Unit 1: 11. Execute the warm-up exercises.
MODERN ARNIS
THE FILIPINO ART
OF STICK FIGHTING
Introduction
Arnis, sometimes referred to as “Eskrima” or
“Kali”, is a martial art from the Phillipines that
differs from most martial arts in that it teaches the
use of weapons from the beginning. Sometimes
Arnis is thought of as "just stick fighting", but
there's more to it than that.
This particular unit is divided into 3 lessons:
Lesson 1: Arnis Overview
Lesson 2: Fundamental Skills of Arnis
Lesson 3: Anyo
OBJECTIVES/COMPETENCIES
At the end of this lesson, the students will be able
to:
1. Understand the nature and background of Arnis;
2. Distinguish the other names in various
Regionalregional languages;
3. Understand the different terminologies in Arnis;
4. Understand the meaning of other terminologies of
Arnis;
5. Familiarize with the terminologies of Arnis.
6. Distinguish the different types of equipment in
arnis;
7. Learn how the athlete or participant is wearing
equipment;
8. Identify the importance of equipment;
9. Understand the importance of warm-up exercises;
10. Familiarize the different warm-up exercises;
LESSON 1:
ARNIS ORIGIN, HISTORY,
TERMINOLOGIES AND EQUIPMENT
A. ORIGIN AND HISTORY
The origin and history of Arnis can be traced back
to native fighting techniques during conflicts among
the various Prehispanic Filipino tribes or kingdoms,
though the current form has Spanish influence from
old fencing which originated in Spain in the 15th
century. The Spanish businesspeople who followed
Ferdinand Magellan during the mid-1500s
introduced their “Espada y daga” styles, and the
natives were able to adapt quickly to this new
martial arts system. Each of these outsiders had
made an impact on the Filipino stick and bladed
based martial arts.
Remy Presas. Remy Amador Presas (December
19, 1936 – August 28, 2001) was the founder of
Modern Arnis, a popular Filipino martial art. Born
in the Philippines, he moved to the United States in
1974, where he taught his art via seminars and
camps. Arnis was developed by the indigenous
populations of the Philippines, who used an assorted
range of weaponry for combat and self-defence. Just
over a century later, in 2009, the government of the
Philippines declared arnis to be the martial art and
national sport of the Philippines.
Arnis incorporates 3 methods:
• espada y daga (sword and dagger)
• solo baston (single stick)
•sinawali (to weave) which uses two sticks
The two major types of Arnis practiced as sports are
the system followed by WEKAF (World Eskrima
Kali Arnis Federation) which was established in
1989 and is recognised internationally; and the
system followed by Arnis Philippines (ARPI),
established in 1986 which was used prominently
during the 2005 Southeast Asian. Arnis is also
known as Eskrima, Kali, Garrote and other names in
various regional languages, such as Pananandata in
Tagalog; Pagkalikali, Ibanag; Kabaraon and
Kalirongan, Pangasinan; Kaliradman, Bisaya; and
Didja, Ilokano, is an indigenous Filipino martial art
and sport characterized by the use of swinging and
twirling movements, accompanied by striking,
thrusting and parrying techniques for defense and
offense. This is usually done with the use of one (1)
or two (2) sticks or any similar implements or with
bare hands and feet also used for striking, blocking,
locking and grappling, with the use of the same
principle as that with the canes.
Arnis was declared as the Philippine National
Martial Art and Sport on December 11, 2009
through Republic Act 9850 signed by Pres. Gloria
Macapagal-Arroyo. As per R.A. 9850, the official
adoption of arnis as the national martial art and
sport shall be promulgated by inscribing the symbol
of arnis in the official seal of the Philippine Sports
Commission and by making it as the first
competition to be played by participating teams on
the first day in the annual Palarong Pambansa. The
Philippine Sports Commission is be the lead agency
to implement the provisions of this Act. Arnis is a
Filipino Martial Arts with a distinct form and style.
It uses two sticks, commonly maid of rattan about 1
inch in diameter and 24 to 28 inches in length. Like
many other martial arts, arnis, the Philippine
national martial art and sport characterized by stick-
assisted or bare-handed fighting, is usually taught
using methods often regarded as teacher-centered.
B. VALUES OF ARNIS
Like other forms of martial arts, Arnis contributes to
the development of physical fitness. The execution
of the various skills of Arnis involves vigorous
movements of the arms, shoulders, trunk, the
abdomen and the lower extremities-the legs and
feet. And since these movements are performed
continuously and rhythmically, they provide
excellent training for muscular strength, flexibility
and cardio-respiratory endurance which are the
three basic health-related components of physical
fitness. In addition to this, the skill-related
components of physical fitness, namely agility,
balance, reaction time, and coordination are also
developed through Arnis. As a sport, Arnis develops
special abilities. Emphasis is placed on quickness
and coordination, and in the perfect execution of the
skills.
Individuals whose physical attributes and
capabilities are limited can find in Arnis the
satisfaction provided by competition and the thrill
of accomplishment in skillful physical activity. In
addition to the physical benefits, Arnis also
develops mental qualities such as alertness,
daringness and precision.
Desirable character traits such as self-confidence,
fortitude, and self-discipline are developed in the
practice of Arnis. This is because the putting
together of various possible combinations to come
up with an Anyo form or sparring routines require
imaginative and creative talent.
Quickness and fluidity in maneuvering the body;
split-second timing in the wielding of the stick are
the ingredients for creative effort in Arnis. And
from which one can experience the grace, beauty,
and essence of this martial art. Just as Judo and
Taekwondo are associated with the Japanese and
Koreans, respectively, one word that distinctly has
reference to the Philippines and the Filipinos is the
word “Arnis.” This is because Arnis is a genuine
component of our cultural heritage. It is possible
that the Filipino who will take up Arnis will find an
answer to what an eminent Filipino scholar termed,
“the search for national identity.”
C. BENEFITS OF ARNIS
Arnis teaches us discipline and control. It provides a
full body workout. It helps you to improve your
stamina, muscle tone, flexibility, balance and
strength. It gives you a healthy lifestyle.
D. PURPOSE OF ARNIS
Arnis is the national martial art sport of the
Philippines. It is also known by the name Eskrima
and Kali. The sport gives emphasis to weapon based
fighting. This is often done using bladed weapons
such as knives, sticks, and other improvised
weapons. It also includes hand to hand combat,
grappling and weapon disarming methods.
E. OTHER ARNIS TERMINOLOGIES
Abanico Corto and Abanico Largo – These are point the butt of the stick upward to strike
striking techniques that consists of moving the stick downward to the right side, describing the curve of
in front of the body in a fanning-like movement. a rainbow.
The word “Abanico” is a Spanish word that means
Redonda – All strikes are directed to the crown or
fan.
head. It is a synchronized movements of truck,
Anyo – It is a combination of pre arrangedpre- wrists, arms and shoulders.
arranged/choreographed movements that consists of
Rompida – An attack which consists of circling the
striking, blocking and body shifting. It is equivalent
stick in front of the head prior to each up and down
to the “Kata” in other martial arts.
striking movement in front of the body.
Arnis – Derived from the Spanish word “arnes” that
Sangga at Patama – It is a
is equivalent of the English term “harness” that
pre-arranged/choreographed form of play that
refers to the colorful appandages and trappings
consist of thrusting, parrying and striking.
worn by medical soldiers.
Sinawali - Sinawali refers to the activity of
Bandy Y Banda – It is a striking technique that
"weaving", as applied Eskrima with reference to a
consists of pointing the stick forward and moving it
set of two-person, two-weapon exercises.
rapidly and horizontally from left to right in front of
the body. Up and down – It is a striking technique which is
similar to the Rompida, but the stick is not encircled
Cross Strike – It is an upward-downward strike and
in front of the body prior to each up and down
counterstrike horizontally to the right and left
movement.
alternately across the body.
Vertical Strike – A striking technique that is also
Doble Zero – It is a right downward strike to
similar to Rompida, but the stick swings overhead
upward strike and a combination of encircling the
in a circular motion.
stick overhead to strike diagonally across the body
with downward-outward motion. F. FACILITIES AND EQUIPMENT IN ARNIS
Doblete – It is a right downward strike diagonally, The Philippines' indigenous people developed arnis.
twisting the forearm to make a circling movement Who used baston or cane as the primary weapon for
overhead and to strike again forward in a horizontal combat and self-defense. The Encompassing both
motion. simple impact and edged weapons, arnis
traditionally involved rattan, swords, daggers, and
Espada Y Daga (sword or dagger) – One long
spears.
stick and one short stick are used in this form for
fighting. The game is played by using a padded stick known
as baston in delivering artistic like strikes, blows,
Kali – An ancient Malay word refers to a long
thrusts, and disarming the opponent to gain scores.
bladed weapon. It comes from the word “tjakalele”
– an Indonesian traditional form of fencing. Dimensions - The square playing area is measuring
8.0 meters by 8.0 meters with a two (2) meter free
Larga Muton or Labanang Totohanan – Refers to
zone around it is clear space without any
a free form of Arnis sparring. To show and test the
obstruction with the height of not less than five{5}
skills of the Arnis practitioners.
meters from the playing surface.
Rainbow Strike – The movement used in this
Lines of the Playing Area - All lines in playing area
execution of striking technique is like a rainbow.
have 5.08 cm. must be of a different color from the
Pivot on the left and right feet to face left, with the
floor and other lines previously drawn.
arm and elbow almost straight at shoulder level,
simultaneously swing the arm upward and at the
end of the downward movement, twist the elbow to
Boundary Lines - The four lines mark the placed diagonally opposite of the corner outside the
boundary of the playing area with. The free zone playing area and inside the competition area within
distance measuring 2.0 meters are outside of the the free zone, right where the judges are position.
playing area.
FLAGS
Match Lines - Two lines of 1.0-meter-long and 2.0
Two types of flagflags used for consultation are red
meter apart the mark of horizontal match line area.
and blue flags, which is 30 cm by 25 cm long. The
Horizontal match lines are drawn from the
judges used this in declaring decisions or asking for
boundary, 3 meters perpendicularly from the table
consultations while yellow flag is use for time,
official and 3.5 meters away from the boundary line
signal, start, and end of the round and declare a
that runs parallel to the official's table.
time-out and resumption of the game.
WEAPONS
OTHER EQUIPMENT
The padded stick is the official weapon of an athlete
Stop-watch is used to keep the two-minutes per
and no other similar material will be allowed to use
round. It will include interruptions such as injury,
in any local, national or international competition.
changing of a broken stick. A gong and mallet, other
Each padded stick shall be properly covered with
similar audible substitutes such as a whistle, Bellor,
foam-cushioned and shall have a maximum grip
and buzzer shall provide for the timer to indicate the
diametergrip diameter of not more than 3.81cm. (1
start and end of the game. A table shall provide for
½ inch) and length of 76.20cm (30 inches for men
the TIMER and RECORDER, which is situated one
and women). The size of the padded stick shall be
meter in front of the playing area. so that time
27 inches for boys and girls. Both padded sticks
signals are visible enough to both players and
shall be color-coded, one red and the other blue.
referee.
HEAD PROTECTOR
Refers to a pair of protective headgear to include an
impact of worthy facemask, the specifications of
which shall be according to the i-ARNIS standards.
Both headgears must be color-coded, one red the
other blue, to match the players padded stick.
BODY PROTECTOR
Refers to a pair of protective gear in the body and
properly cushioned, the specifications of which
shall be according to the i-ARNIS standard. The
male and female player must both wear body
protector and groin protector. Body protector and
groin protectors' specifications shall be following
by under the ARNIS standard rules. Body protectors
and groin protectors shall be color-coded to match
the color of the player. Forearm and shin guards are
compulsory. The specifications shall be by
following the ARNIS standard.
SCOREBOARDS
The scoreboards, either manually or electronically
operated, shall be followed under the i-ARNIS
standard. Two scoreboards per athlete shall be

Wooden Stick - Wooden stick
measure not less than 60 cm and not more than 90
cm in length with the diameter of not less than 1.3
cm and more than 3.8 cm. no sharp edges or pointed
ends.
Wooden Replica of a Bladed
Weapon - The wooden replica measure not less
than 60 cm and not more than 90 cm in full length
in Ethnic Asian origin. No have sharp edges or
pointed ends.
Foam - should cushion material be foaming the
padded sticks and shall have a maximum grip
diameter not greater than 3.81 cm.
a. The Arm Guards were designed for
protection but also for comfort and practicality.
They can use for both the upper arm and forearm
protection.
b. Arnis Hand Gloves serve as a
protection from strikes as the stick held in hand. Its
design and structure further ensure that a stable grip
is maintained.
LESSON 2: FUNDAMENTAL SKILLS OF
ARNIS
A. WARM UP EXERCISES
Warm-up exercises are very important before doing
any exercises or sports. It makes the heart rate and
circulation increases steadily. It prepares the body,
loosening the joints and makes the blood flow to
muscles increased. It also serveserves to strengthen
the muscles which is the most effective way to
prevent injuries and excel at physical activity,
The need for basic warm-up, muscle-building and
limbering exercises prior to any training, in the
martial arts or any athletic endeavor, is obvious.
The exercises depicted here are only a sampling of
those I employ in a typical class for Modern Arnis.
Other basic workout routines, including isometric
exercises, aerobics (such as running and jumping
rope), stretching, weight training and other forms,
are all recommended for keeping the body fit for
arnis practice. Try these exercises as part of your
introductory training, and be sure to use them daily.
Do several repetitions of each exercise.
•WINDMILLS
(1) Stand straight with your feet approximately
shoulder-width apart, trunk straight ahead and your
arms spread outward, palms down.
(2) Begin twisting your upper body at the waist,
first to the left, bringing your right arm around to
your left as you move your left arm back and to
your right. Now twist back
(3) in the opposite direction and repeat. Go back
and forth ten or 20 times.
•KNEE LIFTS
(1) Stand straight with your heels close together and
your arms loosely at your sides.
(2) Pick your left knee up, grasping your shin with
your left hand and assisting your knee all the way
up until you can touch your chest.
(3) Repeat with the right knee. Do a set of ten or 20.
•TRUNK STRETCH
(1) Stand straight with your feet approximately
shoulder-width apart, your arms raised high over
your head.
(2-4) Begin bending at the waist and swing your
upper torso down to the right in an arc until you are
bent forward near the ground.
(5&6) Now bend back up and to your left in an arc
until you return to the starting position. Now repeat
in the opposite direction.
• PALM-TO-FLOOR
This is a variation on the old toe-touching exercise.
(1) Stand straight with your feet approximately two
shoulder-widths apart and your arms spread at your
sides, palms out.
(2) Bend at the waist and bring your right arm
down, touching the ground in front of your .1left
foot with your palm. Bring your left arm back
behind your head.
(3) Repeat on the opposite side, left palm toward
right foot. Do 20 repetitions.
•ARM ROTATIONS
This is for loosening up the muscles in the wrists
and arms, particularly i mportant in arnis.
(1) Stand straight with feet spread comfortably apart
and your arms spread wide at your sides grasping a
cane in each hand, palms forward.
(2&3) Twist your arms forward and then back,
stopping when the sticks are parallel to the ground
and then reversing the direction, back and forth. To
make the exercise more difficult, grasp each stick
near one end.
• ARM CIRCLES
(1) Stand straight with your feet spread comfortably
apart and your arms at your sides.
(2-5) Swing your arms simultaneously in front of
you, then over your head and back behind you in a
360-degree arc. Swing them backward several
times, then stop and swing them forward for several
repetitions.
• PUSH-UPS
(1) Position your body above the floor with your
palms flat supporting most of your weight and your
knees off the ground, legs on tiptoes.
(2) Lower your body until your chin is close to the
ground in standard push-up fashion.
(3) Vary the push-up exercise by first raising your
hips while keeping your chin low to the ground,
then
(4) lower your hips as you straighten your elbows
and raise only your head away from the ground.
Repeat.
B. GRIP AND SALUTATIONS
There are only a few specific stances or ready
positions in Modern Arnis, but learning them is
essential before they become a part of your
automatic response in a self-defense situation.
Effective balance and the ability to move swiftly
backward and forward to facilitate blocking and
striking are the backbone of arnis or any martial art.
Stances or ready positions are not static things to be
assumed and then maintained throughout practice.
The body flows into each appropriate stance as
the situation demands. The first few postures shown
here are formal stances and the assumed ready
positions are prepatory to starting each practice
session. Also included in this section is the formal
courtesy of Modern Arnis, performed at the
beginning and end of any practice, and the proper
way to hold the traditional cane or stick. Arnis - is a
Filipino martial art that can be performed
individually or with a partner using a single stick or
a pair of sticks for striking and blocking; can also be
used for self-defense -defense -It was founded by
Remy Presas and he used it as a self-defense
system.
Stances in Arnis as in other forms of martial arts
are different body positions basic to play of the arts.
These are the techniques which teacher a player
how to maintain body balance and the proper
manner of distributing his weight on his legs.
Mastery of these techniques is essential in the
perfection of the art of arnis. A player can hope to
fight effectively without knowing these important
rudiments. Proper body positioning gives one
mobility and ability. Shift form one position to
another with strong foothold and with much agility.
Moreover, this is very essitial in defensive and
offensive fighting.
THE BASIC STANCE AND SALUTATIONS
To grasp the arnis stick properly, hold it firmly as if
shaking hands and fold your thumb on top of your
first finger. Do not leave the thumb exposed on top
of the stick, as this may cause injury. Keep the wrist
relaxed.

C. BASIC STANCES
Arnis is the national martial art of the Philippines. It
is mainly self-defense system designed to protect
you from injury while inflecting the biggest amount
of damage to the body of your opponent. This
martial artsThis martial art involves the use of many
weapons, strikes and different footworks.
You need to understand that Arnis stances is the
combination of foot orientation and the distribution
of the body. It also involves the position of your
legs and torso, whether you are attacking,
defending, retreating or advancing. Stances are done
so that you can gain competitive advantage over the
balance of your opponent, whether you are
practicing Arnis training or actually involved in an
actual fight.
Stances in Arnis as in other forms of martial arts are
different body positions basic to play of the arts.
These are the techniques which teacher a player
how to maintain body balance and the proper
manner of distributing his weight on his legs.
Mastery of these techniques is essential in the
perfection of the art of arnis. A player can hope to
fight effectively without knowing these important
rudiments.
Proper body positioning gives one mobility and
ability. Shift form one position to another with
strong foothold and with much agility. Moreover,
this is very essitial in defensive and offensive
fighting.
1. ATTENTION STANCE
The closed attention stance is assumed during the
courtesy, before any practice session and at the end
of a practice session. Your heels are together, feet
pointed outward at a 45-degree angle. The stick is
held horizontally with your arms relaxed on either
side. Your eyes are focused straight ahead. (B) The
open attention stance is identical to the closed
stance, except that your feet are spread
approximately shoulder width apart.
2. OPEN-LEG READY STANCE
This stance is assumed in preparation for a direct
frontal assault. The legs are in the same position as
the informal attention stance, but the knees are
slightly bent and the stick is now held out with the
right hand (at a 45-degree angle respective to the
ground) and the left hand is held directly behind it
to guard, or support a block.
3. STRADDLE STANCE
Similar to the open leg ready stance, but the legs are
spread further apart, approximately two shoulder
widths and the knees bent further. The stick and
opposite hand are in the same position as the open
leg ready position.
4. RIGHT/LEFT FORWARD
STANCE
In this stance, the right foot is planted forward and
the weight distributed evenly on both feet. The stick
and opposite hand are still held up in the ready
position. The left forward position is assumed by
stepping forward with the left leg. Your trunk
remains facing forward.
5. RIGHT/LEFT BACK STANCE
The weight is now shifted slightly to the rear foot,
about 60 percent on your rear foot and 40 percent
on your front foot. The feet are now forming an L-
shape with the toes of the back foot pointing 90
degrees to the left. The stick and hand remain in the
same ready position. The left back stance is
assumed by stepping forward with the left leg
6. OBLIQUE FORWARD STANCE
Similar to the forward stance except that the trunk is
now twisted 45 degrees to the right or left of the
forward stance to face an assault from another
direction. The front knee is bent deeper and more
weight is on the forward foot. Both heels and toes
remain planted firmly on the ground. The hands and
stick remain in the same ready position.
Note: In Arnis, the player should charge with the
foregoing stances. He can lunge, in which case the
stride is longer, trunk leaning forward straight from
the rear leg according to his convenience in actual
play.

Educ 203 Building and Enhancing Literacy
Skills Across the Curriculum
Unit 1: Introduction to Key Concepts
What is “Literacy”?
Literacy is the ability, confidence and willingness to
engage with language to acquire, construct and
communicate meaning in all aspects of daily living
(Alberta Education, 2021).
Traditional and New Literacies
Traditional (or Conventional) Literacy
It deals with reading and writing skills of letters in a
particular language. It involves issues such as
knowing the alphabet, phonetics, phonology,
morphology, syntax, semantics and pragmatics that
govern the reading and writing skills in a
conventional manner.
McGee and Richgels (1996:30) describe the use of
conventional literacy in terms of the behavior
manifested by readers.
“Conventional readers and writers read and write in
ways that most people in our literate society
recognize as ‘really’ reading and writing.
For example, they use a variety of reading
strategies, know hundreds of sight words, read texts
written in a variety of structures, are aware of
audience, monitor their own performances as
writers and readers, and spell conventionally.”
(1) Functional Literacy
A type of literacy that deals with application of
conventional form of literacy such as reading and
writing well enough to understand signs, read
newspaper headings, read labels on medicine
bottles, make shopping lists, read Bible, write
letters, fill in forms, apply for jobs, practice the
language skills verbally and in written form, reading
for pleasure and purposive writing.
A type of literacy that prepares an individual to
engage in all those activities available in his or her
group and community and enables him or her to
continue to use reading, writing and calculation for
his her own and the community’s development.
Functional literacy is used for the training of adults
to ‘meet independently the reading and writing
demands placed on them’
(Gray, 1956, p.21). It describes those approaches to
literacy which stresses the acquisition of appropriate
verbal, cognitive, and computational skills to
accomplish practical ends in culturally specific
settings.
(2) Early / Emergent Literacy
A type of literacy that deals with the earliest
behaviors that relate to a kind of literacy in form of
the skills, knowledge, and attitudes that are
manifested before the actual conventional level of
literacy is attained. The term was first used in 1966
by a New Zealand researcher Marie Clay to
describe the behaviors seen in young children when
they use books and writing materials to imitate
reading and writing activities, even though the
children cannot actually read and write in the
conventional sense (Ramsburg, 1998).
Today the term has expanded in usage. Sulzby and
Teale (1996: 728) “Emergent literacy is concerned
with the earliest phases of literacy development, the
period between birth and the time when children
read and write conventionally.
The term emergent literacy signals a belief that, in a
literate society, young children even one- and two-
year olds, are in the process of becoming literate”.
(3) Basic Literacy and Skills
These refer to a type of knowledge that is expected
to be known by everyone in a particular field.
In the world today, people expect everyone to know
basics of conventional literacy that is to know how
to read and write. For example, everyone is
expected to know how to read and write as a basic
literacy skill.
NEW LITERACIES
(1) Arts and Creativity Literacy
This literacy can be manifested in creative ways of
problem-solving and expressed through the
production of various artworks. Teachers and
students need to be more adept in the arts and
manifest creativity in multiple activities.
(2) Eco-literacy
It entails acquiring knowledge about climate
change, pollution, loss of natural habitats, and
biodiversity and the impacts of environmental
problems on human lives. Moreover, solutions on
how these ecological problems could be addressed
must also be practiced. Teachers and students need
to develop an awareness of the environment.
(3) Cyber / Digital Literacy
This competency is based on the reality that
societies and workplaces have now become more
information-driven. Workplaces of the 21st century
rely heavily on electronic (digital) forms of data
storage and management as well as in the area of
communications. Teachers and students need to
develop familiarity and skills in using computers,
the internet, and other information technologies.
(4) Financial Literacy
Teachers and students are expected to be
knowledgeable about the basics of economics and
financial management. This way, you, as a teacher, (6) Social / Emotional Literacy
can extend the skill into livelihood activities, You and your students need to acquire social skills
entrepreneurship, and wise handling of personal that are attuned to the norms of your current society.
finances. Emotional intelligence must also be developed to
(5) Media Literacy effectively manage the stresses of a fast-paced 21st
century society.
Teachers and students are expected to be
knowledgeable and skilled in the area of (7) Globalization and Multi-cultural Literacy
communications particularly the media. Students need to develop a culture of respect for
Teachers and students must learn how to discern cultural diversity. There is value in having a
news and information based on the form and perspective as a global citizen whose local actions
content as to how these informationthis information can have an impact on the broader international
are transmitted via various forms of media. arena.
You also have to understand how world events may
also affect you and your community at the local
level
21st Century Skills
(1) Critical Thinking and Problem-solving
- Ability to identify, analyze, and evaluate
situations, ideas and information, to formulate
responses and solutions
(2) Creativity
- Ability to imagine and devise new, innovative
ways of addressing problems, answering questions,
or expressing meaning through the application,
synthesis, or repurposing of knowledge
(3) Communication
- Ability to listen to, understand, convey and
contextualize information through verbal,
nonverbal, visual, and written means
(4) Collaboration
- Ability to work in a team towards a common goal,
including the ability to prevent and manage conflict
Features of the 21st Century Teaching and
Learning
(1) Make it relevant.
Relevance could be established through showing
how theory can be applied in practice, establishing
relevance to local cases, relating material to
everyday applications, or finding applications in
current newsworthy issues.
Transmission and rote memorization of factual
knowledge can make any subject matter seem
irrelevant. Irrelevance leadsIrrelevance leads to
lack of motivation, which in turn leads to decreased
learningdecreased learning
(2) Teach through the disciplines.
Learning through disciplines entails learning not
only the knowledge of the discipline but also the
skills associated with the production of knowledge
within the discipline.
Continued learning in any discipline requires that
the student or expert become deeply familiar with a
knowledge base, know how to use that knowledge
base, articulate a problem, creatively address the
problem, and communicate findings in sophisticated
ways.
(3) Simultaneously develop LOTS and HOTS.
(4) Encourage transfer of learning.
Teachers can use other methods to encourage high-
road transfer such as asking students to:
- brainstorm about ways in which they might apply
a particular skill, attitude, concept, etc. to another
situation
- generalize broad principles from a specific piece
of information, such as a law of science or a
political action
- make analogies between a topic and something
different, like between ecosystems and financial
markets
- study the same problem at home and at school, to
practice drawing parallels between contextual
similarities and differences.
(5) Teach students to learn how to learn.
‘Learning to learn’ is the ability to pursue and
persist in learning and to organize one's own
learning, including through effective management
of time and information, both individually and in
groups.
This competence includes awareness of one's
learning process and needs, identifying available
opportunities, and the ability to overcome obstacles
in order to learn successfully. This competence
means gaining, processing and assimilating new
knowledge and skills as well as seeking and making
use of guidance.
‘Learning to learn’ engages learners to build on
prior learning and life experiences in order to use
and apply knowledge and skills in a variety of
contexts: at home, at work, in education and
training.
(6) Address misunderstandings directly. Another
well-documented science of learning theory is that
learners have many misunderstandings about how
the world really works, and they hold onto these
misconceptions until they have the opportunity to
build alternative explanations based on experience.
There are several ways to counter
misunderstandings, includingmisunderstandings,
including teaching generative topics deeply,
encouraging studentsencouraging students to model
concepts, and providing explicit instructionexplicit
instruction about misunderstandings.
(7) Promote teamwork as a process and outcome.
Students learn better with peers. They can:
- discuss concepts in pairs or groups and share what
they understand with the rest of the class;
- develop arguments and debate them;
- role-play;
- divide up materials about a given topic and then
teach others about their piece.
- use a studio format in which several students work
through a given issue, talking through their thinking
process while the others comment.
(8) Make full use of technology.
Technology offers the potential to
- provide students with new ways to develop their
problem solving, critical thinking, and
communication skills; - transfer them to different
contexts;
- reflect on their thinking and that of their peers; -
practice addressing their misunderstandings; & -
collaborate with peers on all topics relevant to their
lives using engaging tools.
(9) Foster students’ creativity.
A common definition of creativity is “the cognitive
ability to produce novel and valuable ideas.”
Like intelligence and learning capacity, creativity is
not a fixed characteristic that people either have or
do not have. Rather, it is incremental, such that
students can learn to be more creative.
(9) Foster students’ creativity. (continuation)
In a classroom that promotes creativity, students are
grouped for specific purposes, rather than randomly,
and are offered controlled product choices that
make sense in the content area.
Creative lesson components are not just feel-good
activities. They are activities that directly address
critical content, target specific standards, and
require thoughtful products that allow students to
show what they know.
In the creative classroom, teachers encourage
students to become independent learners by using
strategies such as the gradual release of
responsibility model (Fisher & Frey, 2008).
Other Essential Components for Effective Teaching
and Learning:
a. Attention:
Learning occurs when students pay attention in the
discussion, focusing on the subject matters that
make the learning broad-gauge.
The first thing an instructor must do is to gain the
attention of the learnerthe learner. This is not a joke
or a shout at the beginning of class, this is theis the
need for the learner to see relevance and meaning in
learning thelearning the information being
presented.
b. Processing of Information:
Because learners must process new information
repeatedly in a variety of ways before they can
master it, instruction should include a mixture of
written words, visuals, audio, manipulative, action,
and practice with the content that students are
expected to master.
It is best to focus the instruction on a few major
concepts that are learned deeply rather than
teaching many concepts superficially.
b. Processing of Information: (continuation)
Effective instructors will incorporate this into
learning activities by giving the students an
opportunity to reflect, compare, and question the
new information. Small group discussions are
effective for giving learners the opportunity to draw
from past experience and knowledge and to make
links to the new information being presented.
c. Conclusions and Understanding
All learners have their own unique perspective and
experiences, and this affects what knowledge they
are able to retain and use. The instructor’s role is to
move learners through the new material in an
orderly and organized manner, giving them
classroom opportunities to practice new skills and
to draw their own conclusions. When instructors
develop learning activities that encourage students
to experiment and use information to draw their
own conclusions, students see the relevance in
learning the material.
D. Critical Attributes of the 21st Century
Education
(1) Integrated and Interdisciplinary
This critical attribute implies that teachers need to
review the school curriculum and identify strategies
or ways on how different subjects can be effectively
linked to enhancing the learning experiences of
students.
For example, music and algebra can be linked
together in the discussionthe discussion of
fractions. The time signature of music uses
fractions; asfractions; as such, you, as a good
teacher, can certainly apply this to both yourboth
your music or math classes.
(2) Technologies and Multimedia
This critical attribute implies that your school will
need to acquire and use computers and various
multimedia equipment to enhance learning to the
best extent possible. Training is also needed for
teacher-users as part of a bigger “technology plan.”
Digital Literacy - The ability to find, evaluate,
utilize, and create information using technologies
and multimedia, or digital technology in general.
(3) Global Classrooms
Education in the 21st century aims to produce
global citizens by exposing students to the concerns
of the region and other countries. They are
encouraged to react and respond to issues as part of
their roles as global citizens.
This critical attribute implies that teachers need to
include current global issues/concerns, such as
peace and respect for cultural diversity, climate
change, and global warming, in classroom
discussions.
(4) Creating/Adapting to Constant Personal and
Social Change and Lifelong Learning
Education in the 21st century subscribes to the
belief that learning does not only happen inside the
school and during one’s schooling years. Learning
can take place anywhere, anytime, regardless of
one’s age.
(4) Creating/Adapting to Constant Personal and
Social Change and Lifelong Learning (continuation)
It means that teachers should facilitate students’
acquisition of knowledge, skills, attitudes, and
values (KSAVs) that go beyond academics.
Learning should take place not only to pass exams
but also to transfer knowledge to real-life situations.
The curriculum should be planned so that the
students will continue to learn even outside the
school’s portals.
(5) Student-Centered
This critical attribute implies that teachers should
act as facilitators of learning — not as “sages on the
stage” but as “guides on the side.”
Learners should be given opportunities to discover
new knowledge, learn with one another, and create
their learnings.
(6) 21st-Century Skills
Students should develop in themselves skills that
would help them cope with life and work in 21st-
century communities. These skills include, among
others, critical and creative thinking skills, problem-
solving and decision making, and ICT literacy and
skills.
Teachers are expected to possess these 21st-century
skills before helping their students develop these
skills.
(7) Project-Based and Research-Driven
It implies that teachers of the 21st century need to
be knowledgeable about research to guide their
students’ learning through self-directed activities,
such as learning projects within and outside their
classrooms.
Investigatory projects showcased in many science
fairs across Southeast Asia and the world are
examples of research-based activities of students.
(8) Relevant, Rigorous, and Real-world
This critical attribute implies that topics are taught
using current and relevant information and linked to
real-life situations and context.
Teachers need to be updated on the current trends,
developments, and issues in your school,
community, and in the world so that teaching will
be relevant to the lives of their students.
Newspapers, TV and radio news and the internet are
good sources of relevant and up-to-date
information.
E. Basic Strategies for Developing Literacy
(1) Making Connections
Students are encouraged to make personal
connections from the text with something in their
own life, another text, or something occurring
globally. Students focus on making connections in
various activities.
It appears as students associate what they are
reading, understanding, and seeing with familiar
situations and texts.
(1) Making Connections (continuation)
For example, students predict what the book is
about from an image of the front cover, using their
skills in making connections. It can be followed up
in classroom discussions by asking students to
compare the books they read with other books and
real-life situations.
The teacher may ask his/her students to explain to
the class if they have experienced a similar feeling
to that of a character in the book they read or if the
front cover of the book reminds them of something
they have experienced in their lives
(2) Asking Questions (continuation)
Questioning is an essential strategy in developing
comprehension.
It helps students become more engaged in their
reading; explore the text on a deeper level; clarify
the meaning of words, phrases and what happens in
the text itself; become more critical thinkers; and be
more reflective.
(2) Asking Questions (continuation)
Think-aloud is when readers identify and talk out
loud about the process occurring in their head as
they read. The teacher uses this think aloud strategy
to explain the thinking necessary for questioning,
predicting, visualizing, summarizing
(3) Visualizing
Visualizing is a powerful tool to understand and
comprehend the text the student is reading. Students
are encouraged to get a mental image of the text by
using their senses to feel, hear, see, taste, and touch
in the same way as what the characters are. It helps
them relate to what the characters think and
understand the text at a much deeper level.
(4) Determining Text Importance
Determining text importance is a strategy that
readers use to distinguish between what information
in a text is most important versus what is interesting
but not necessary for understanding.
This strategy enables students to differentiate
between the most and least important information
presented in textbooks and nonfiction reading.
Teachers need to explicitly and systematically teach
their students how to extract the necessary
information they read.
(4) Determining Text Importance (continuation)
When we teach this strategy to students, we tell
them they need to become detectives and search for
the most critical points of the text.
We remind them that along the way, there will be
distractors, or less important information, given to
make the selection more exciting or more evident to
the reader. This information, however, is not
essential to understanding the point of the
nonfiction text.
QUESTION: Jane Bennet is the eldest sister of
Elizabeth. a. True b. False c. Cannot Tell
TEXT:
Pride and Prejudice is a novel of manners written by
Jane Austen and first published inpublished in
1813. The story follows the main character,
Elizabeth Bennet, as she deals with issueswith
issues of manners, upbringing, morality, education,
and marriage in the society of the landedthe landed
gentry of the British Regency. Elizabeth is the
second of five daughters of a countrya country
gentleman, Mr. Bennet living in LongbournLong
bourn. Set in England in the early 19th century,
Pride and Prejudice tells the story of Mr. and Mrs.
Bennet’s five unmarried daughtersunmarried
daughters after the wealthy and eligible Mr. Bingley
and his status-conscious friend, Mr.friend, Mr.
Darcy, have moved into their neighborhood. While
Bingley takes on immediate likingimmediate liking
to the eldest daughter, Jane, Darcy had difficulty
adapting to local society and repeatedlyand
repeatedly clashes with the second-eldest daughter,
Elizabeth. Pride and Prejudice retainsPrejudice
retains a fascination for modern readers, continuing
in the top lists of “most loved booksloved books”.
It has become one of the most popular novels in
English literature, selling overselling over 20
million copies, and receiving considerable attention
from literary scholars.
QUESTION: Jane Bennet is the eldest sister of
Elizabeth. a. True b. False c. Cannot Tell
Explanation: Bingley takes on the liking of the
eldest daughtereldest daughter, Jane. Therefore, we
can conclude that the eldestthe eldest sister of
Elizabeth is indeed Jane.
(5) Making Inferences
Teaching students how to infer while reading is a
fundamental reading strategy that will help them
take the meaning of a text more profoundly.
When students conclude, they find clues in the text Instead of just asking students to retell a text that
and use what they already know from personal they read, teachers must guide students on how to
experience or past knowledge to understand what internalize the text and to grow and change as
the text is about entirely. Reasonable inferences are thinkers because of the texts that they read.
backed up by supporting details from both the text
To do this, students need to stop often to evaluate
and personal background.
and reflect on what they are reading. Through
(5) Making Inferences (continuation) synthesizing, readers form new ideas and opinions.
Inferring vs. Predicting = When students predict,
they guess what will happen next based on what
they already know from the text and their
background knowledge. When students infer, they
think what is currently happening.
A sensible inference for why the baby is presently

crying is that the baby is hungry or tired, while a

rational prediction might be that the mom or dad of
the baby will come and pick the baby up to soothe
him.
Literacy Example:
Why is the baby crying?
Inference = The baby is hungry or tired.
Prediction = The mom or dad of the baby will come
and pick the baby up to soothe him.
(5) Making Inferences (continuation)
In general, if it is discussing a future event or
something that can be explicitly verified within the
‘natural course of things,’ it is a prediction.
If it is a theory formed around implicit analysis
based on evidence and clues, it is an inference.
(6) Synthesizing
Synthesizing a text is the process of pulling together
background knowledge, newly learned ideas,
connections, inferences, and summaries into a
complete and original understanding of the text.
When students synthesize, they are aware of how
their thinking changes and evolves as they read a
text.
(6) Synthesizing (continuation)

UNIT 2: TEACHING STRATEGIES FOR
THE DEVELOPMENT OF
LITERACYOF LITERACY SKILLS AND
TEACHING RESOURCES
LESSON 1: STRATEGIES FOR THE
DEVELOPMENT OF EMERGENT
LITERACYEMERGENT LITERACY SKILLS
AND TEACHING RESOURCES
2A. Strategies for the Development of Emergent
LiteracyEmergent Literacy Skills and Teaching
Resources
What is Emergent literacy?
- includes acquiring knowledge, skills, and attitudes
that a child developschild develops about reading
and writing throughout the early childhood
periodchildhood period, starting at birth and before
the onset of conventional reading andreading and
writing instruction (which usually happens at
school entry).
- includes such dimensions of oral language (both
speaking and listeningand listening), understanding
that print can carry meaning, basic alphabet
knowledgealphabet knowledge, and early
phonological awareness.
- is described as the first stage in reading
development towards literacy acquisitionliteracy
acquisition.
What does Emergent Literacy emphasize?
a. Oral language refers to children’s ability to
understand and use languageuse language through
listening to, speaking of, and acquiring new
vocabularynew vocabulary.
b. Print awareness deals with children’s
understanding of the functions offunctions of
printed symbols such as letters, words, and pictures
and how these relatethese relate to meaning.
c. Book knowledge pertains to children’s
understanding of what a book isbook is and how
they are exposed.
What does Emergent Literacy emphasize?
d. Alphabet knowledge is about children’s ability to
identify and say the namesthe names of letters in
the alphabet.
e. Phonological awareness refers to children’s
ability to identify and manipulateand manipulate
sounds and understand that various sounds are
combined tocombined to form words.
Strategies used to develop Emergent Literacy
Skills
a. Pictures – not only can illustrate a topic but also
can provide the experiencethe experience base
children require to profit from reading and writing
and numerousand numerous other learning
experiences, including those associated with art
programmingart programming.
b. Manipulatives – are physical objects that are
used as teaching tools to engageto engage students
in the hands-on learning of mathematics. They can
be usedbe used to introduce, practice, or remediate
a concept.
c. Storytime - the time at which stories are told or
narrated. Stories are accountsare accounts of past
events of imaginary or real people told for
entertainmentfor entertainment or morals.
They have a profound effect on the imagination of
young learners. They calmThey calm a busy child
and engages their mind into a world of magic and
sweetand sweet dreams. Reading bedtime stories to
kids is a beautiful way to spendto spend the end of
each day and create memories that will last forever.
d. Play – is an activity that learners (especially
children) can engage in for enjoymentfor
enjoyment and recreation.
Play provides opportunities for children to learn and
make sense of and constructand construct ideas
about the social and natural world – the people,
places, objectsplaces, objects, and experiences that
they encounter every day. It is essential to
stimulate and integrate a wide range of children’s
intellectualchildren’s intellectual, physical, social,
and creative abilities.
2B. Beginning Reading Skills and Teaching
Resources
The Dolch Sight Words list is the most commonly
used set of sight words.
- Developed by Dr. Edward William Dolch in the
1930s-40s by studying the most frequently
occurringfrequently occurring words in children’s
books of that era.
The list contains 220 “service words” plus 95 high-
frequency nouns. These words comprise 80% of the
words you would find in a typical children’s book
and 50% of the words found in writing for adults.
Once a child knows this list of words, it makes
reading much easier, because the child can then
focus his or her attention on the remaining words.
The Dolch words are commonly divided into
groups by grade level, ranging from pre-
kindergarten to third grade, with a separate list of
nouns. There are a total of 315 Dolch Sight Words.
A. Phonics instruction
Phonics refers to a system of teaching reading that
builds on the alphabetic principle. Such a system
should involve the teaching of correspondences
between letters or groups of letters and their
corresponding pronunciations.
Decoding deals with the process of converting
printed words to spoken words. Readers use
phonics skills, letter/sound correspondences to
pronounce words, and then attach meaning to them.
Five Methods:
(1) Analogy Phonics
This method uses an analogy when the already
known words matchwords match or are identical to
unfamiliar words. It means that when thewhen the
onset is removed, the rime can still be attached to
another onsetanother onset if they are similar.
Example: sick = kick (“s-” and “k-” are onsets / “-
ick”
(2) Analytic Phonics
We teach children how to analyze letter-sound
relations in previouslyin previously learned words
to avoid pronouncing sounds in isolationin
isolation.
Example: suit /sütset/
suite /swētsweet/
(3) Embedded Phonics
This method is taught when:
✓ there is a focus on real-world reading experiences
✓experiences ✓ when the need to teach phonics
arises
✓ repetition and immersion over time arise
(4) Phonics through Spelling
Here, children segment words into phonemes and
uniquEunique letters for those phonemes
(5) Synthetic Phonics
In this method, children convert letters into sounds
(phonemes) and then blend them to form
recognizable words.
B. Fluency Instruction
Fluency is the ability to read a text accurately and
quickly. When fluent readers read silently, they
recognize words automatically. They group words
quickly to help them gain meaning from what they
read.
Evidence-based research on fluency instruction:
•Repeated and monitored oral reading improves
fluency and overalland overall reading
achievement.
•No research evidence is available currently to
confirm that instructionalthat instructional time
spent on silent, independent reading with minimal
guidance and feedback improves readingimproves
reading fluency or overall reading achievement.
C. Vocabulary Instruction
C.1 Explicit instruction
When we say explicit, it means that teaching
vocabulary is plannedis planned or intentional.
Under explicit vocabulary instruction,
weinstruction, we have the following techniques:
- Pre-teaching Vocabulary Words
- Repeated Exposure to Words
- Keyword Method
- Word Maps
- Root Analysis
- Restructuring Reading Materials
 There are at least seven ways of teaching
comprehension.
• Summarizing
• Recognizing story structure (i.e., characters,
setting, events, problems, or resolution)
• Graphic and semantic organizers.
• Answering questions.
• Generating questions.
• Monitoring comprehension. This means that
children know what to read, what they read, and
when they do not.
• Metacognition. This can be defined as "thinking
about thinking” orthinking” or “cognition about
cognition.
Sample Graphic Organizers
2C. Developing Functional Literacy
(Participatory Approach)
What is Functional literacy?
- It refers to the practical skills needed to read,
write, and count for real-life purposes, so we can
function effectively in our community (UNESCO,
n.d.).
What is Functional literacy?

C.2 Implicit instruction

This means spontaneous, natural, and unplanned
vocabulary instruction. Under this, we have:
✓ Incidental
✓ Context Skills
D. Comprehension Instruction
The teaching of comprehension may help children
to become independent because the moment they
understand the text, they will read even without
adult supervision.
- Functional literacy is vital in our everyday life.
Without the basic ability to understand simple
reading material, we cannot grasp the meaning of
texts for academic purposes. If we have weak
reading, writing, and numeric abilities, we find
ourselves at the losing end. Without our ability to
read and understand simple text or instruction, we
cannot function effectively. For example, we buy
medicine at a drugstore; we forgot what the doctor
said regarding the dosage.
- Functional literacy enables us to understand social
issues about health, security, or education, among
others. It is functional literacy that forms not only
our cognition but also our attitude to participate and
collaborate effectively in all aspects of development
in society. Functional literacy allows us to
understand diversity of customs and culture on both
national and international dimensions.
- Functional literacy signifies not only knowledge
of reading, writing, and arithmetic, but it also
indicates our ability of using these three to
discharge our economic, social, and civic duties in
an efficient manner.
What is Participatory (Approach to Functional)
literacy?
- In reading, there is what we call the traditional
approach in which we think that reading materials
are huge repositories of learning. Materials are
viewed as dispensers of knowledge. Today, with the
advent of technology where the information lies at
the tip of our fingers, the participatory approach to
literacy is gaining its popularity.
- Participatory literacy is about a mix of materials
that includes magazine articles, student-generated
materials, hypermedia productions, visuals, etc. It
means providing students the opportunity for people
to be involved in deciding how something is done.
In other words, participatory literacy includes
elements of creativity, reasoning, critical thinking,
and collaboration.
- Since creating and sharing content has been a part
of technology, we can encourage students to focus
their attention on making contributions to blogging,
social networking, or virtual world that rely upon
creativity, reasoning, critical thinking, and
collaboration. Creativity is our ability to transcend
traditional ideas, rules, patterns, relationships.
2D. The 21st Century Literacy Skills and
Teaching Resources
What are 21st Century Skills?
- refer to a broad set of knowledge, skills, work
habits, and character traits that are believed—by
educators, school reformers, educators, employers,
and others—to be critically important to succeed in
today’s world, particularly in collegiate programs
and contemporary careers and workplaces.
The following list provides a brief illustrative
overview of the knowledge, skills, work habits, and
character traits commonly associated with 21st
century skills:
a. Critical thinking, problem-solving, reasoning,
analysis, interpretation, synthesizing information
b. Research skills and practices, interrogative
questioning
c. Creativity, artistry, curiosity, imagination,
innovation, personal expression
d. Perseverance, self-direction, planning, self-
discipline, adaptability, initiative
e. Oral and written communication, public speaking
and presenting, listening
f. Leadership, teamwork, collaboration,
cooperation, facility in using virtual workspaces
g. Information and communication technology
(ICT) literacy, media and internet literacy, data
interpretation and analysis, computer programming
h. Civic, ethical, and social-justice literacy
iI. Economic and financial literacy,
entrepreneurialism
j. Global awareness, multicultural literacy,
humanitarianism
k. Scientific literacy and reasoning, the scientific
method
l. Environmental and conservation literacy,
ecosystems understanding
m. Health and wellness literacy, including nutrition,
diet, exercise, and public health and safety
Learning Skills:
When we say learning skills, these include critical
thinking, creative thinking, collaboration, and
communication, otherwise known as the four C’s.
1. Critical thinking = The ideal critical thinker is:
a. habitually inquisitive
b. well-informed
c. trustful of reason
d. open-minded
e. flexible
f. fair-minded in evaluation
g. honest in facing personal biases
h. prudent in making judgments
iI. willing to reconsider
j. clear about issues
k. orderly in complex matters
l. diligent in seeking relevant information
m. reasonable in the selection of criteria
n. focused on inquiry
o. persistent in seeking results which are as precise
as the subject and the circumstances of inquiry.
2. Creative thinking
- It involves what is known as lateral thinking or the
ability to perceive patterns that are not obvious.
Normally, we use reasoning to solve problems. It is
known as logical thinking that is used to solve
problems in a direct, straightforward way (also
known as vertical thinking). Lateral thinking,
however, looks at things from a sideways
perspective (also known as horizontal thinking), to
find answers that are not immediately apparent.
3. Collaboration
Collaboration skills enable us to work well with
others. These skills include understanding various
perspectives, managing priorities from everyone in
the group, and meeting expectations as a reliable
member of a team.
4. Communication
Communication skills allow us to understand and be
understood by others. These can include but are not
limited to effectively communicating ideas to
others, actively listening in conversations, giving
and receiving critical feedback, and speaking in
public.
Information Literacy:
- involves traditional skills such as reading,
researching, and writing; but new ways to read and
write have also introduced new skills such as:
a. Consuming information
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.
b. Producing information
One of the ways students use to communicate is
through writing. 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
useful and ethical producers of information.
Technology Literacy:
Eight expectations students have of technology:
1. Freedom to express their views, personalities, and
identities
2. Ability to customize and personalize technology
to their own tastes
3. Ability to dig deeper, finding whatever
information they want
4. Honesty in interactions with others and with
organizations
5. Fun to be part of learning, work, and socialization
as well as entertainment
6. Connecting to others and collaborating in
everything
7. Speed and responsiveness in communication and
searching for answers
8. Innovation and change, not settling for familiar
technologies but seeking and using what is new and
better.
6 Ways to Help Children Develop Pre-literacy
Skills:
1) Expand their vocabulary
2) Foster love of books
3) Show them plenty of print
4) Teach them ABC’s
5) Play with sounds (phonics)
6) Present narratives
What are Life Skills?
- the abilities and behaviors that help you deal
effectively with the events and challenges of
everyday life. They are the skills that allow you to
handle everything from interactions with others to
identifying and processing your emotions.
These include:
1. Communication skills (includes listening,
speaking, reading, writing, and viewing)
2. Decision-making skills (ability to arrive at a good
or wise decision that will benefit all)
3. Problem-solving skills (the ability to identify
issues and problems and find and implement the
right solutions)
4. Self-awareness (ability to recognize your own
emotions and their effects)
5. Equanimity (the quality of being calm and even-
tempered under pressure; it is a balanced state of
mind distinguished by the lack of strong
attachments)
6. Self-control (ability to control ourselves in terms
of having mastery over our desires)
7. Self-confidence (understanding that we trust our
judgment and abilities; we value ourselves and feel
worthy, regardless of any imperfections or of what
others may believe about us)
8. Resilience (ability to adapt to challenging
situations or adversity).
9. Leadership skill refers to the ability to possess
decisiveness, integrity, honesty, motivation,
initiative, and proactivity.
10. Interpersonal skills include communication,
cooperation, and empathy.
11.Study or learning skills include the process of
organizing and taking in new information, retaining
such information, and dealing with careful analysis
of facts.
12. Parenting skills deal with engaging with
children so that they develop the knowledge and
emotional well-being for them to become
productive individual members of society.
The World Health Organization (1999) identified
six critical areas of life skills:
1. Communication and interpersonal skills. It
broadly describes the skills needed to get on and
work with other people, and mainly transfer and
receive messages either in writing or verbally.
2. Decision-making and problem-solving. It
describes the skills required to understand
problems, find solutions to them, alone or with
others, and then take action to address them.
3. Creative thinking and critical thinking. It
describes the ability to think in different and
unusual ways about problems, and find new
solutions, or generate new ideas, coupled with the
ability to assess information carefully and
understand its relevance.
4. Self-awareness and empathy, which are two key
parts of emotional intelligence. They describe
understanding yourself and feel for other people as
if their experiences were happening to you.
5. Assertiveness and equanimity, or self-control.
These describe the skills needed to stand up for
yourself and other people and remain calm even in
the face of considerable provocation.
6. Resilience and ability to cope with problems
describe the ability to recover from setbacks and
treat them as opportunities to learn
Teaching Resources/Strategies:
1.Student-led activities (Students may act as leaders
to form discussion groups, brainstorm, or conduct
conferences and role-playing.)
2.Cooperative learning is another one. It is an
instructional strategy that enables students to work
together on a standard task or assignment.
3. Student-driven, inquiry-based learning occurs in
a classroom environment where students are
encouraged not only to develop their inquiry but
also to lead their research.
4. Development of higher-order thinking skills
(HOTS) (i.e., using graphic organizers like Venn
diagrams that prompt students to compare and
contrast).
5. Cooperative Decision-making
Example: Your friends came over to your house for
window shopping at the mall. One of your friends
brought another friend, so there are more people
than you planned. You want to pass out the drinks,
but you only have five cans of soda, and you need 6
for everyone to have one. What could you do? This
situation accounts for cooperative decision-making.