DEPARTMENT : SENIOR HIGH SCHOOL

PROGRAM : GRADE 12
COURSE : TRENDS, NETWROKS AND CRITICAL THINKING IN THE 21 ST CENTURY
COURSE CODE : TRENDS
PREREQUISITE : PILOSOPIYA NG TAO
UNDERSTANDING CULTURE, SOCIETY AND POLITICS

I. INSTITUTIONAL VISION:
To become the leading institution for professional development and the first and foremost provider of quality, affordable and
sustainable development education.

II. INSTITUTIONAL MISSION:

To provide quality and excellent global education for the total development of a responsible, innovative, skilful and professional global
workforce whose values and dignity are beyond par.

III. CORE VALUES:

St. Clare College of Caloocan aims to foster distinction and excellence in all the endeavors of the school community members. All
stakeholders are envisioned to be imbued with enduring core values which define and shape the central beliefs and character of every
genuine Clarean student, employee and administrator within and beyond the premises of the academic institution.

Hereafter are the core values of St. Clare College:

1. Star that Shines

All members of the school community are encouraged to exemplify remarkable standards in attaining excellence in every aspect of life,
making them role models who possess the values and character that are worth emulating.

2. Truthfulness
Truthfulness is characterized by embracing honesty in thoughts, words and deeds of all concerned individuals who are part of the school
community.

3. Compassion
Selflessness and genuine concern for others are instilled in Clareans through constant exposure to various academic, extracurricular and
co-curricular activities that will bring out their compassionate attribute.
 4. Love
Love for oneself, for others and for noble causes are pivotal in cultivating a well-rounded individual who embodies unwavering desire
and sustained commitment in undertaking

5. Amiable
Displaying a friendly disposition and pleasant attitude towards other people inspires positive rapport and desirable outcomes.

6. Righteousness
All concerned members are expected to uphold the ideals and moral principles of the institution as a reflection of their integrity and
dignity.

7. Ever Loyal
Remaining steadfast to the ideals and good name of the institution is a desirable impression ingrained in the minds and hearts of all the
members of the school community.

IV. INSTITUTIONAL OUTCOMES:

1. Intellectual Creativity, Critical Thinking and Innovativeness

Graduates can use their imagination as well as their rational thinking abilities and innovation, in order to adopt and adjust to the
changing needs of the times both nationally and globally.

2. Effective Communication
Graduates are proficient and skillful in the four areas of communication: reading, writing, listening and speaking. They can use their
skills in solving problems and articulating their thoughts when engaging with people in various situations.

3. Leadership Effectiveness and Managerial Skills

Graduates are developed to become the best professionals in their respective specializations by imploring leadership competencies,
managerial skills and technical know-how.

4. Sense of Nationalism and Global Responsiveness

Graduates are nationalists and respect the values of global citizenship.
5. Personal and Professional Ethical Standard of Excellence
Graduates demonstrate desirable strength of character and attitudes in their personal and professional endeavours.

6.Quality Service and Collaboration

Graduates exemplify the potentialities of an efficient, responsible and well-rounded professional committed to quality service, honest
toil and collaboration.

7.Adeptness in the Use of Information Communication Technology (ICT) Modern Facilities

Graduates are skillful and knowledgeable in the use of digital learning devices/facilities, including technical and numerical skills.

8. Community Engagement
Graduates assume an active role in organizing projects, programs and activities to help and advance the interest and welfare of the
people in their respective communities.

9. Passionate to Perpetual Learning

Graduates are committed to continually advance their knowledge and technical skills in order to keep themselves abreast to the needs
and challenges of their profession, both nationally and globally.

10. Strong Sense of Spiritual and Moral Values

Graduates are morally and spiritually upright in their day to day undertakings.
 V. COURSE DESCRIPTION

The course provides opportunities for students to discover patterns and extract meanings from emerging trends. It aids in developing their critical
and creative thinking skills-- essential tools for decision making and understanding “ethics of care”. Global trends in the 21st century are examined
and are either accepted or rejected on a sound set of criteria. Students will be asked to create and analyze scenarios that will challenge them to (1)
formulate their stances on issues or concerns; (2) propose interventions and; (3) formulate alternative futures. The students will realize the
interconnections between their neural connections and social realities.
.

VI. COURSE EXPECTED OUTCOMES

The students must be able to:

1. Demonstrate integrative and independent thinking, originality, imagination, experimentation problem solving, or risk taking in thought,
expression, or intellectual engagement in communicative contexts.
2. Generate a close and critical judgment in valuing communicative competences for family, school and community.
3. Demonstrate confidence and high regard with respect on expressed thoughts and ideas regarding trends, network and critical thinking skills in the
21st century contexts.
4. Analyze under represented experiences and cultural diversity, including issues of race, gender, class, sexuality, and ethnicity in trends, network
and critical thinking skills in the 21 st century contexts.
5. Recommend and focus on different possible solutions for existing trends, network and critical thinking skills in the 21 st century context barriers.
6. Appreciate the significance of trends, network and critical thinking skills in the 21 st century.
VII. STUDENT LEARNING OUTCOMES
CREATIVE & CRITICAL THINKER (CCT)

One who conceptualizes, applies, analyzes, evaluates, and synthesizes information gathered from, or generated by, observation,
experience, reflection, reasoning, or communication, as a guide to belief and action.

EFFECTIVE COMMUNICATOR (EC)

One who articulates effectively and appropriately in a variety of contexts using communication, literacy, numeracy, and information
technology skills to serve the common good and the will of God.

REFLECTIVE LIFELONG LEARNER (RLL)

One who passionately pursues his/her field of specialization for the sake of learning and to serve humanity in accordance with a
common belief of what is good and is the will of God.

SERVICE DRIVEN CITIZEN (SDC) One who creates products and performances that contribute positively to the accomplishment of team
goals through collaborative processes and are appropriate for his/her intended audience.

ENVIRONMENTAL STEWARD (ES)

One who sees the interconnectedness of all life and enables communities and people to improve the quality of life without
compromising that of future generations.
 VIII. COURSE SYLLABUS

Desired Learning Course Content/ Subject Textbook/ Teaching and Assessment Tasks Materials Time Table
Outcomes (DLO’s) Matter References Learning Activities (AT’s)
(TLA’s)
At the end of the unit, the WEEK 1
students must be able to: St. Clare College of Familiarizing Group and Student Manual 3
1. School Vision- Caloocan Student similarities and Individual Laptop HOURS
Introduce the institutional Mission Manual differences of new Recitation on Budgeted
Vision-Mission, Core Values 2. Institutional individuals. Mission and Lesson
and Institutional Goals orientation Course plan Vision of the FNet
3. Classroom policies school St. Clare OES
Understand institutional 4. Overview of the
and classroom policies. course Reflective
5. Grading system Essays on
Provide an overview of the Institutional
6. Individual
coverage of the course Goals and Core
7. Familiarization
Values
Explain the grading system 8. Introductory
and requirements encounter

Understand and Define the WEEK 1-2 De la Cruz, R., Learning Activities: Class Books 3
nature of Trend Fadrigon, C. & identifying participation, E-Books HOURS
Lesson 1 Mabaquiao, N. prior knowledge, performance of Eboard
Define a trend Trends and Fads (2017). Trends, KWL charts, activities, short Projector
Networks, and concept mapping, quiz, long Laptop
Explain the process on how Process of identifying a Critical Thinking discussion, examination, Speakers
to spot a trend trend; Differentiating a in the 21st film viewing, critical essays, Quipper
trend from a fad; Century Culture. analysis of cases. creative/synthe Zoom
Differentiate a trend from a Quezon City: sis project Google
fad Elements and Phoenix Classroom
characteristics of a trend Publishing FNet
Describe the different House. St. Clare OES
characteristics of a trend

Identify parts of a whole

Identify emerging patterns

See, discover and

differentiate relationships
between causes and
consequences

The learner understands WEEK 3-4 De la Cruz, R., Playing Scrabbleclass Books 3
strategic analysis and Fadrigon, C. & completing differentparticipation, E-Books HOURS
intuitive thinking. Lesson 2 Mabaquiao, N. elements ofperformance of Eboard
(2017). Trends, communication with activities, short Projector
Define and explain Understanding Local Networks, and different models. quiz, long Loptop
strategic analysis and Networks Critical Thinking examination, Speakers
intuitive thinking in the 21st Discussion and critical essays, Quipper
Networks: Introductory Century Culture. Recitation on the creative/synthe Zoom
Attain facility in strategic Concepts Quezon City: subject matter. sis project Google
analysis Phoenix Classroom
Critical Thinking: Skills Publishing FNet
Use intuitive thinking in and Attitudes House. St. Clare OES
dealing with varied
activities Decision-Making: Analysis
and Intuition
Differentiate key
Strategic Analysis
components in strategic
analysis and intuitive
thinking

Examine how the map of

social networks can be
used to introduce creative
solutions to a particular
problem in a community
using intuitive thinking

The learner understands WEEK 5 De la Cruz, R., Writing short stories class E-Books 3
the components, Fadrigon, C. & utilizing the participation, Eboard HOURS
operations, effects, and Lesson 3 Mabaquiao, N. elements of performance of Projector
networks of globalization in Global Networks (2017). Trends, communication as activities, short Loptop
his/her daily life. Networks, and the revolving quiz, long Speakers
The Nature of Global Critical Thinking characters. examination, Quipper
Give examples of various Networks in the 21st critical essays, Zoom
activities in one’s daily life Century Culture. creative/synthe Google
that show the concrete Global Networks and Quezon City: sis project Classroom
effects of globalization Globalization Phoenix Discussion and FNet
Publishing Recitation on the St. Clare OES
Explain the comprehensive (Labor and Migration) House. subject matter.
effects of globalization

Show the
interconnectedness of
peoples and nations

Explain and demonstrate

the benefits of
collaboration and
cooperation

Identify and discuss the

different contributions of
the parts to a whole

Stress the important role of

the creative imagination in
putting together the
various parts of a whole

Create a map to show the

origins of the different
components of a gadget,
business enterprise,
industrial / technological /
agricultural / product, etc.

Write a reflection essay on

the insights generated
from the map

The learner understands WEEK 6-7 De la Cruz, R., Playing the game class E-Books 3
the consequences of Fadrigon, C. & “ACT IT” the participation, Eboard HOURS
personal and local action to Lesson 4 Mabaquiao, N. students will be performance of Projector
global and planetary (2017). Trends, converting emojies activities, short Loptop
climate change. Planetary Networks: Networks, and into words and quiz, long Speakers
 Climate Change Critical Thinking words into emojies examination, Quipper
List activities that in the 21st and vise versa. critical essays, Zoom
exemplify care for the Climate Change: Its Century Culture. creative/synthe Google
environment Nature and Causes Quezon City: Discussion and sis project Classroom
Phoenix Recitation on the FNet
Explain the effects of The Effects of Climate Publishing subject matter. St. Clare OES
consumption and Change House.
production patterns that
contribute to the problem Addressing the Climate
of climate change Change Problems

Explain and illustrate Effects of consumption

personal contributions that and production patterns
can actually solve the on climate change
problem of climate change

Make a stand on how the

consequences of one’s
action affect the lives of
others and the
environment

MONTHLY EXAMINATION
The learner understands WEEK 8-9 De la Cruz, R., Culture Analysis per class E-Books 3
the meaning and Fadrigon, C. & region showing participation, Eboard HOURS
dimensions of democracy lesson 5 Mabaquiao, N. dimensions of performance of Projector
Democratic Interventions (2017). Trends, culture in diversity activities, short Loptop
Identify preferred Networks, and quiz, long Speakers
democratic practices; and Democracy: Models, Critical Thinking Discussion and examination, Quipper
explain and analyze the Element, Practices, and in the 21st Recitation on the critical essays, Zoom
reason for their Intervention Century Culture. subject matter. creative/synthe Google
preferences Quezon City: sis project Classroom
Phoenix FNet
Illustrate the benefits of Publishing St. Clare OES
democratic participation House.

Explain the importance of

participation in democracy

Disitnguish / differentiate
paticipatory from
representative democracy

Generate the criteria for

assessing prevailing
political and social
instiutions

Conceptualize / formulate
what can be a viable
alternative to
undemocratic practices.

The learner understands WEEK 9-10 De la Cruz, R., Construct e- class E-Books 3
how ICT enslaves, Fadrigon, C. & storyboard on participation, Eboard HOURS
emancipates, and Lesson 6 Mabaquiao, N. influence of gender performance of Projector
empowers individuals. (2017). Trends, on the dimensions activities, short Loptop
Information and Networks, and of communication quiz, long Speakers
Identify dimensions of Communication Critical Thinking using digital examination, Quipper
technology that are Technology in the 21st resources such as critical essays, Zoom
enabling and not inhibiting Century Culture. electronic libraries, creative/synthe Google
Information and Quezon City: desktop publishing, sis project Classroom
Discuss the benefits of Communications Phoenix word games, and FNet
technology Technology: Dimensions, Publishing word processing St. Clare OES
Benefits, and Challenges House.
Utilize technology Discussion and
effectively rather than be Recitation on the
enslaved by it subject matter.

Identify the weakest link in

a system using strategic
and intuitive thinking

Explain how information

communication technology
can facilitate social
relationships and political
movements (occupy
movements)

Make or propose a creative

intervention to improve
human life

The learner understands WEEK 10-12 De la Cruz, R., Creating poems for class E-Books 3
the parallelism between Fadrigon, C. & a class poetry book participation, Eboard HOURS
neural and social networks Neural and Social Mabaquiao, N. utilizing the performance of Projector
Networks (2017). Trends, significance of activities, short Loptop
Identify connections, Networks, and communication and quiz, long Speakers
relationship, and networks Connections, Critical Thinking present in the class examination, Quipper
Relationships, and in the 21st utilizing different critical essays, Zoom
Illustrate how the brain or Networks Century Culture. non-verbal cues. creative/synthe Google
neural network works Quezon City: sis project Classroom
Neural Networks and Phoenix Discussion and FNet
Compare the neural Social Networks Publishing Recitation on the St. Clare OES
networks with social House. subject matter.
networks

Establish linkage between

self and the social network
one belongs to

Demonstrate how thinking

processes are shaped by
social relationships

Identify the significant

social roles students play
withing the community by
creating a social map of
their relationships

Rank the roles in the

community in terms of sign

CULMINATING ACTIVITY
FINAL EXAMINATION
IX. REFERENCES

MAIN REFERENCE:

De la Cruz, R., Fadrigon, C. & Mabaquiao, N. (2017). Trends, Networks, and Critical Thinking in the 21st Century Culture. Quezon City: Phoenix
Publishing House.

ADDITIONAL READINGS/RESOURCES:

Anderson, James A. (1995). An Introduction to Neural Networks. Cambridge, Massachusetts: MIT Press.

Carolan, Brian V (2014). Social Network Analysis and Education: Theory, Methods and Applications. Los Angeles, London, New Delhi: Sage.
Catt, Helena. (1999). Democracy in Practice.
New York and London: Routledge. Egan,

Brian Denis. (2005). “The Role of Critical Thinking in Effective Decision- making.” Global Knowledge Network, Inc., 1–15. Online:
https://articulosbm. les.wordpress.com/2010/03/criticalthinking.pdf

Facione, Peter A. (2013). “Critical Thinking: What it is and why it counts.” Online: http://spu.edu/depts/health-sciences/grad/documents/
ctbyfacione.pdf. 1–27. groups/public/documents/APCITY/UNPAN006918.pdf Hefti,

Anny Misa (n.d.) “The Philippines: Globalization and Migration.” Accessed on September 1, 2016. http://unpan1.un.org/intradoc/ Holton,

Robert J. (2008). Global Networks. New York: Palgrave Macmillan.

Keane, John. (2003). Global Civil Society?. Cambridge: Cambridge University Press.
 Khatri, Naresh & Ng, H. Alvin. (2000). “The Role of Intuition in Strategic Decision-making.” Human Relations, Volume
53 (1): 57-86. Online:

Lawson, Kay. (1989). The Human Polity: An Introduction to Political Science. Boston: Houghton Mif in Company. Mabaquiao, Napoleon. (2007).
“Globalisasyon, Kultura, at Kamalayang Pilipino” (“Globalization, Culture, and Filipino Consciousness”). Malay 19 (3): 79-94.

Maoz, Zeev (2011). Networks of Nations. The Evolution, Structure, and Impact of International Networks, 1816-2001. Cambridge: Cambridge
University Press.

Moore, Brooke Noel and Richard Parker. (2005). Critical Thinking. 7th Edition. International Edition. McGraw Hill. PreserveArticles.com. (2012).
“Globalization is primarily of three types: Economic, Cultural and Political.” Accessed on September 1, 2016.

Ranada, Pia. (2015). “6 Ways climate change will affect PH Cities.” Accessed on April 15, 2016. http://www.rappler.com/nation/48599-six-
ways-climate- changeaffects-ph-cities.

Saward, Michael. (2003). “Representative and Direct Democracy.” In Democratic Politics: An Introduction. By Roland Axtmann (ed.). London,
Thousand Oaks, New Supermarketnews.com. (2016). “How to spot difference between fads and trend.” Accessed on June 10, 2016.
http://supermarketnews. com/blog/how-spotdifference-between-fads-and-trend.

United States Environmental Protection Agency. (2016). “Climate Change.” Accessed on April 15, 2016.
https://www3.epa.gov/climatechange.html University of Wisconsin (2007). “The Basics of Neural Networks.” Accessed on August 1, 2016.
www.pages.cs.wisc.edu/~bolo/shipyard/ neural/local.htm.

XI. GRADING SYSTEM

Class Participation (attendance, quizzes, reports, group work/project ) - 30 %
Monthly Examamination 20%
Periodical Examination 50%
TOTAL - 100%

X. COURSE REQUIREMENTS
1. Attendance
2. Monthly and Periodical Exam
3. Final Presentation
 XI. CLASSROOM POLICIES
1. Attend class regularly.
2. Submit all written and present oral output.
3. Attend assigned group discussion and reporting.
4. Accomplished final presentation

Prepared by:

MR. REYMART “TRAMMY” ORTEGA

Instructor, SHS

Recommending Approval:

MS. MA. REBECCA P. PALAD

Principal, Senior High School

Approved by:

DR. CLARITA G. ADALEM

President/VP for Academic Affairs
St. Clare Group of School

NOTE ***This course plan can be revised according to your best judgment.
If revisions or improvements were made, kindly notify the dean or the department head concerned.
Your suggestions/recommendations are important for the refinement of our course plan.