Introduction to New Literacies

Carlo C. Melendres, PhD

carlo.melendres@deped.gov.ph
09190757421 / 09488252779
Topic Objectives

• Define 21st century education

• Describe the 21st century teacher and the needed
innovative tools for learning
• Examine the critical attributes of 21st century education
• Explain how 21st century education concepts can be
integrated in the classroom

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 What is 21st century education?

How it is different from the past centuries’

education?

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 21 Century Education
st

https://www.youtube.com/watch?v=Ax5cNlutAysGU

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 Any insight or insights?

How do these insights affect your

preparations as a pre-service teachers?

Why are these important especially to

you as pre-service educators?

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What can you say about this?

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 21st Century Education
21st Century Contexts
 Focus on project-based curriculum for life that would engage
learners in addressing real-world problems and humanity concerns
and issues.
 New way of designing and delivering the curriculum: from concrete
“building” to “nerve centers” (internet connectivity makes possible for
distance learning, the community is immersed into the breadth of
knowledge about the world).
 Teachers no longer dispenser of information but facilitators of
learning and help learners translate information into knowledge and
knowledge to wisdom.

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 21st Century Education
21st Century Contexts
 Knowledge generation rather than just information delivery; the need
for culture of inquiry among the schools.

 Previous centuries: learners were passive receivers of information;

teachers were sole sources of information and knowledge.

 Present: learners are considered active creators of information and

knowledge.

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 21st Century Education
21st Century Contexts: Implications for teachers
 Discover learners’ interests: helping them see what and how they are
learning as part of their preparations for the real-world.
 Instill curiosity: fundamental to life-long learning.

 Be flexible in teaching.
 Create excitement to learners for them to become more resourceful –
part of making them continue to learn even outside the formal
school.

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 21st Century Education
21st Century Curriculum: Critical Attributes
 Interdisciplinary: integrated interfacing of various disciplines.
 Project-based and research-driven: emphasis on data, information
and evidence-based decision-making through student activities that
encourage active learning.
 Connected to local, national and global communities: aims to
produce global citizens yet remains local; concerned about global
issues: peace, respect for cultural diversity, climate change, etc.

 Integrates higher order thinking skills, multiple intelligences,

technology and multimedia, multiple literacies and authentic
assessments, including service learning.

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 21st Century Education
The 21st Century Learning Environment
 Not confined to the “literal” classroom building
 Learners collaborate with their peers and exchange insights,
coach and mentor one another, and share skills and talents with
other learners.
 Cooperative learning is also apparent where learners work in
teams. Cooperation is given more emphasis that competition;
cooperative learning more than isolated learning.
 Use of technologies: internet and other platforms.
 Need for more spaces (renovation of classrooms) for teachers and
learners to work cooperatively; display of learning performances,
etc.
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 21st Century Education
Technology in the 21st Century Pedagogy
 Technologies as tools for learners to create knowledge for personal
and social change
 Full bandwidth for internet connectivity and access in schools
and learning centers
 Availability of TV sets inside the classroom for viewing broadcasts
developed by the school, etc.
 Availability of manipulatives for learners to use for simulations,
etc.

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 21st Century Education
Understanding 21st Century Learners
 Learners of today: “Digital Natives”; Educators – “digital immigrants”
 Learners: usually react, are random, holistic and nonlinear
 Predominant senses: motion and touch; hearing and seeing
 Learn through experience and learn differently
 Tend to intellectualize and believe that learning is constant
 Immersed on electronic media (internet, social apps, video games,
etc.
 Learn concepts, like colors, shapes, letters, spelling, etc., through
electronic media sources

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 21st Century Education
21st Century Skills Outcome and Demands in the
Job Market
 21st century skills – set of abilities that need to be developed among
the learners
 Learning skills: critical thinking, creative thinking,
collaborating, and communicating
 Literacy skills: information literacy, media literacy, technology
literacy

 Life skills: flexibility, initiative, social skills, productivity and

leadership

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 21st Century Education
21st Century Skills Outcome and Demands in the
Job Market
 Market demands
 Skills on knowing trade, following directions, getting along with
others, working hard, being professional, efficient, prompt,
honest, and fair
 The need to think deeply about issues, solve problems
creatively, work in teams, communicate clearly in many media,
learn ever-changing technologies, and deal with influx of
information (dis-information; fake news/information)

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 21st Century Education
21st Century Learning Implications

 21st century skills can be taught in-campus and off-campus

 Teachers’ competence to teach cross-disciplinary skills and

related courses –integrating research methods in various
disciplines; articulating technical scientific concepts in verbal,
written and graphic forms; presenting laboratory reports to a
pool of specialist, use emerging technologies, software
programs and multimedia applications
 Requiring schools of 21st century curriculum: contained in
assessments which are embedded with 21st century skills

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 21st Century Education
21st Century Learning Implications
 Use of variety of applied skills, multiple technologies, and new
ways of analyzing and processing information while taking
initiative, thinking creatively, planning out the process, and
working collaboratively in teams with other students
 Pursuance of alternatives for internship, apprenticeship or
volunteer experience (K to 12 – Work Immersion, etc.; CHED –
FS, etc.)
 Fast changing technology, and knowledge and information
increasing rapidly: learners’ need to process, analyze and use
information – need for adaptable skills to survive in 21st
century

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 21st Century Education
21st Century Learning Implications
 Schools’ need to adapt and develop new ways of teaching and
learning to reflect the changing contexts: prepare students for
the life outside the school; a life in the society

 Schooling is not about exams and tests; it is about making

individuals successful in life by becoming imbued with
knowledge and skills
 The need to realize to understand the socio-historical context
of the present to move forward to the future; the need to
understand the 21st century particularly how it affects /
impacts each individual

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 21st Century Education: The
Philippine Context and Response
Current Issues and Trends

 Issues on quality of education; funding, etc.

 Globalization

 Education For All

 ASEAN Integration
 The need for a new Philippine Qualification Standards aligned with
the global market

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 21st Century Education:
The Philippine Response

K to 12 Basic Education (Republic Act 10533)

 12 years of Basic Education (Kindergarten, Grades 1-6, Grades 7 to
10, and Grades 11-12).
 To provide sufficient time for mastery of concepts, skills, develop
lifelong learners, and prepare graduates for tertiary education,
middle-level skills development, employment, and entrepreneurship.

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 The Philippine Contexts and
Response
K to 12 Basic Education (RA 10533)
 12 years of Basic Education (Kindergarten, Grades 1-6, Grades 7 to 10, and
Grades 11-12).
 To provide sufficient time for mastery of concepts, skills, develop lifelong learners,
and prepare graduates for tertiary education, middle-level skills development,
employment, and entrepreneurship.
 To give every learner all the opportunity to receive quality education that is
globally competitive based on a pedagogically sound curriculum that is at par
with international standards.
 To make education learner-oriented and responsive to the needs, cognitive and
cultural capacity, the circumstances and diversity of learners, schools and
communities through appropriate languages of teaching and learning, including
mother tongue as a learning resource.

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 K to 12 Basic Education
Curriculum
(a)The curriculum shall be learner-centered, inclusive and
developmentally appropriate;

(b)The curriculum shall be relevant, responsive and research-based;

(c)The curriculum shall be culture-sensitive;

(d)The curriculum shall be contextualized and global;

(e)The curriculum shall use pedagogical approaches that are

constructivist, inquiry-based, reflective, collaborative and integrative;

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 K to 12 Basic Education
Curriculum
(f)The curriculum shall adhere to the principles and framework of
Mother Tongue-Based Multilingual Education (MTB-MLE) which
starts from where the learners are and from what they already knew
proceeding from the known to the unknown; instructional materials
and capable teachers to implement the MTBL-MLE curriculum shall
be available;

(g)The curriculum shall use the spiral progression to ensure mastery of

knowledge and skill after each level, and;

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 K to 12 Basic Education
Curriculum: DepEd’s VM
We dream of Filipinos
who passionately love their country
and whose competencies and values
enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.
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 K to 12 Basic Education
Curriculum: DepEd’s VM

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K to 12 Basic Education Curriculum Framework
PHILOSOPHICAL
& LEGAL BASES
 RA 10533 Enhanced Basic
Education Act of 2013
 The 1987 Phil. Constitution
 BP 232, Education Act of 1982
 RA 9155, Governance of Basic
Education Act of 2001
 The vision, mission statements
of DepEd
 SOUTELE, 1976
 The EDCOM Report of 1991
 Basic Education Sector Reform
Agenda (BESRA)
 The four pillars of education
(UNESCO)
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CONTEXT
NATURE OF NEEDS OF NATIONAL
THE LEARNER & GLOBAL
COMMUNITY
 Has a body and spirit, intellect, free  Poverty reduction and human
will, emotions, multiple intelligence, development
learning styles  Strengthening the moral fiber of
 Constructor of knowledge and active
the Filipino people
maker of meaning, not a passive  Development of a strong sense
recipient of information of nationalism
 Development of productive
NEEDS OF citizens who contribute to the
THE LEARNER building of a progressive, just,
 Life skills and humane society
 Self-actualization  Ensuring environmental
 Preparation for the world of the sustainability
 Global partnership for
work, entrepreneurship, higher
education development
K to 12 Basic Education Curriculum Framework
Holistically Developed Filipino with 21st Century Skills

Being and Becoming a Whole Person

SKILLS LEARNING AREAS
Information, Media, and Technology Skills Language
Learning and Innovation Skills Technology and Livelihood Education (TLE)
Communication Skills Mathematics and Science
Life and Career Skills Arts and Humanities

Curriculum Support System

Community-
Materials, Schools Divisions
ICT School Leadership Industry
Teachers Facilities, and Assessment Technical
Environment and Management Relevance and
Equipment Assistance Partnerships

Monitoring and Evaluation System

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K to 12 Basic Education Curriculum Framework

Spiral
Progression

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 • …...the reconstruction of
knowledge and experience which
enables the learner to grow in
exercising intelligent control of
subsequent knowledge and
experience
• There is a need to reorganize the
curriculum so that:
– it is consciously and
progressively articulated
– The learning experiences are
John Dewey continually expanded and
on Spiral Curriculum, 1938
deepened in intellectually
related ways

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 Spiral curriculum Spiral curriculum
takes its starting takes its starting
point from the point from each
learners’ separate discipline
experiences & as conceived by
reveals the the scholar-
interrelatedness of specialists on the
all areas of forefront of that
knowledge that discipline
comprise the school
curriculum

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 What is Spiral Curriculum?
interactive revisiting of topics,
subjects, or themes throughout the
course.
requires the deepening of it, with
each successive encounter building
on the previous one.

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What are the Features of Spiral Curriculum?

Topics are revisited

There are increasing levels of
difficulty
The competence of students
increases

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 • Creativity and curiosity
Learning and • Critical thiking, problem solving and risk taking
Innovation Skills •
•
Adaptability, managing complexity and self direction
Higher order thinking and sounding reasoning

Information, • Visual and information literacies

Media and • Media literacy
Technology •
•
Basic, scientific, economic and technological literacies
Multicultural literacy and global awareness
Skills

Effective • Teaming, collaboration, and interpersonal skills

• Personal, social, and civic responsibility
Communication • Interactive communication
Skills • Life and Career Skills

• Initiative and self-direction

Flexibility and • Social and cross cultural skills
Adaptability •
•
Productivity and accountability
Leadership and responsibility

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Assignment and Activity

Please visit the NEOLMS.

Read all the instructions.

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