st

Activating 21 Century
Learning: Managing 21 st

Century Learners
Dr. Jestoni P. Babia
Speaker
 Overview
• Traversing Industry 21st Century Skills and Industry 4.0

• Discipline in the 21st Century Learning Management vis- a-

vis Workforce Model Impact
In this
Presentation • Curriculum Innovation in Schools, the 21st Century Impact
and Experience

• The 21st Century Learning Design (Differentiation, Tools

etc.
When was the last
time you did
something for the
first time?

John Maxwell
 Thinking FIRST
is INNOVATION
 Fill in the blanks…

Walter Lippman says that

“When all think alike, then no
one is___________”

ANSWER: THINKING
When all think
alike, then no one
is thinking.
Walter Lippman
 Which is a leadership
characteristic in the 21st
century: varied leadership
or rotating leadership?

ANSWER: ROTATING LEADERSHIP

Workforce
Skills Model
 Keeping up with constant change,
both in the industry and the
workplace, is a serious challenge. This
Workforce is why nearly nine in ten executives
and academic and business managers
Skills Model
say their organizations either face
skill gaps already or expect them to
develop within the next five years.

2022 Workplace Learning Trends Report

In a labor market that is more automated,
digital, and dynamic, all citizens will benefit
from having a set of foundational skills.

McKinsey & Company

Defining the skills citizens will need in the future world of work
 Power
skills
The only skill today
that can’t be
replaced by machines
2022 Workplace Learning Trends Report
Communication &
Teamwork
Zoom fatigue- our brains get overwhelmed
by staring at ourselves on screen everyday.
Whether in-person, virtual, or hybrid —
however your workforce is currently
collaborating — the fundamentals of
communication and teamwork skills
remain paramount.

2022 Workplace Learning Trends Report

Leadership
& management
Businesses that extend leadership training to
all employees, regardless of managerial
aspirations, are 108% 4.2x more likely to
outperform those that don’t in terms
of revenue growth, operating margin, and
return on equity.

2022 Workplace Learning Trends Report

Productivity
& collaboration
With many employees continuing to work
from home (that includes
approximately 70% of US white-collar
employees, as of May 2021)
and the growth of global teams, productivity
and collaboration has
never been more important. To work
efficiently and effectively, true 76%
collaboration with colleagues — wherever
they are in the world — requires presenting
ideas clearly.
2022 Workplace Learning Trends Report
What is the EDUCATION
PROFILE OF 21st
Century Education?

Demartini, C., & Benussi, L. (2017). Do Web 4.0 and industry 4.0 imply education X. 0?. It Professional, 19(3), 4-7.
 How 21st Century
Children Learn?

Demartini, C., & Benussi, L. (2017). Do Web 4.0 and industry 4.0 imply education X. 0?. It Professional, 19(3), 4-7.
 ACTIVITY 1

• Have 3 pieces of paper.

• Be ready to make an origami – boat
• Follow the instructions given you.
Verbal Directions only
verbal instructions
with visual aid
Step 1: Fold a Blintz Base.
Step 2: Open up the paper.
Step 3: Fold in the 4 corners.
Step 4: once again, fold the 4 corners in.
Step 5: FLIP paper over.
Step 6: Rotate paper slightly so that you see a square. Now fold both
the top and bottom halves to the center. Crease well and unfold.
Step 7: Fold both the right and left sides to meet in the center.
Step 8: Now bring the top flap over from the right to the left.
Step 9: Fold the top and bottom right corners on the diagonal
as shown below.
Step 10: Now bring both flaps over from the left to the right.
Step 11: This time, we'll fold in the top and bottom left corners on the
diagonal as shown below.
Step 12: Now bring only the top flap over
from the right to the left.
Step 13: Here comes the fun part....shaping our origami box! Pry open
the paper with your fingers.
Presto! You now have your
origami box!
Understanding how students learn starts
by understanding how you as a teacher
learn.

It is best achieved when insights gained

from understanding psychological
principles are valued and put into the
teaching practice.

Understanding them makes you think of

the appropriate models and strategies
that will fit in to the teaching- learning
experience.
 Knowledge Source
Industry 1.0

Industry 2.0 + Counselor, Guide

+ Leader of collaborative knowledge

Industry 3.0
creation

Industry 4.0 + Supported by an AI- based learning

portal
 True or False

AI is synonymous with robots

ANSWER: False
 AI is more intelligent than humans: Current AI has not yet mastered
Misconception 1 developmental milestones that average human children master
around age four.

AI is synonymous with robots: There is overlap between AI and

Misconception 2 robots, but most AI tools are not embodied in robots and many robots
are not powered by AI.

AI and telerobots are the same thing. Telepresence is the use of

remote controlled technology for apparent participation in distant
Misconception 3 events. For example, a student in a remote location could use a
telerobot to attend regular classes. Telepresence can be achieved
without AI.

AI is too hard to understand: Even young children can learn about AI

Misconception 4 (see Milford’s book for young learners2 ). It is up to educators, across
disciplines, to come together to make learning about and with AI,
accessible, interesting and relevant.

Southgate, E., Blackmore, K., Pieschl, S., Grimes, S., McGuire, J. & Smithers, K. (2018). Short read: Artificial intelligence and school education. Newcastle: University of
Newcastle, Australia.
 Lectures, essays, assignments,
written and oral tests, bounded group
Industry 1.0
work

+ More open technologies (such as

Arduino); learning by project;
Industry 2.0 confined to institution and classroom
boundaries

+ Open learning activities addressing

student creativity; social networking
Industry 3.0 outside boundaries of discipline,
institution and nation

+ Adaptive learning driven by the AI

Industry 4.0 portal tuning the learning process
according to real- time learner
profiles; PBL- based activities
 CONCEPT
ATTAINMENT

DIRECT
INSTRUCTION
INSTRUCTIONAL
MODELS
PROBLEM BASED
LEARNING

INQUIRY STRATEGY

INTEGRATIVE
MEANING OF TERMS
 Philosophical and
AIMS general intent of
Education
 Specific to the
GOAL program or discipline
 Can be general
OBJECTIVE (syllabus) or specific
(lesson plan).
 A basic generalization
that is accepted as true
PRINCIPLE and be used as basis for
reasoning or conduct.
 A set of correlative
assumptions dealing with
the process of teaching
APPROACH or the nature of learning;
that is based on theory
and is axiomatic.
 A series of related and
progressive acts performed by
METHOD the teacher and students to
attain specific objective of the
lesson; that is procedural
 APPROACH

METHOD

TECHNIQUE
 is the art of devising and
employing means to
STRATEGY achieve an educational
goal
Looking Backwards: ORGANIZING
What is a STRATEGY? STRATEGIES
Relate to planning
of instructions

CATEGORIES OF INSTRUCTING
INSTRUCTIONAL STRATEGIES
Pertain to conducting
STRATEGIES instruction or
implementing the plan

ASSESSING
STRATEGIES
Relate to evaluating
the outcome of
instruction
WHAT IS A STRATEGY?

PLAN
STRATEGY
IMPLEMENT
The art of devising
and employing
EVALUATE means to achieve a
goal.
What are the Educational Strategies?

ORGANIZING PLAN
STRATEGIES
INSTRUCTING
IMPLEMENT
STRATEGIES
ASSESSING
EVALUATE
STRATEGIES
What are the organizing questions?

PLANNING
- What are the knowledge, skills and values do I
want my students to develop?
- What are the specific topics that I need to cover?
- What learning materials or resources can I use?
- What teaching- learning activities can I initiate?
- How can I assess the quality of the learning?
What are the organizing The challenge in delivering the K- 12
questions? standards and competencies is the
integration of the 21st Century Skills
PLANNING
- What are the knowledge,
skills and values do I
want my students to
develop?
- What are the specific
topics that I need to
cover?
- What learning materials
or resources can I use?
- What teaching- learning
activities can I initiate?
- How can I assess the
quality of the learning?
 SCENARIO: Introduction to Concepts in Economics

Instructions: Read the case study. Discuss and

decide as a group if the teaching-learning process shows
examples of 21 century learning.
st
 Mechanics: Decide in groups based on the following:

• Yes, all the procedures done in the class are good examples of 21st
century skills – group stands up and shouts “Hooray”!

• If Some of the procedures done in the class are examples of 21st

century skills and some are not – group stands up and says “Hmmm”!

• If Not all the procedures done in the class are examples of 21st
century skills – group stands up and says “Huh”!
 CASE

Each student in the class receives a small bag containing an

endowment of five pieces of individually wrapped bubble gum
along with a small piece of paper. They are instructed to “not eat
the gum” and “the contents of the bag are yours to keep, you may
trade the gum if you wish. You do not have to trade as well”.

Then, the teacher also presents a large bag containing chocolate

candies. Students will be instructed that there will be five rounds
of hypothetical trades where the students can trade the gum for
chocolate followed by a sixth round of actual trading.
 CASE
To start, the teacher asks: “ Would you be willing to trade a piece of
gum for a piece of chocolate- and even swap”. Any student who
agrees will write “yes” on a piece of paper or “no” if they do not want
to trade. Students are restricted to make a single trade.

Then, the teacher ask a student volunteer to count the “yes” votes in
the ballot. Secret voting is done to help students make independent
decisions by not being influenced by their peers.

While the volunteer counts the votes, the teacher introduces the
concept that people face “trade-offs” when making decisions. In this
case, students must give up something(gum) to get something else
(chocolate). So goes the saying, “there is no free- lunch”. To
conclude the 1st round, the number of trades are recorded.
 CASE
To start the second round, teacher announces the second trading
proposal: “Would you be willing to trade two pieces of gum for a piece of
chocolate?” Same voting process is done.

While the process is on- going, the teacher introduces the second
concept of “opportunity- cost”- the cost of something is what you give
up to get it. To illustrate the concept, students are asked to recall from
the first round the experience of the trading process. Then the teacher
asks, “What was the opportunity cost of a piece of chocolate?”
(students may answer a piece of gum). Then, asks again, What is the
opportunity cost of the chocolate in the second round?”(students may
answer that the OC of chocolates has risen to two pieces of gum). To
conclude for this round, the trades are again recorded.
 CASE
The third, fourth and fifth round are conducted in a similar fashion with
the price of chocolate rising to three, four and five gums respectively. In
each subsequent period, there should be a declining (or possibly
equivalent) number of trades. Same questions are thrown regarding
opportunity cost.

The sixth and final round involves actual trading. The instructor rolls a
six- sided die. The number appearing on the die indicates the trading
rate of gum and chocolate. (if six appears, then roll again). After all
students have made trades with the instructor, students are now
permitted to eat the candy.
 CASE
After finishing the activity, the teacher discusses for 15 minutes by
asking, “What happens to the number of people willing to trade as the
price of chocolate rises?”. Students using this question may lead to the
idea that “fewer people want to trade at higher prices and that they can
figure out that people respond to higher prices by buying less. Teacher,
in this process, introduces the “Law of Demand” and that this activity
has shown that this class obeys the law of demand for chocolate.

Next, the teacher plots the training date putting price (pieces of gum
per chocolate) on the y axis and quantity (trades) on the x- axis. As
observed, fewer trades were made on the succeeding rounds.
Downward sloping demand curve was illustrated showing the inverse
relationship between price and quantity.
DECISIONS???
Case Study Checklist:

21st CENTURY SKILLS INSTRUCTION

CRITICAL THINKING Teacher poses a problem and
AND asks students to solve it or
PROBLEM-SOLVING research for answers.
COMMUNICATION Teacher raises an issue or
topic and students express
their ideas with varied media.
COLLABORATION Teacher provides a task and
students work in teams.
CREATIVITY Teacher presents a challenge
and students design a solution
or an innovation.
 Differentiated Instruction: a 21st Century
Management Learning Process

Differentiated instruction is an approach to teaching

that recognizes that students have diverse learning
needs and preferences, and that effective teaching
requires adapting instruction to meet those needs.
 Differentiated
Instruction

1. Know your students: Understand your students' strengths, weaknesses, interests,

and learning styles.
2. Offer choices: Provide students with choices for how they learn, how they
demonstrate their learning, and what they learn.
3. Use varied teaching methods: Use a variety of instructional methods, such as lecture,
discussion, group work, and technology.
4. Scaffolding: Break down complex tasks into smaller, more manageable steps.
5. Flexible grouping: Group students based on their needs and abilities, and adjust groups
as needed.
6. Assessment for learning: Use formative assessment to monitor student progress and
adjust instruction accordingly.
7. Use technology: Use technology tools that can help differentiate instruction, such as
digital simulations, adaptive learning software, and online assessments.
 There are limited studies
that assess the
implementation of PBL
approach especially in
Philippine Schools.
(Babia& Candia, 2021)

Taken from the Scopus- indexed study of Babia, Jestoni Ed.D and Candia, Benedict
on Project- Based Learning Implementation vis-a-vis student’s interests in Public
Seconday Schools in the Philippines, Turkish Online Journal of Qualitative Inquiry
Vol. 12 No. 7 (2021): 10917-10930
Taken from the Scopus- indexed study of Babia, Jestoni, Ed,D and Candia, Benedict on Project-
Based Learning Implementation vis-a-vis student’s interests in Public Seconday Schools in the
Philippines, Turkish Online Journal of Qualitative Inquiry
Vol. 12 No. 7 (2021): 10917-10930
 President and Chief Academic Officer
Chief Innovation Officer
Vice President for Academic Affairs
Chief Operating Officer for Innovation,
Shift of
Learning, and Research
Nomenclature Vice President for Finance, Administration,
and Development
Chief Operating Officer for Innovation
Ecosystem Management
Ø Less "in person" and "face to face" contact with others due to more
time connecting via gadgets
Ø Heavy use of gaming
Ø Less reading of books, and newspapers
Ø Grew up more supervised, more protected than prior generations
Ø Less experience with teen jobs and earning money in high school
Ø Experience with disruptive technology (smartphone, UBER, airbnb)
Ø May stay up till 2 AM using smart phone and social media

GEN Z Learners Today

 Shift to
Self-
Directed
Learning
Process
 Education for Sustainable Development
Curriculum ESD empowers learners to take informed decisions and
responsible actions for environmental integrity, economic
Innovation in viability and a just society, for present and future
generations, while respecting cultural diversity. society.

Schools, the Global Citizenship Education

Industry 4.0 and An approach to overcome the obstacles and challenges on
the way towards global peace and sustainability. It is aimed to
instill in learners the values, attitudes and behaviors that
st
21 century support responsible global citizenship: creativity, innovation,
and commitment to peace, human rights and sustainable
development.
Experience
Design Thinking
Shift to sustainable Design thinking is a problem-solving method that prioritizes
development actions towards a the expectations of the market above anything else. It is
sustainable PEOPLE, PLANET based on observing how people interact with their
surroundings with empathy and using an iterative, hands-on
and PROSPERITY approach to develop unique solutions to problems.
What we need?
 Flexibility and Adaptability

Initiative and Self- Direction

P21’s Life and Career
Skills
Social and Cross Cultural Skills

Productivity and Accountability

Gentle reminder of Charle’s Darwin
Source:
https://www.google.com/search?q=flexibility+and+adaptability&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjawb793c_cAhVSQd4KHYTiBS8Q_AUICigB&biw=800&
bih=606#imgrc=Yi0fRgx6TY89nM:
What’s the saying that fits best to this?
 Question for Discussion :
What should teachers do in order to teach
adaptability and flexibility in schools?
Quick Game
1. Choose one representative per college/level.
2. Each representative will select an object to be
displayed on the screen.
3. The representative will then creatively
demonstrate the different ways the object can be
used, until all possible uses have been exhausted.
4. Encourage everyone to participate and provide
additional ideas for each object.
Jar
Toothpick
Spoon
Tissue
https://www.google.com/search?q=adaptability+and+flexibility&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiM2YPs4c_cAhXSF4gKHVTUDbIQ_AUICigB&biw=8
00&bih=606#imgrc=gjxiXJ6dIwJc_M:
 Initiative and Self- Direction

Manage goals and Be Self- Directed

time Work Independently Learners
What is Self- Directed Learning?
Activity: Small Groups of Three using Self- Directed Learning Basic
Exercises

Decide who is #1, #2, and #3

Here’s your first topic:

1.What is one thing from your past that you regret doing and
why?
2.If you were crowned Ms./Mr. Universe today, what would be
your first action after winning and why?
3.If you had to choose between being with someone you love
or being with someone who loves you, which would you
choose and why?
• Greater understanding of other
cultures builds sensitivity and
awareness (flexibility, tolerance,
respect)
• Reflective thinkers- knowing that
there are many ways to approach
a given situation and that their
way may not be the best way
• Stronger practical skills-
observational skills, listening skills,
social skills and linguistic skills

CROSS CULTURAL SKILL INVOLVEs:

How will you describe the following
pictures?
“Your definition and description of other cultures reflects
who you are inside”
Tip: Make an Accountability Chart
Goal Setting
 Flexibility and Adaptability

Initiative and Self- Direction

P21’s Life and Career
Skills
Social and Cross Cultural Skills

Productivity and Accountability

Schools must utilize
the Design Thinking
Process to
provide practical
solutions to
problems in the 21st
century
Directions…
1. Define 21st-century skills: Identify essential
skills to focus on.
2. Use project-based learning: Give students
opportunities to apply skills in real-world
context.
3. Incorporate technology: Use tools that facilitate
communication, collaboration, and creativity.
4. Encourage creativity: Provide opportunities for
exploration and risk-taking.
5. Develop communication skills: Encourage
effective communication and collaboration.
6. Encourage critical thinking: Ask open-ended
questions to promote analysis and evaluation.
7. Provide feedback: Give timely feedback to focus
on strengths and areas for improvement.
Thank you very much!