BSEDFL 3-1

report
Building and Enhancing New
Literacies Across the Curriculum
Table of contents
The Critical Attributes of
Motivation / Ice
21st Century Education
Breaker
21st Century Common 21st Century
Education Context Technology Tools for
A Paradigm Shift for Learning
Exploring 21st Century
21st Century and Synthesis
Education
MOTIVATION
MOTIVATION
 Century
21st Century
Education Context
Education Context

Tarre, Kyle and Llorca, Isaac

21st Century
Schools
• Problem-based Learning
• School Transformation
• Teacher Role
Transformation
• Student Engagement
21st Century
Curriculum
CurriculuM
• 21st Century
Curriculum
• Classroom
21st Century
Learning
Environment
Technology in the 21st
Century Pedagogy
Understanding 21st
Century Learners

• Digital natives
• Digital immigrants
 21st Century Skills
Outcomes and Job Markets

• Learning skills
• Literacy skills
• Life skills
21st Century Learning
Implications
• Cross disciplinary
 A Paradigm Shift for
21st Century Education

Oseña, Elaine
 Before 21st 21st Century
Century Education Education
• Time-based. • Outcome-based.
• Focus: • Focus: What
students Know,
Memorizatio Can Do, and Are
n of discrete Like after all the
facts. details are
 Before 21st 21st Century
Century Education Education
• Lower order • Higher order
thinking skills in thinking skills
Bloom’s (Metacognition),
Taxonomy, such such as application,
as knowledge and analysis, synthesis,
comprehension. and evaluation.
•
 Before 21st 21st Century
Century Education Education
• Passive Learning. • Active Learning.
• Learners work in • Learners work
isolation and are collaboratively with
confined in the classmates and
classroom others around the
(walled world (global
 Before 21st 21st Century
Century Education Education
• Teacher-centered: • Student-centered:
Teacher is dispenser Teacher is
of knowledge, facilitator/coach of
information, and students' learning.
attention. • Great deal of
• Little to no student
students' freedom.
freedom.
 Before 21st 21st Century
Century Education Education
• “Discipline • No “discipline
problems” - No problems” - Students
trust between and teachers have
educators and mutual respect and
students. Little relationship as co-
learners, High students
student motivation.
motivation.
• Fragmented • Integrated and
 Before 21st 21st Century
Century Education Education
• Grades taken from • Grades are based on
formal assessment students’ performance as
measures entered in the evidence of learning
class record for outcomes.
reporting purposes. • Assessment is an
• Assessment is for
important aspect of
marking purposes and
instruction to gauge
placed as part of lesson
learning outcomes.
 Before 21st 21st Century
Century Education Education
• Low expectations. What • High expectations that
students receive is what students succeed in
they get. learning to a high extent.
• Teacher is the judge. No • Self, peer, and others
one else sees student serve as evaluators of
work. Outputs are student learning using a
assessed using
wide range of metrics
structured metrics.
and authentic
 Before 21st 21st Century
Century Education Education
• Curriculum is • Curriculum is connected
irrelevant and to students’ interests,
meaningless to the experiences, talents, and
students. the real world.
• Print is the primary • Performances, projects
vehicle of learning and multiple forms of
media are used for
and assessment.
learning and assessment.
 Before 21st 21st Century
Century Education Education
• Student diversity is • Curriculum and
ignored. instruction address
• Students just follow students' diversity.
orders and • Students are
instructions while empowered to lead and
listening to the initiate while creating
teacher's lecture. solutions and solving
 Before 21st 21st Century
Century Education Education
• Literacy is the 3 R's • Multiple literacies of
(reading, writing, and the 21st Century
arithmetic). aligned to living and
• Factory model, based working in a globalized
upon the needs of new society.
employers for the • Global model based
industrial age of the upon the needs of
19th century.
 Paradigm Shift
The paradigm shift from the 20th to the 21st
Century, shows that the structure and modalities of
education have evolved. Students become the
center of the teaching-learning process in the 21st
Century using a wide array of technological tools to
assist them in exploring knowledge and information
needed in surviving the test of time and preparing
for future career endeavors.
 Paradigm Shift
Assessment has been made varied to address
multiple literacy development in diverse contexts.
Teachers turn to become facilitators rather than
lecturers and dispensers of information. As such,
curriculum is designed in a way that it connects to
life in the real world, interconnected with other
disciplines and reshapes the students’ holistic
perspectives.
The Critical Attributes of
21st Century Education

Gambosa, Sheena
 Overview
Education continuously changes dramatically
throughout time. There is a paradigm shift in
the way teaching and learning is delivered.
Therefore, the 21st Century teacher needs to
develop essential knowledge, skills and values
in order to cope with these changes and
address student’s needs.
Eight Attributes of
21st Century
Education
 Integrated and
Interdisciplinary
Education in the 21st Century is characterised by
interfacing various disciplines in an integrated manner
rather than compartmentalizing its subsequent parts.
This critical attribute implies the need to review the
curriculum and create strategies infusing different
subjects toward enhancing the learning experience of
students.
Technologies and
Multimedia
Education in the 21st Century makes optimum use of available
Information and Communication Technology (ICT), as well as
multimedia to improve the teaching and learning process,
including online applications and technology platforms. It
implies a need to acquire and use computers and multimedia
equipment and the design of a technology plan to enhance
learning at its best.
Global Classrooms
Education in the 21st Century aims to produce
global citizens by exposing students to the issues
and concerns in the local, national and global
societies. This critical attribute implies the need to
include current global issues/concerns, such as
peace and respect for cultural diversity, climate
change and global warming in classroom discussion.
 Creating/Adapting to Constant
Personal and Social Change and
Lifelong Learning
Education in the 21st Century subscribes to the
belief that learning does not end within the four
walls of the classroom. Instead, it can take place
anywhere, anytime regardless of age. Therefore, it
should not end with requirement compliance and
passing the exam, but also for transferring and
applying knowledge to a new context or real-life
Student-Centered
Education in the 21st Century is
focussed on students as learners while
addressing their needs.
21st Century Skills
Education in the 21st Century demonstrates the
skills needed in becoming productive members of
society. Beyond learning the basic skills of reading,
writing and numeracy, students should also develop
life and work skills in 21st Century communities,
such as critical and creative thinking, problem-
solving and decision-making and ICT literacy and
skills.
 Project-Based and
Research-Driven
21st Century education emphasizes data,
information and evidence-based decision-
making through student activities that
encourage active learning.
 Relevant, Rigorous
and Real World
Education in the 21st Century is
meaningful as it connects to real-life
experiences of learners. It implies the use
of current and relevant information linked
to real-life situations and contexts.
The Characteristics
of a 21st Century
Teacher
The 21st Century teaching-learning environment
becomes more complicated brought by
technological changes. Therefore, teachers
should be able to cope with and adapt to these
changes. Thus, teachers must be equipped with
attributes, knowledge and skills critical to 21st
century education so that they may be able to
integrate them in their teaching.
• Multi-literate - Teachers know how to use various
technologies in teaching.
• Multi-specialist - Teachers are not only
knowledgeable in the course subject they teach but
also in other areas so that they can help the learner
build up what they gain in the classroom and outside
the school and make sense of what was learned.
• Multi-skilled - Teachers cope with the demand for
widening learning opportunities by being skillful not
just in teaching but also in facilitating and
organizing groups and activities.
4. Self-directed - Teachers are responsible for various
aspects of school life and know how to initiate action to
realize the learning goals of the students and the
educational goals of the country, at large.
5. Lifelong learner - Teachers embrace the ideal that
learning never ends. Therefore, teachers must be
constantly updated on the latest information related to their
subject and pedagogic trends.
6. Flexible - Teachers are able to adapt to various learning
styles and needs of the learners. They can facilitate
learner-centered teaching with flexibility using alternative
modes of delivery.
7. Creative problem solver - Teachers create innovative ideas
and effective solutions to the arising problem in the field, be it
in the classroom, in the school of the profession as a whole.
8. Critical thinker - Teachers are critical thinkers as they
encourage students to reflect on what they have learned, and
rekindle in them the desire to ask questions, reason out, probe,
and establish their knowledge and belief.
9. Has a passion for excellent teaching - Teachers possess
passion in the teaching profession to ensure that students are
motivated to learn under their guidance and care.
10. High Emotional Quotient (EQ) - Teachers do not just have
the head but also the heart to teach. Teaching is emotionally
taxing but an influential job as it involves interaction with
human beings.
Common 21st Century
Technology Tools for
Learning

Laserna, Darren
Affinity Groups
These are groups or
communities that unite
individuals with common
interest. Electronic spaces
extend the range of
possibilities for such
groups.
 Blogs
Web logs or “Blogs” are interactive
websites, often open to the public that can
include web links, photographs, and
audio and video elements.
 E-portfolio
It refers to student’s works that are generated,
selected, organized, and stored and revised
digitally. Often, electronic portfolios are
accessible to multiple audiences and can be
moved from one site to another easily. It can
document the process of learning, promote
integrative thinking, display final work, and/or
provide a space for reflective learning.
 Hypertext
These are electronic text that provide
multiple links and allow users to trace
ideas in immediate and idiosyncratic
directions. Hypermedia adds sound, video,
animation, and/or virtual reality
environments to the user’s choices.
 Podcast
These are digitalized audio
files that are stored on the
internet and downloaded
to listeners' computers or
most likely to MP3
players. The term
“podcast” comes from
iPod, the popular MP3
 Web 2.0
This refers to a second generation of
web-based communities that
demonstrate the participatory
literacies that students need for the
21st-Century.
 Web 2.0
This refers to a second generation of
web-based communities that
demonstrate the participatory
literacies that students need for the
21st-Century.
 Myspace
It is a social networking
website that offers an
interactive user-submitted
network of friends, personal
profiles, blogs, groups,
photos, music, and videos
internationally. Students can
rate professors, discuss
books, and connect with high
 Second Life
It is an internet-based 3-d virtual
world that uses avatars (digital
presentations) to explore, socialize,
participate in individual or group
activities, create and trade items
(virtual property) and services.
 Semantic Web
It is an extension of the current web that puts data
into a common format so that instead of humans
working with individual search engines (e.g., Google,
Ask Jeeves) to locate information, the search engines
themselves feed into a single mechanism that
provides this searching on its own. Sometimes called
Web 3.0 this technology enables integration of
virtually all kinds of information for more efficient
 Webkinz
It is an internet
simulation wherein
children learn pet
care and other
skills.
 Wiki
It refers to software that fosters collaboration and
communication online. Wikis enable students to
create, comment upon, and revise collaborative
projects. One of the most prominent is Wikipedia,
an online multilingual free-content encyclopedia,
which has 7.9 million articles in 253 languages.
 Youtube
It is a popular website for video sharing
where users can upload, view, and share
video footage, including movie clips,
TV clips, and music videos, even
student-produced videos.
 Google Docs
It allows students to collaborate with
each other people and the document
materials that need to be compiled,
processed, transacted, and analyzed.
 Prezi
It allows individuals to use pre-
made, creative presentation
template.
 Easybib
It allows individuals to generate
citations in any given format.
Social Media
platforms
These are means to
communicate and
share ideas among
users.
Smartboards and audience
response system
These are replacement for
traditional chalkboards or
whiteboards in classrooms.
 ReadWritethink.org
It is a repository of standards-
based literacy lessons that offer
teachers instructional ideas for
internet integration.
 WebQuest page
It provides webquests on an array
of topics across content areas
with templates for creating one’s
own.
 Literacy Web
It is an online portal that includes a
large number of new literacy’s
resources for new literacies for
teachers.
Exploring 21st Century
EDUCATION
and Synthesis
Castellano, Gabriel
Exploring 21st Century
Skills and Learning
Environments for
Middle School Youth
Ball, Joyce and Anderson-Butcher (2016)
Abstract:
Resiliency research and strengths-based perspectives highlight
the importance of understanding the protective factors that aid
youth in overcoming adversity. Likewise current research
identifies the characteristics and skills youth need to be
successful in post-secondary education and the workforce.
These growing bodies of research emphasize cognitive and non-
cognitive skills that support youth development and academic
success. This exploratory study sought to develop two distinct
measurement instruments: (1) the 21" Century Life & Career
Skills scale (21C-LCS); and (2) the 21 Century Skills
Classroom Environment scale (21C-CE).
We also examined students' perceptions of their own skills in these
areas. The measures were developed and tested using survey data
from 262 middle school students. Exploratory Factor Analysis was
used to examine the factorial structure of the measures and
descriptive statistics were used to summarize students' perceptions.
Results indicated that the 21C-LCS and the 21C-CE are brief
psychometrically sound measures. The 21C-LCS assesses studentu
leadership and responsibility, working with others effectively, and
adaptability. The 210- CE is a reliable measure of students'
perceptions of the ways in which their classroom environments
support their development of 21 Century life and career skills.
Students reported moderately high perceptions of their
skills in all areas. This study is an important step in
assessing 21 Century life and career skills and 21"
Century learning environments. Researchers, youth
development professionals, educators, and other
service providers can utilize these measures in an
ongoing investigation, assessment, and progress
monitoring to foster and advocate 21 Century life and
career skills development among youth.
Synthesis
 Members

Gambosa, Sheena Laserna, Darren

Oseña, Elaine Meliza Tarre, Kyle

Castellano, Gabriel Llorca, Isaac