SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED

Sindangan

Name: PEREZ, LOVELY JEAN B. Year-Course: BSED-ENGLISH 3A Date:05/21/2023

ACTIVITY 1

21ST CENTURY SKILL CATEGORIES

SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED

Sindangan, Zamboanga del Norte, Philippines

Telefax No. (065) 224-2710/ +639121561506

COLLEGE DEPARTMENT

S.Y. 2020-2023

I. LEARNING REFLECTION
II. LIFE AND VALUES INTEGRATION
III. RESEARCH ANALYSIS AND IMPLICATION

IV. CURRICULUM APPLICATION (COLLABORATIVE WORK)

V. RESOURCES (if any)

Submitted to:
MS. FRETZELL A. ACTUB

Instructor

I. LEARNING REFLECTION
Direction: Write your own concept of 21" Century Skills in each of the rainbow lines
depicted by the categories. Then, on the box below, write your brief explanation to
indicate your clear understanding of this topic
II. LIFE AND VALUES INTEGRATION
Share a personal experience in which you were able to develop any of the 21 Century
skills. What life lessons and values have you realized and learned?
III. RESEARCH ANALYSIS AND IMPLICATION
Direction:Analyze the following research abstract and cite its implication to teaching-
learning. You may download the full paper of this research on the website given below.
Twenty-first century skills: A needs assessment of school-based agricultural education
teachers Weeks (2019)
Preparing students to be career-and-work ready is a concern of educators and schools
nationwide. Twenty-first century skills prepare students to enter the workforce or
higher education with the ability to think critically and creatively, collaborate with
others, take the initiative when approached with a task, and use technology to its fullest
potential. If students are not learning the skills needed for success, it is because
educators and schools are not teaching them. When students possess these skills, they
are prepared to work in teams, think critically and creatively about a problem, display
leadership and social skills, and communicate effectively with others. This research
sought to identify school-based agriculture education teachers' perceived knowledge,
importance, and ability to teach these 21st century skills in the classroom. Results
showed that agriculture teachers nationwide find 21 century skills to be important, but
they are less knowledgeable and able to teach them. The research concluded that
professional development is needed to increase teachers' knowledge of and ability to
teach 21 century skills. Professional development will allow school-based agricultural
education teachers to gain specific and applicable strategies for implementation. With
the application of 21st century skills in the school-based agricultural education
classroom, students will become better prepared to enter the workforce or higher
education upon graduating high school.

(Weeks, K. (2019). Twenty-first century skills: A needs assessment of school-based

agricultural education teachers. Utah State University. https://digitalcommons.usu.edu/
cgi/viewcontent.cgi?article=8652&context=etd)
Analysis: How can 21" Century skills prepare students to enter workforce and higher
education?
 Implication: Why do you think professional development on teaching 21" Century skills
is needed by teachers in the field?
IV. CURRICULUM APPLICATION (COLLABORATIVE WORK)
Direction:Craft a sample of outcomes-based curriculum plan imbued with 21 Century
learning outcomes. Use the template sample provided below.
V. RESOURCES (if any)

SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED

Sindangan, Zamboanga del Norte, Philippines
Telefax No. (065) 224-2710/ +639121561506
COLLEGE DEPARTMENT
S.Y. 2020-2021

Name: PEREZ, LOVELY JEAN B. Year-Course: BSED-ENGLISH 3A Date:05/21/2023

ACTIVITY 1
21ST CENTURY SKILL CATEGORIES

I. LEARNING REFLECTION
II. LIFE AND VALUES INTEGRATION
III. RESEARCH ANALYSIS AND IMPLICATION
IV. CURRICULUM APPLICATION (COLLABORATIVE WORK)
V. RESOURCES (if any)

Submitted to:

MS. FRETZELL A. ACTUB

Instructor

I. LEARNING REFLECTION
 Direction: Write your learning insights on Functional Literacy on the fan and make an
acronym from the word "Literacy".

II. LIFE AND VALUES INTEGRATION

Share a personal experience where you have exhibited functional literacy. What life
lessons and values have you realized and learned?
III. RESEARCH ANALYSIS AND IMPLICATION
Direction: Analyze the following research abstract and cite its implication on teaching-
learning.

New literacies integration by student teacher/cooperating teacher dyads in elementary

schools: A collective case study Friedrich (2014)

Abstract

Situated in Technological Pedagogical Content Knowledge (TPACK) and collaborative

inquiry, this collective case study examines new literacies integration by student
teacher/cooperating teacher (ST/CT) dyads supported by a coach in elementary schools.
The study took place at a large Midwestern public school district where many STS from a
large Midwestern public university complete their student teaching experience. Through
detailed vignettes of five ST/CT dyads, this study provides an explicit view of varieties of
dyad collaboration when a new literacy emphasis is included in the student teaching
semester. Research questions prompt the examination of dyad new literacies
integration through (a) enacting professional development in the classroom, (b)
planning lessons to involve children with new literacies, and (c) impacting dyad
collaboration, ST and CT detailed descriptions provide a valuable insight into processes
and effects of this integration focus. Lessons learned include collaborative approaches
to integration that work, teacher growth comes with empowerment and dyad partners
become learners together when adding a new literacy focus. An innovative student
teaching design arises to prepare teachers for 21" century classrooms.

(Source: Friedrich, L. (2014). New literacies integration by student teacher/ cooperating

teacher dyads in elementary schools: A collective case study. Public Access Theses and
Dissertations, College of Education and Human Sciences. 214,
http://digitalcommons.unl.edu/cehsdiss/214)
Analysis:
How are new literacies integrated by student teachers and cooperating teachers in their
schools?

Implication:
How did the results of the study on new literacies in a Midwestern public university
impact the student teaching design?Analysis:

IV. CURRICULUM APPLICATION (COLLABORATIVE WORK)

 Direction: Make a project plan or activity that presents functional literacy in action (i.e.
service learning, community integration, immersion activity, industry visit,
benchmarking etc). Use the provided template sample below.

V. RESOURCES (if any)

Module 4

I. LEARNING REFLECTION
Direction: Write your learning concepts on four types of curriculum integration on the
four corners below.
II. LIFE AND VALUES INTEGRATION
Share an observation of curriculum integration application in class or in the school.
What life lessons and values have you realized and learned?
III. RESEARCH ANALYSIS AND IMPLICATION

Direction: Analyze the following research abstract and cite its implication on teaching-
learning. You may download the full paper of this research on the website given below.
The impact of integrated curriculum on students' comprehension of expository texts
Rockwood (2015)
Abstract
Due to the increasing curricular demand on K-12 students to comprehend expository
texts, teachers have been looking for ways to improve comprehension. An integrated
curriculum offers the promise of providing students with a curriculum connected across
disciplines while enabling them to increase their comprehension of expository texts. To
explore that promise, the research question asked was, what is the impact of an
integrated curriculum on K-12 students comprehension of expository texts in the
content areas? The exhaustive literature review and subsequent research synthesis for
this study produced four findings. The first is that a key to the comprehension of
expository texts at the early elementary grade levels appears to be students' ability to
make personal connections with the material being read across an integrated
curriculum. Second, students' comprehension in the upper elementary to high school
grade levels can be significantly impacted by activating prior knowledge for an
integrated curriculum. Third, when the integrated curriculum includes the interactive
practices for students in grades 1 through 6, the impact on student learning behavior
and academic performance, including some literacy performance, is positive. Fourth,
integrating literacy with nearly any other subject area may produce a positive impact on
student academic performance from grades 3 to 8. These findings served as bases for
professional development for teachers in the form of an information-bearing Google
Site.
 (Source: Rockwood, A. (2015). The impact of integrated curriculum on students
comprehension of expository texts. SUNY Digital Repository. URI: http://hdl.handle.
net/1951/65733)

Analysis: How does integrated curriculum impact students' comprehension of expository

texts?
Implication: How can professional development for teachers respond to enhancing an
integrated curriculum toward a better comprehension of students?

IV. CURRICULUM APPLICATION (COLLABORATIVE WORK)

Direction: Make a lesson plan using thematic integration with related disciplines. Use
the format template sample provided below.
V. RESOURCES (if any)

Module 5

I. LEARNING REFLECTION
Direction: From the perspectives of global competency, Fill-in the boxes below in the
context of instruction along lesson content, assessment, teaching strategy, materials,
and learning outcome.
II. LIFE AND VALUES INTEGRATION
Share a personal experience in demonstrating global and multicultural literacies. What
life lessons and values have you realized and learned?
III. RESEARCH ANALYSIS AND IMPLICATION
Direction: Analyze the following research abstract and cite its implication on teaching-
learning. You may download the full paper of this research on the website given below.

Improving student engagement and acceptance using multicultural texts Rouse (2018)

The purpose of this research is to investigate how students in a third-grade classroom

engage in multicultural texts when reading about cultures other than their own.
Furthermore, it investigated how the use of multicultural texts impacts their
understanding and acceptance of diverse cultures. The strategies used for this
qualitative research study were questionnaires, observations, accountable talk
discussions, artifact analysis, and interviews. Throughout the six- week study, students
read and engaged in discussions after reading two multicultural texts. They
participatedin activities expressing their thoughts and beliefs related to the content read
in class. After discussing and analyzing the texts, students were able to identify possible
solutions to help people become more aware and accepting of diverse cultures. They
also became more engaged in productive dialog with their peers while analyzing and
responding to complex texts. Furthermore, students felt safe and comfortable asking
questions about culture and diversity. They were eager to express their thoughts,
 interacted with their peers positively and made connections to the multicultural texts
showing their enthusiasm as they learned about different cultures.

(Source: Rouse, B. (2018). Improving student engagement and acceptance using

multicultural texts. Theses and Dissertations. https://rdw.rowan.edu/etd/2499.)

Analysis: How can the use of multicultural texts impact students' understanding and
acceptance of diverse cultures?
Implication: How can this study contribute to the school's practice of multiculturalism?
IV. CURRICULUM APPLICATION (COLLABORATIVE WORK)
Direction: Draft a relevant policy in addressing multiculturalism in school. e admitting
foreign students and indigents, student mix, inclusive education, multigrade eaching,
heterogeneous class grouping, addressing students with special needs, etc). Use the
provided format template sample below.
V. RESOURCES (if any)

Module 6

I. LEARNING REFLECTION
Direction: Give at least four (4) people skills and write each of these on each head. On
each shoulder, write the signs of a person possessing such skills.
II. LIFE AND VALUES INTEGRATION
Share a personal experience of practicing social literacy. What life lessons and values
have you realized and learned?
III. RESEARCH ANALYSIS AND IMPLICATION
Direction: Analyze the following research abstract and cite its implication on teaching
learning. You may download the full paper of this research on the website given below.
Students' social literacy in their daily journal Az-Zahra, Sarkadi and Bachtiar (2018)

Abstract

This study aimed to determine the students' social literacy in their daily journals in grade
four of Al-Fauzien Islamic Elementary School in Indonesia. Social literacy is the capacity
of a person to be able to live and contribute to his or her community, which involves
intellectual skills, social skills, cooperative skills, and attitudes and values. The student's
daily journal is a collection of student writings whose contents expose the student's
skills in reflecting on experiences, findings, critical thinking, connecting ideas, exploring
and expressing his/her knowledge. This study utilized qualitative content analysis
technique using the data taken from students' daily journals that were coded based on
students' social literacy aspects. The results of the study revealed emerging students'
social literacy, such as: intellectual skills (34.1%) emerge during teaching-learning
processes rooted in constructivism approach in which students act as active learners;
social skills (12.6%) and cooperative skills (14.7%) emerge when learning is organized
with group learning methods; and social attitudes and values (38.5%) emerge as the
impact of students' social knowledge and skills that hold firmly and implemented in
their daily social life. (Source: Az-Zahra, H., Sarkadi, S. and Bachtiar, 1, (2018) Students'
 social literacy in their daily journal, Mimbar Sekolah, Dasar, 5(30, 162-173. doi:
http://dx.doi. org/10.17509/mimbar-sd.v5i13.12094)
Analysis: How can the practice of daily journal determine students' social literacy based
on the study?

Implication: What do the findings imply in the light of a teacher's instructional strategy?
IV. CURRICULUM APPLICATION (COLLABORATIVE WORK)
Direction: Design an instructional material that can be used in integrating social literacy
in a related discipline (ie. Edukasyon sa Pagpapakatao). Use the provided format
template sample below.
V. RESOURCES (if any)

Module 7

I. LEARNING REFLECTION
Direction:

Choose any type of cyberbullying. Describe it and write its purpose, procedures,
principles and prospective target indicated in the tablets provided below.
II. LIFE AND VALUES INTEGRATION
Share a personal experience wherein you encountered digital risk and consequence.
What life lessons and values have you realized and learned?
III. RESEARCH ANALYSIS AND IMPLICATION
Direction: Analyze the following research abstract and cite its implication on teaching-
learning. You may download the full paper of this research on the website given below.

Teachers' beliefs about integrating digital literacy into classroom practice: An

investigation based on the Theory of Planned Behavior Sadaf and Johnson (2017)

Abstract

This study explored teachers' behavioral, normative, and control beliefs related to
digital literacy integration into their classrooms. Ajzen's Theory of Planned Behavior
(TPB) was used as a theoretical framework to collect and analyze data. Findings revealed
that teachers' integration of digital literacy were related to their behavioral beliefs
(attitude towards outcomes of a behavior) about the value of digital literacy for
developing students' 21" century skills, increasing student engagement, and preparation
for future careers; normative beliefs (social support) about meeting the expectations of
administrators, parents, colleagues, and students, and control beliefs (perceived
behavioral control) about ease of integrating digital literacy due to access to technology,
professional development, and curriculum resources.
 (Source: Sadaf, A. and Johnson, B. (2017). Teachers' beliefs about integrating digital
literacy into classroom practice: An investigation based on the Theory of Planned
Behavior doi: 10.1080/21532974.2017.1347534)

Analysis: How do teachers perceive digital literacy integration into their classrooms,
according to the study?

Implication: How does the result of the study impact the students' learning and the
development of 21 century skills?
IV. CURRICULUM APPLICATION (COLLABORATIVE WORK)
Direction: Produce and evaluate a digital tool that can be utilized in the classroom.
V. RESOURCES (if any)

Module 8

I. LEARNING REFLECTION
II. LIFE AND VALUES INTEGRATION
III. RESEARCH ANALYSIS AND IMPLICATION
IV. CURRICULUM APPLICATION (COLLABORATIVE WORK)
V. RESOURCES (if any)

Module 9

I. LEARNING REFLECTION
II. LIFE AND VALUES INTEGRATION
III. RESEARCH ANALYSIS AND IMPLICATION
IV. CURRICULUM APPLICATION (COLLABORATIVE WORK)
V. RESOURCES (if any)

Module 10

I. LEARNING REFLECTION
II. LIFE AND VALUES INTEGRATION
III. RESEARCH ANALYSIS AND IMPLICATION
IV. CURRICULUM APPLICATION (COLLABORATIVE WORK)
V. RESOURCES (if any)

Module 11

I. LEARNING REFLECTION
II. LIFE AND VALUES INTEGRATION
III. RESEARCH ANALYSIS AND IMPLICATION
IV. CURRICULUM APPLICATION (COLLABORATIVE WORK)
V. RESOURCES (if any)