reflect critically on learning experiences and process.
4.Solve Problems Solve different kinds of non- familiar problems in both conventional
and innovative ways
Identify and ask significant questions that clarify various points of
view and lead to better solutions.

B. Communication.
This pertains to articulating thoughts and ideas effectively using oral and written
communications skills in a variety of forms and contexts.

Skills Sub- skills

1. Communicate Articulate thoughts and ideas effectively using oral, written and
clearly nonverbal communication skills in a variety of forms and contexts.
Listen effectively to decipher meaning, including knowledge, values,
attitude and intentions.
Use communication for a range of purpose (e.g. to inform, instruct,
motivate and persuade).
Utilize multiple media and technologies, and judge their effectiveness
a priori, as well assess their impact.
Communicate effectively in diverse environment ( including Mutli-
lingual)
Use technology as a tool to research, organize, evaluate and
communicate information
Use digital technologies (computers, PDA’s, media players, GPS, etc.)
communication/networking tools and social network appropriately
to access.
Exercise flexibility and willingness in making necessary comprise to
accomplish a common goal.
Assume shared responsibility for collaborative work, and value the
individual contributions made by each team members

C. Collaboration.
It entails demonstrating ability to work effectively and respectfully with diverse teams.
 Skills Sub skills
Establish clear definitions and agreements on the roles of partners
in the collaborative process.
Keep communication open within teams to carry out task
Carefully identify obstacles and address problems cooperatively.

D. Creativity and Innovation.

It denotes use of wide range of idea creation techniques to create new and worthwhile
ideas.

Skills Sub skills

1. Think Use wide range of idea creation techniques, such as brainstorming
Creatively Create new and worthwhile ideas ( both incremental and radical
concepts)
Elaborate , refine, analyse and evaluate their own ideas in order to
improve and maximize creative efforts
2. Work Develop, implement and communicate new ideas to others
creatively effectively
with others Be open and responsive to new and diverse perspectives; incorporate
group input and feedback into the work
Demonstrate originality and inventiveness in work and understand
the real world limits to adopting new ideas
View failure as an opportunity to learn; understand that creativity
and innovation is a long-term, cyclical process of small success and
frequent mistakes.
3. Implement Act on creative ideas to make a tangible and useful contribution to
innovations the field in which the innovation will occur.

INFORMATION, MEDIA AND TECHNOLOGY SKILLS

People in the 21ST Century live in a technology and media saturated environment marked
by the following:
1. Access to an abundance of information
2. Rapid changes in technology tools; and
3. The ability to collaborate and make individual contributions on an
unprecedented scale.
Everyone must able to exhibits range of functional and critical thinking skills related
to information, media and technology.

A. Information Literacy
It refers to accessing and evaluating information critically and competently and
managing the flow of information from a wide variety of sources.

Skills Sub-skills

1. Access and Access information efficiently ( time) and effectively ( sources)

evaluate Evaluate information critically and competently
informatio
n

2. Use and Use information accurately and creatively for the issues or
manage problem at hand
informatio Manage the flow of information from a wide variety of sources.
n Apply a fundamental understanding of the ethical/ legal issues
surrounding the access and use of information
 B. Media Literacy.
It underscore understanding both how and why media messages are constructed;
creating media products by understanding and utilizing the most appropriate media
creation tools, characteristics and conventions .

Skills Sub-skills

1. Analyze Understand both how and why media messages are constructed,
media and for what purpose
Examine how individuals interpret messages differently, how
values and points of view are included or excluded, and how
media can influence beliefs and behaviors.
Apply a fundamental understanding of the ethical/ legal issues
surrounding the access and use of media.
2. Create Understand and utilize the most appropriate media creation tools
media characteristics and conventions.
products Understand and effectively utilize the most appropriate
expressions and interpretations in diverse, multi-cultural
environments

C. TECHNOLOGY LITERACY
It pertains to the use of technology as a tool to research, organize, evaluate and
communicate information.

Skills Sub-skills
1. Apply Use of technology as a tool to research, organize, evaluate and
technolog communicate information.
y
effectively Use digital technologies( computers, PDA’s, media Players, GPS,
etc), communication/networking tools and social networks
appropriate to access , manage, integrate, evaluate and create
information to successfully function in a knowledge economy.
Apply a fundamental understanding of the ethical/ legal issues
surrounding the access and use of information

D. Life and Career Skills.

Today’s life and work environment both requires more than thinking skills and content
knowledge. Cultivating the ability to navigate the complex life requires students to develop the
following life and career skills:
1. Flexibility and adaptability
2. Initiative and self-direction
3. Social and cross- cultural skills
4. Productivity and accountability
5. Leadership and responsibility.

1. Flexibility and adaptability

Skills Sub- skills

1. Adapt to change Adapt to varied roles, job responsibilities, schedules and context
Work effectively in a climate of ambiguity and changing priorities.
2. Be flexible Incorporate feedback effectively
Deal positively with praise, setbacks and criticism
Understand, negotiate and balance diverse views and beliefs to reach
workable solutions, particularly in multi-cultural environments.
2. Initiative and self-direction
Skills Sub-skills
1. Manage goals Set goals with tangible and intangible success criteria
and time Balance tactical( short-term) and strategic ( long term) goals
Utilize time and manage workload efficiently
2. Work Monitor, define, prioritize and complete tasks without direct oversight.
independently
3. Be self-directed Go beyond basic mastery of skills and / or curriculum to explore and
learner expand one’s own learning and opportunities to gain expertise
Demonstrate initiative to advance skills level towards professional level
Demonstrate commitment to learning as lifelong process
Demonstrate integrity and ethical behavior in using influencing and
power.
4. be responsible to Act responsibility with the interests of a larger community in mind
others Consider other’s ideas and view points
Look for other’s welfare and safety in all circumstances
Assist others in times of their downfalls and setbacks.

3. Social and cross- cultural skills

Skills Sub -skills
1. Interact Know when it is appropriate to listen and when to speak
effectively with Conduct one’s self in respectable, professional manner
others.
2. Work effectively Respect cultural differences and work effectively with people from a
in diverse teams range of social and cultural background
Respond open- mindedly to different ideas and values
Leverage social and cultural differences to create new ideas and
increase both innovation and quality of work.

4. Productivity and accountability

Skills Sub-skills
1. Manage projects Set and meet goals, even in the face of obstacles and competing
pressure
Prioritize, plan and manage work to achieve the intended results
Demonstrate additional attributes associated with producing high
2. Produce results quality products, including the abilities to:
⮚ Work positively and ethically
⮚ Manage time and projects effectively
⮚ Multi-task
⮚ Participate actively, as well as be reliable and punctual
⮚ Present oneself professionally and with proper etiquette
⮚ Collaboration and cooperate effectively with teams
⮚ Respect and appreciate team diversity
⮚ Be accountable for results

5. Leadership and responsibility

Skills Sub-skills
1. Guide and lead Use interpersonal and problem-solving skills to influence and guide
others others toward a goal
Leverage strengths of others to accomplish common goal
Inspires others to reach their very best via examples and selflessness
Demonstrate integrity and ethical behavior in using influence and
power.
2. Be responsible to Act responsibility with the s of the larger community in mind.
 others.

Integrating 21st Century Skills in Teaching- Learning Process

The 21st Century support System.

The following elements are the critical systems necessary to ensure students mastery of
the 21st Century Skills:
1) 21st Century Standard
2) Assessment;
3) Curriculum and Instruction;

4) Professional development; and

5) Learning environment.
These must be aligned to produce a support system that produces 21 st Century outcomes
for today’s students.

1) 21st Century Standard

1.1. Focus on 21st Century skills, content knowledge and expertise
1.2 Build understanding across and among core subjects, as well as 21 st Century
interdisciplinary themes
1.3 Emphasis deep understanding rather than shallow knowledge
1.4. Engage students with the real-world data, tools and experts they will encounter in
College, on the job, and in life; student learn best when actively engaged in solving
meaningful problems.
1.5. Allow for multiple measures of mastery.

2) Assessment of 21st Century Skills

2.1. Support a balance of assessment, including high- quality standardized testing along
With effective formative and summative classroom assessment
2.2. Emphasizes useful feedback on students’ performance that embedded into everyday
learning
2.3. Requires a balance of technology-enhanced, formative and summative assessment
that measures students’ mastery of 21st century skills
2.4. Enables development pf portfolios of student’s work that demonstrate mastery of
21st century skills to educators and prospective employers.
2.5. Enables a balanced portfolio of measures to assess the educational systems
effectiveness in high levels of student’s competency in 21 st Century skills

3.) 21st Century Curriculum and Instruction

3.1 .Teaches 21st century skills discretely in the context of core subjects and 21stcentury
interdisciplinary themes.
3.2. Focuses on providing opportunities for applying 21 st century skills across content
areas and for a competency-based approach to learning.
3.3. Enables innovative learning methods that integrate the use of supportive
technologies, inquiry – and problem –based approaches and higher-order thinking
skills.
3.4. Encourage the integration of community resources beyond school walls (AACTE,
2010)

4.) The 21st century Professional Development

 4.1. Highlights ways teachers can seize opportunities for integrating 21 st century skills,
tools and teaching strategies into their classroom practice and help them identify
what activities they can replace/de-emphasize.
4.2. Balances direct instruction with project-oriented teaching methods.
4.3. Illustrate how a deeper understanding of the subject matter can enhance problem-
solving, critical thinking, and other 21 st Century Skills.
4.4. Enables 21st century professional learning communities for teachers that model the
kinds of classroom learning that best promotes 21st century skills for students.
4.5. Cultivates teachers’ ability to identify students’ particular learning styles,
intelligences, strength and weaknesses.
4.6. Helps teachers develop their abilities to use various strategies (such as formative
assessment) to reach differentiated teaching and learning.
4.7. Support the continuous evaluation of students’ 21st century skills development
4.8. Encourage knowledge sharing among communities of practitioners using face- to-
face, virtual and blended communication.
4.9. Uses a scalable and sustainable model of professional development

5. The 21st Century Learning Environment

5.1. Create learning practices, individual support and physical environments that will
support the teaching and learning of 21st century skill outcomes.
5.2. Support professional learning communities that enables educators to collaborate,
share best practices and integrate 21stcentury skills into classroom practices.
5.3. Enable students to learn in relevant, real –world 21 st century context (e.g. through
project-based or other applied work.
5.4. Allow equitable access to quality learning tools technologies and resources.
5.5. Provide 21st century architectural and interior designs for groups, teams and
individual learning.
5.6. Support expanded community and international involvement in learning, both face –
to- face and online.

Implications to Educators

The advent of the 21st century skills enhancement among learners bring the following
implications:
1. Successfully complementing technologies to content and pedagogy and developing the
ability to creatively use technologies to specific learning needs.
2. Aligning instruction with standards, particularly those that embody 21 st century
knowledges and skills
3. Balancing direct instructions strategically with project-oriented teaching methods
4. Applying child and adolescent development knowledge to educator preparation and
education policy
5. Use a range of assessment strategies to evaluate students’ performance and differentiated
instruction ( including but not limited to formative, portfolio-based, curriculum-embedded
and summative )
6. Participating actively in learning communities, tapping the expertise within a school or
school division through coaching, mentoring, knowledge-sharing, and team teaching.
7. Acting as mentor and peer coaches with fellow educators
8. Using range of strategies (such as formative assessments) to reach diverse students and to
create environment that support differentiated teaching and learning.
9. Pursuing continuous learning opportunities and embracing career- long learning as
professional ethics.
 10.Establishing a conducive learning environment where learners can freely express
themselves and explore their potentials and capacities.

Implications to Pre-service Teacher Preparation

There is a need to understand the key elements of optimum curricula that will help pre-
service teachers develop the dispositions, habits of mind and confidence and enable students to
develop 21st century skills in a range of core academic subject areas.

Since schools get rid of a one-size-fits-all system, therefore, pre –service teachers are
expected to play an active role in developing and organizing content and instructions for their
students .

AACTE (2010) asserted that a 21 st century approach to curriculum is about more than
just adding an extra course or extra class time in the curriculum. Thus, pre-service teachers’
benefits from the ability to fully explore and understand how to develop and use curriculum for
deep understanding and mastery of academic subject knowledge and 21 st century skills.

As a starting point, a teacher education program can be aligned with student and teacher
standards in a way that blend thinking and innovation skills, ICT literacy; and life and career
skills in the context of all academic subjects across interdisciplinary theme.
An effective 21st century skills approach to curriculum, in other words, is designed for
understanding. The program’s curriculum will be most beneficial to pre-service teachers if it is
designed to produce deep understanding and authentic application of 21 st century skills in all
subject areas.

Instructional models. Instructional models are important component of any teacher

preparation program.AACTE (2010) pointed out that the integration of innovative and research-
proven teaching strategies, modern learning technologies and real-world resources and context
are all imperative:

1. Integrating “teaching for understanding “principles. When pre-service teachers can

prepares and present lessons that can develop students’ essential concepts and skills with
the integration of technologies, the latter can reciprocally demonstrate critical thinking
and problem- solving in class.
2. Creating rich practice teaching experiences. Strong practice teaching experiences allow
pre-service teacher to connect theory and practice.
3. Creating dynamic learning communities and peer mentoring networks. Pre-service
teacher’s benefits greatly from service learning as part of their experiential learning
courses. It provides time to reflect on relevant pedagogic, strategies that enhance 21 st
century skills in classroom practice.
4. Examining the role of content, pedagogy and technologies in developing higher-
order thinking skills. The ability to teach for content mastery is a challenging task for
most pre-service teachers. Teaching for content mastery :
⮚ Supports range of high-quality standardized testing along formative and
summative assessment
⮚ Emphasizes useful feedback on student performance
⮚ Requires balanced technology-enhanced, formative and summative assessments
⮚ Enables development of student portfolios that demonstrate mastery 21 st century
knowledge and skills; and
⮚ Enables a balanced score card to assess the educational system’s effectiveness.

Teacher preparation programs can play a vital role in developing education leaders who
understand and can influence current trends in assessment through:
1. Research and evaluation test for innovative approach;
 2. 21st century knowledge and skills assessment strategies
3. Mastery of a wide range of student assessment methods

Learning Environment. The learning environment within the teacher preparation program. The
following are initiatives in creating 21 st century teacher education learning environment:
1. Establish a 21st century vision for learning environments in the program and the
university
2. Ensure that physical infrastructure supports 21st knowledge and skills
3. Practice flexibility in time for project-based work and competency –based assessment
4. Ensure technical infrastructure that sufficiently support learning and
5. Strengthen networking engagement in the learning environment.

Partnership. Partnership is very important in the work of transforming 21 st Century teacher

Preparation. It forged with the community leadership, business industry, professional
association, government agencies, non-government organizations and others stakeholders. A
powerful partnership creates strong collaboration towards innovations in the teaching and
learning.

Continuous Improvement. It represents willingness to commit to revisiting the process over

time.
1. Clearly identify measurable goals
2. Track progress regularly against these goals
3. Communicate progress to all stakeholder
4. Engage all participants in refining and improving success over time.

Who are

For 5 points each. Please answers the following questions based on your own
understanding of our discussion.

1. Describe the categories of 21st century skills.

2. How can the attainment of 21st century skills contribute to the realization of
educational goal?

1. How can you prepare, plan and deliver a lesson with an end goal of attaining the 21st Century Skills?
2. How can you integrate 21st century skills in the teaching- learning process?
3. Cite at least 5 activities that can help learners enhance their 21st century skills? Explain how you will
implement such activities in your lesson.
Rubric for Essay: