PROFED 610

GROUP 2

Saira Palti Jamaica Mindo

Alleah Sala Ma. Loiza Ramos
Deniel Flamiano Juvy Ann Patosa
Nelvin Catayas Jeffy Lemosniro
Angelica De Leon Jeah Libor
Saguira Dimalao

Kenneth Ibay
DEVELOPING
FUNCTIONAL
LITERACY
WHAT IS FUNCTIONAL LITERACY?

 Refers to the capacity of person to engage in all those activities in which literacy
is required for effective function of his or her group and community.
 Also, for enabling him or her to continue to use reading, writing and calculation
for his or her own and the community's development.

FOUR LEVELS OF LITERACY

1. BELOW BASIC LITERACY- Reading and writing words and numbers in very
simple documents.
2. BASIC LITERACY- Performing skills to understand short text.
3. INTERMEDIATE LITERACY- Performing challenging skills to understand long
texts.
4. PROFICIENT LITERACY- Performing creative and critical thinking skills to
understand dense or complex texts

KINDS OF FUNCTIONAL LITERACY

 Media literacy- is intended to promote awareness and media influence.

 Religious Literacy- entails the ability to discern and analyze the fundamental
intersections of religion.
 Financial Literacy- Is the confident understanding of concepts including savings
investing and debt.
 Computer Literacy- Is defined as the knowledge and ability to use computers
and related technology efficiency.
 Legal Literacy- is commonly understood as knowing the primary level in law.
 Scientific Literacy- Is to determined answers to questions derived from curiosity
about everyday experiences.
 Health Literacy- is degree to which individuals have the capacity to obtain
process and understand basic health.
 Civic Literacy- Means having the knowledge and skills you need to participate in
making cane in your community.
 HOW WE DEVELOP FUNCTIONAL LITERACY?
 Skills needed to make decisions and function well in daily life
 Clearly reading or writing and numbers is not enough to assess literacy
 People need to be able to understand and use those words and numbers
for practical’s for purposes such as deliberating ideas and solving
problems.
 At school, students should be taught how to write and present, read and
comprehend, solve real world situations and socialize with others.

WHY FUNCTIONAL LITERACY IS IMPORTANT?

 Learners will need advance levels of literacy to perform their jobs, run their
households, act as citizens, and conduct their personal lives.
 Learners will need to feed their imaginations to create the world of future.
 Learners will need literacy to cope with the flood of information they will find
everywhere they look.
 Adolescents that are entering the real world of 21st century will read and write
more than any other time in Human History.

FUNCTIONAL LITERACY

 About preserving skills that our whole society needs to function. If we don't have
individuals with mathematical knowledge reading and writing skills or analytical
abilities, we won’t have functioning businesses governments or communities or in
other words.
 PARTICIPATORY APPROACH
Definition:

PARTICIPATORY APPROACH

 Is based on solving the learner’s problem in real life, using the target language as
a tool this purpose. Learners bring their outside problem into class.
 Geared towards planning and conducting the research process with those people
whose life-word and meaningful actions are under study.

TYPOLOGY OF PARTICIPATION

1. Passive participation
2. Participation in information giving
3. Participation by consultation
4. Functional participation
5. Self-mobilization

THE GOAL OF PARTICIPATORY APPROACH

 Is to help student to understand the social, historical or cultural forces that affect
their lives, and then to help empower students to take action and make decision
in order to gain control over their lives.

ADVANTAGES OF PARTICIPATORY APPROACH

 Participation carries with its feelings of ownerships, and build a strong base for
the intervention in the community.
 It can bring together and establish ties among community members who might
normally have no contact.
 A participatory planning process build trust.
 A participatory planning process generally reflects the mission and goals of grass
roots and community-based organizations.

DISADVANTAGES OF PARTICIPATORY APPROACH

  A participatory approach takes longer.
 Members of the target population or the community may not agree with “experts
about what is needed”
 It may be difficult to assure that all the right people to get to the table.
 A participatory approach planning process takes patience and commitment on
everyone’s part.

PARTICIPATORY APPROACH USE TWO ELEMENTS:

1. Group work (discussion)

2. Public Speaking

CONCLUSION

 Participatory approach is based on solving the learner’s problem in real life, using
the target language as a tool this purpose. Learners bring their outside problems
into class.
 This method can build confidences to the students so that be active in the
community based-organization and in their lives.
 21ST CENTURY
LITERACY SKILLS
AND TEACHING
TECHNIQUES
WHAT IS 21ST CENTURY LITERACY?
 Literacy in the 21st century is about constructing and validating knowledge.
 Digital technologies have enabled the spread of all kinds of information,
displacing traditional formats of usually more carefully curated information such
as encyclopedias and newspapers.

WHAT IS 21ST CENTURY LITERACY SKILLS?

 The concept of "21st century skills" isn't new—skills like critical thinking,
collaboration, and problem solving have been taught in classrooms for decades.
 As the demands of our changing economy rise, many school districts are now
including 21st century skills in strategic plans to better prepare students for
college, career, and life.

WHAT ARE THE 21ST CENTURY SKILLS?

 Refer to the knowledge, life skills, career skills, habits, and traits that are critically
important to student success in today’s world, particularly as students move on to
college, the workforce, and adult life.

WHAT IS THE IMPORTANCE OF 21ST CENTURY LITERACY SKILLS?

 Prepare students for an increasingly globalized world.

WHAT IS 21ST CENTURY LITERACY IN TEACHING TECHNIQUES?

 5 ESSENTIAL 21ST CENTURY IN TEACHING TECHNIQUES OR

STRATEGIES
1. TEACHING STRATEGIES TO BE ABLE TO TEACH ALL LEARNERS

 Being a 21st century educator means having the ability to be able to teach and
reach all learners. That means the ability to differentiate learning so that all
students are able to learn using their own unique style and/or by their ability or
readiness level. In today’s classrooms, educators have learned that students
learn best when they are taught to their own unique style and ability.

2. BE ABLE TO IMPLEMENT TECHNOLOGY

 The ability to not only learn about the new educational gadgets that will help
students learn better and faster, but to also have the ability to know how to use
and implement the gadget within the classroom is an essential skill of a 21st
century educator. An effective educator will have the know-how and the
wherewithal of how to efficiently implement and incorporate technology into the
classroom in a way that will be productive for all students.

3.BE ABLE TO FOSTER STUDENT RELATIONSHIPS

 In a digital world where students can count the number of friends that they have
by the likes they get on Facebook and Instagram; it is essential now more than
ever for educators to be able to foster heathy relationships among their students.
An effective teacher will have the ability to facilitate interpersonal relationships
within the classroom so that students will have a sense of community and be
able to communicate with their peers on a higher level than just social media.

4. BE FORWARD THINKING

 A 21st century educator is able to anticipate the future and plan for it. They are
able to push their students to ensure that they will be able to navigate their way
through this ever-changing technological world. They have the ability to prepare
students for the unknown based on current trends and technology.

5. BE ABLE TO EMBRACE CHANGE

  The ability to embrace change is an essential characteristic of a 21st century
teacher. With the rapid changes in technology and the way that students learn,
educators must be able to embrace change and adapt to it. Technology changes
daily, as do new teaching strategies, testing techniques, and the way we are able
to learn and communicate with others. An effective teacher living the 21st century
has the ability to adapt to anything and everything as well as embrace it.

THE IMPORTANCE OF 21ST CENTURY LITERACY IN TEACHING TECHNIQUES

OR STRATEGIES

 To help students develop the global perspective they need to be successful in an

increasingly connected world.

A.) STUDENT - LEARNING (COOPERATIVE LEARNING)

 Cooperative learning involves students working together to accomplish shared

goals, and
 It is this sense of interdependence that motivate group members to help and
support each other.
B. INQUIRY-BASED LEARNING ENVIRONMENT

 A learning process that engages students by making real-world

connections through exploration and high-level questioning.
 It is an approach to learning that encourages students to engage in
problem-solving and experiential learning.
 An unorthodox method of learning which incorporates active participation
of students by involving them in posing questions and bringing real-life
experiences to them.
 The basis of this method is to channelize the thought process of the
student through queries and help them in “how to think" instead of “what to
think”.

THERE ARE FOUR TYPES OF INQUIRY-BASED LEARNING:

1. THE STRUCTURED INQUIRY APPROACH

 A sequential process that helps students learn how to ask questions and
investigate real-world problems.
 This type of inquiry-based learning is often used in science classes, where
students are given a problem to investigate and are taught how to use the
scientific process to find a solution.

2. THE OPEN-ENDED INQUIRY APPROACH

 More free-form approach to inquiry-based learning.
 In this type of learning environment, students are given the freedom to
explore their interests and ask questions about the topic they are studying.
 This type of inquiry-based learning is often used in humanities classes,
where students are asked to explore a topic in-depth and debate different
viewpoints.
3. THE PROBLEM-BASED INQUIRY APPROACH
 A problem-solving approach to inquiry-based learning.
 In this type of approach, students are given a real-world problem to solve.
 This type of inquiry-based learning is often used in mathematics and
engineering classes, where students are asked to apply what they have
learned to solve a real-world problem.

4. THE GUIDED INQUIRY APPROACH

 A teacher-led approach to inquiry-based learning.
 In this type of approach, the teacher guides the students through the
inquiry process and helps them to ask questions and find solutions to real-
world problems.
 This type of inquiry-based learning is often used in elementary and middle
school classrooms.

COLLABORATIVE ACTIVITIES
 Are any activities where learners are working co-operatively in pairs or
groups.
 For example:
 Pair or group discussions.
 Completing shared tasks in a pair or group, e.g. matching, sorting,
ranking. shows that educational experiences that are active, social,
contextual, engaging, and student-owned lead to deeper learning.
 The benefits of collaborative learning include:
1. Development of higher-level thinking
2. Oral communication
3. Self-management, and
4. Leadership skills
 HIGHER ORDER THINKING SKILLS (HOTS) ACTIVITIES

 Twenty-first century learning requires the development of higher-

order-thinking skills.
 Technology has a great role to play in the development and
enhancement of these skills. Entering the new world of information
and communication technology opens the way for complex and
higher cognitive skills.
 Technology upgrades learners' higher-order-thinking skills which
include: critical thinking, problem-solving and creativity.
 By developing higher-order-thinking skills, the schools today can
inculcate the digital fluencies while overcoming limitations inherent
in digital technology, resulting in superficial and mediocre learning
skills of new learners.

CRITICAL THINKING

 Is part of the cluster of higher order thinking skills.

 It refers to the ability to interpret, explain, analyze, evaluate, infer and self-
regulate in order to make good decisions.

IN THE INSTRUCTIONAL PROCESS

 There is also an instructional shift from lecture-to-tasks to digital tasks-to-

learning.
 This in exemplified by an activity, such as role playing (task) followed by
processing of the activity (learning).
 In this approach skills are developed and the learning outcome is achieved by
students themselves.
 The structured problem-solving process known as 4Ds also exemplifies the
instructional shift in digital learning:
  Define the problem
 Design the solution
 Do the work
 Debrief on the outcome

 As a role model, teachers should display and practice critical thinking processes,
so that the learners can imitate them.

Here are some activities that teachers can do to develop critical thinking.

a. ASK THE RIGHT QUESTIONS

 Most often teachers ask questions to find out if the students can simply repeat
the information from the lesson.
 Although these are necessary questions like what, who, when, and where, these
do not develop critical thinking.
 Critical thinking questions should ask for clarity, accuracy, precision, relevance,
depth, breadth and logic.

Clarity: here are some examples: Can you give examples of...

Accuracy: What pieces of evidence support your claim?

Precision: Exactly how much....

Breadth: What do you think the other group say about the issue?

b. USE CRITICAL THINKING TASKS WITH APPROPRIATE LEVEL OF

CHALLENGE

 Teachers should be mindful of the readiness of the students.

 Students who have higher ability may find the task too easy, thus getting
bored early, while those who have low ability may find the task too difficult.
  There is a need to have activities that are appropriate for the learners. These
can be determined by interview, observations and other forms to determine
the level of readiness.

WHAT ARE SOME SIMPLE ACTIVITIES THAT TEACHERS SHOULD DO?

1. Vary the questions asked

2. Introduce new technologies
3. Modify the learners' grouping
4. Modify the critical thinking task
5. Encourage curiosity

 By nature, learners are curious. They ask lots of questions all the time.
a. Why is the sky blue?
b. Why do I have to study geometry?
c. How do people choose what will they become in the future?
d. Can robots solve the problems of climate change? How?
 These questions will lead to critical thinking but some of these questions cannot be
answered by the teacher.
 The unanswered questions are avoided or answered unsatisfactorily.
 Sometimes teachers shut down the question that curtails the first step in critical
thinking.
 The Internet as a problem solving and research tool can help find answers to the
questions.
 Understandably, the teacher will have to move away from center stage of the
classroom, and allow students the limelight of the teaching-learning process.
 This is the same as the shift for teacher-centered to student-centered learning,
which is the new teaching paradigm most appropriate for learning in a digital age.
CREATIVE LEARNING

 Creativity is characterized as involving the ability to think flexibly, fluently,

originally, and elaborately (Guilford, 1986 & Torrance, 1974 in Egbert,
2009).
 Flexibly means able to use many points of view while fluently means able
to generate many ideas. Originally, implies being able to generate new
ideas and elaborately means able to add details.
 Creativity is not merely a set of technical skills, but it also involves feelings,
beliefs, knowledge and motivation.
 People define creativity in many ways which is a reflection of their
experiences and expertise. Bernadette Duffy (2006) defines creativity as
 Ability to see things in fresh ways:
 Learning from past experiences and relating this learning to
new situations;
 Thinking along unorthodox lines and breaking barriers,
 Using non-traditional approaches to solving problems
 Going further than information given; and
 Creating something unique
 Teachers cannot develop the creative abilities of their students if they
themselves are not creative. Teaching for creativity cannot be achieved
without creative teaching. Teaching creativity is inevitable in the 21" century.

HOW IS CREATIVE TEACHING AND CREATIVE LEARNING RELATED?

 Teaching creatively is defined as 'teacher imaginative approaches to make

learning more interesting and effective' while teaching for creativity are forms
of teaching' that are intended to develop young people's own creative
thinking or behavior. (NACCCE, 1999).
LEARNING
SKILLS
 LEARNING SKILLS

 Critical thinking
 Creativity
 Collaboration
 Technology literacy

LEARNING SKILLS
 A skill learned ability to act with determined results with good execution often
within a given amount of time, energy or both.
 Skills can be often be divided into domain-general and domain-specific skill.

CRITICAL THINKING
 Comes from the Greek word “kritikos” which means “able to judge or discern”.
 The ability to analyze facts and form a judgment.
 It is a form of emotional intelligence
 Someone with critical thinking skills can clearly and rationally when the
situations demand it.

CREATIVITY
 Is the ability to think about a task or problem in a new or different way.
 The ability to use the imagination to generate new ideas.
COLLABORATION

 Is a partnership, a union
 the act of producing or making something together.
 Collaboration can take place between two people, strangers or best friends.
 To collaborate is to commit to the possibility of producing an outcome greater
than one that would be develop in a silo.

THE OTHER COMMON WAY TO DEFINE COLLABORATION

 Take from good old Merriam webster; which defines collaborations as follows, to
work jointly with other specially in an intellectual endeavor. ’if you google’ ’what is
collaboration ‘you get similar result.
 The action of working with someone to produce, to create something .

COLLABORATION TYPES

1. SYNCHRONOUS
 Collaboration that takes place in real time, whether virtually
or in person.
 There is various way that lean can collaborate
synchronously including through online chat.
 Video conferencing in person or while live editing a
document or spreadsheet.
 2. ASYNCHRONOUS
 This form of collaboration has to take place in real time.

THERE ARE DIFFERENT TYPES OF COLLABORATION:

 Collaboration in the work place can be described in different

way and take different forms.
 Individual team can collaborate within their nucleus, but then
there are also opportunities to sync cross functionally and
across multiple organization.

EXAMPLE OF COLLABORATION AT WORK

TEAM COLLABORATION

 The team can be formed as a sort of a task force to address

specific need or it may have already been fun.

CROSS FUNCTIONAL COLLABORATION

 When different team within the same company bur across

different department come together to execute a large
project.
SOCIAL COLLABORATION
 Referred to as community collaboration or form of
crowdsourcing.
 It can involve perfect strangers teaming up over a shared
cause or message.
 COMMUNICATION
COMMUNICATION

 Is the transformation of knowledge and meaning from one individual or

group.
 Giving, receiving or exchanging of information, opinion or ideas by writing,
speech or visual means, so that the message communicated is completely
understood by the recipient.

BENEFITS OF EFFECTIVE COMMUNICATION

1. Strong decision making and problem-solving skills

2. Productivity

3. Persuasive skills

4. Better work culture

5. Professional skills

6. Proper feedback

STEPS TO DEVELOP COMMUNICATION

1. Define goals and expectations

2. Clearly deliver your message

3. Choose your medium carefully

4. Keep everyone involved

5. Listen and show empathy

REQUIRED COMMUNICATION SKILLS

1.INTERPERSONAL SKILLS

 The behaviors and tactics a person use to interact with others effectively.

2. LISTENING SKILLS

 Means you are good listener and willing to accept the idea from others.

3. NON-VERBAL COMMUNICATION SKILLS

 It plays a significant role in your life’s. It will also help you to improve your ability
to relate, engage, and establish a meaningful interaction in everyday life.

4. PRESENTATION SKILLS

 Having an effective presentation skill, this means you are good in communicating.
 So, by speaking clearly and getting your ideas across to people well there will be less
miscommunication in your life, this means less stress and happier relationship.

5. WRITING SKILLS

 It is a precise key skill because communication skills expand the connection

between employer and manager, service provider and costumers, and the chain
continues.
 Good writing skills allow you to communicate your message with clarity and ease
to a far larger audience than through face-to-face or telephone conversations.
LITERACY

SKILLS
 INFORMATION LITERACY

WHAT IS LITERACY?

 Literacy is the ability to read, write, speak and listen in a way that lets us
communicate effectively and make sense of the world.

WHAT IS LITERACY SKILL?

 The root of all knowledge

 Reading and writing are very important skills for all of us. Thanks to these skills,

our need to learn and acquire new knowledge is facilitated.

 The power of literacy skills is not only in reading and writing, but also in the ability

of a person to apply these skills to connect, explain, and clearly distinguish the

complexities of the world in which they are living

 As a future educator, the first thing to do to help your teaching effectiveness is to

have your students have good reading and writing skills.

WHAT IS INFORMATION LITERACY?

 Sometimes referred to as media literacy or digital literacy skills.

 Refer to your ability to identify, assess, organize, utilize and communicate

information in any format.

 Though these skills are important in a wide range of situations, they are

particularly valuable when evaluating the quality and credibility of a website,

attributing credit to a source, acquiring new knowledge, solving a problem or

making a decision, which is why they are essential for functioning effectively in

the workplace.

 Students need to be able to work effectively with information, using it at all levels

of Bloom's Taxonomy (remembering, understanding, applying, analyzing,

evaluating, and creating).

 Information literacy involves traditional skills such as reading, researching, and

writing; but new ways to read and write have also introduced new skills:

 CONSUMING INFORMATION: The current excess of information

requires students to gain new skills in handling it.

- Now, much information is prepared by amateurs.

- Some of that work is reliable, but much is not.

- Students must take on the role of the editor, checking and

cross-checking information, watching for signs of bias,

datedness, and errors.

- Students need to look at all information as the product of a

communication situation, with a sender, subject, purpose,

medium, receiver, and context.

 PRODUCING INFORMATION:

- In the past, students were mostly consumers of information.

 - When they produced information, it was largely for a single

reader—the teacher—and was produced for a grade.

- It was therefore not an authentic communication situation, and

students felt that writing was a purely academic activity.

- Now writing is one of the main way’s students communicate.

- It has real-world applications and consequences.

- Students need to understand that what they write can do great

good or great harm in the real world, and that how they write

determines how powerful their words are.

- Students need to take on the role of professional writers,

learning to be effective and ethical producers of information.

FOUR EXAMPLES OF INFORMATION LITERACY SKILLS

1. RESEARCH SKILLS

2. CRITICAL THINKING SKILLS

3. COMPUTER TECHNOLOGY SKILLS

4. COMMUNICATION SKILLS
 MEDIA LITERACY

MEDIA LITERACY
- The ability to access, evaluate, analyze, act, communicate, and create
using all forms of social media.
ACCESS
- Where we find and interact with media messages
EVALUATE
- Closely examine where the messages are coming from
ANALYZE
- Examine the main ideas of media messages
ACT
- The action you take after processing the media messages
COMMUNICATE
- Sharing media messages with others
CREATE
- Responsibility creating media content to share with others
 TECHNOLOGY LITERACY

WHAT IS TECHNOLOGY LITERACY?

 It is the capacity to utilize, manage, comprehend and evaluate technology.

 Technology literacy is linked to digital literacy as it allows people to use

computer and other digital devices to access the internet, while digital literacy

allows them to use the internet to find, review, evaluate, create, and use

information through a variety of digital platforms, including web browser, data

base, online journals, magazines, newspaper, blogs and social media sites.

 Technology literacy is a person ability to utilize technological tools ethically,

appropriately, and to access, manage, integrate, assess, produce, and share

information, both independently and with others.

IMPORTANCE OF TECHNOLOGY LITERACY

 We are live a world where technology is becoming extremely important in every

workplace and education.

 Student benefit from technology literacy because it enables them to work

independently, interact in groups, develop affective technology skills, and learn

how to communicate, interpret, and exchanged information, data, and ideas.

  Technology literacy is important in today environment since technology can be

found practically anywhere.

 Technology has made a lot of information saves us time, allows us to

communicate more effectively, promotes innovation in a variety of industry,

improves learning techniques, and so much more.

PURPOSE OF TECHNOLOGY LITERACY

Technology literacy enables us to;

a. Access

b. Manage

c. Integrate

d. Assess

e. Produce

f. Transmit information in a responsible, acceptable, and successful manner

 It also makes it much easier for us to do research, educate or explain the

technologies we employ, and adapt to new technology.

TIPS ON HOW TO BE A TECHNOLOGY LITERATE

1. SELF -EXPLORATION SHOULD BE ENCOURAGED

 Traditional method of teaching cannot be used teach technological literacy.

 Online students should be able to explore digital resources on their own.

 Emphasizing the importance of this competence in the real world.

 An online learner, for example, must use online tools so tackle a common

problem.
2. CREATE AN ONLINE RESOURCES GUIDE

 Format technology literacy training can aid online learners in

distinguishing between fact and fiction particularly when it comes to

online resources that may contain inaccurate information or opinion -

based content.

3.ESTABLISHED SOME GROUND RULES

 Learner who use online tools must be informed of how to use them

effectively this also applies to online etiquette.

 They utilize social media, for example, to increase their knowledge and

communicate with peers.