1.

How does this classroom setting compare with what you experienced when you were a
student?
Definitely, our classroom setting before is far different now. I can attest with that with what I
have experienced when it was still in my kindergarten until high school. The classroom was
quite messy, filled with disruptive noise since each group was trying to compete with one
another. We were given materials to be used for our reports and these includes manila paper
and a pen. I bet differentiated activities were not really emphasized before, since we were all
doing the same tasks. Aside from that teachers opted to use chalk in order to present the
lesson on the board. Truly, it was time-consuming and quite tiresome to copy everything on the
board. It was all a good old-time after all. It molds our patience and diligence as time passed by.
In today’s time, I can say that most of the pieces of stuff can be done in just a click of our hand.
Teachers can’t help but to patronize the ease brought by our technologies. PowerPoint
presentations are on the go to be presented and students can even ask for a soft or hard copy
after the class. Students presentations are more creative also since teachers are already more
knowledgeable about the different strategies and approaches to be employed in the class. I can
say teachers and students nowadays are more techy and updated. Indeed, we are all practicing
21st Century Skills. We are now more aware and continuously developing our critical thinking,
creativity, collaborative, communicative, leadership, productivity, social skills and information,
media and technological literacy, flexibility and initiative.
It is also very fresh in my mind how resourceful are the teachers given that they were working
very hard in their students’ best interest using all of the available resources, including
technology, that were available to them before. Some lessons lacked the use of effective
instructional technology. Some of the teachings before were also normally low-level, one-size-
fits-all, drill-and-kill activities that ineffective to challenge some students to discern new
knowledge, cooperate with one another, interrelate with content, or create their own work
products. Today, all of that has altered. Teachers have become a much creative. The classroom
has evolved into a “paperless” student-centered, technology-based learning experience.
Learners are able to work on technology-based differentiated lessons at their own pace and
convenience. Respectively of these lessons, it already challenges learners to ascertain new
material for themselves, relate with the content, and generate their own audiovisual aid work
to showcase what they have learned. Learning flourishes in the classroom by providing students
with chances to work together, create, and share what they have learned with others. Today’s
students have developed with skill and are capable to use it more effectively than many
outdated classroom resources.
In terms of the lesson preparation, before teachers opted to make use of chalk or a manila
paper posted on the board to be copied first by the students. Truly, students can be too lazy
with the everyday routine-thinking that they have many subjects in a day. Now, some of the
lesson in the classroom begins with students logging onto the website. Classroom website has
grown over the years from a way to post information into an interactive learning community.
This delivers many opportunities to flip classroom instruction with ease. Definitely, students can
enjoy working at their own pace on activities and quickly become comfortable with our
classroom procedures.
What Do You Already Know?
1. Identify at least three attributes or characteristics of 21st Century education.
Integrated and Interdisciplinary. Education in the 21st century is characterized by effective
linkages among various subjects or disciplines to enhance students’ learning experience.
Technologies and Multimedia. This involves the full use of available Information and
Communication Technology, or ICT (e.g., computers and the Internet) as well as multimedia
(e.g., using audio- and video-based instruction) to improve teaching and learning activities.
Global Classrooms. Education in the 21st century exposes students to the concerns of the
region and other countries. Thus, teachers need to include current global issues, such as peace,
respect for cultural diversity; global concerns such as climate change and global warming, in
classroom discussions.
Creating/Adapting to Constant Personal and Social Change, and Lifelong Learning. In the 21st
century, learning does not only happen inside the school and during one’s schooling years and
it can take place anywhere, anytime, regardless of one’s age.
Student-Centered. Education in the 21st century is focused on students as learners; the teacher
simply acts as a facilitator of learning — not as “sages on the stage” but as “guides on the side.”
21st Century Skills. Education in the 21st century promotes skills needed to be productive
members of today’s society, such as creative thinking skills, problem solving and decision
making, and ICT literacy and skills.
Project-Based and Research-Driven. Education in the 21st century education emphasizes data,
information, and evidence-based decision making. Thus, 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.
Relevant, Rigorous and Real-world. Education in the 21st century is rooted in real life, day-to-
day activities of learners. Thus, teachers should teach topics using current and relevant
information.

2. As a s a teacher, why is it important to acquire the knowledge, skills, attitudes, and values
needed to adjust to the demands of the 21st century?
As a teacher, you must furnish yourself with knowledge, skills, attitudes, and values (KSAVs) for
the 21st century for these will support you cope with the changes and challenges of 21st
century trend, such as using digital equipment in daily life. As a teacher, you also have to
cultivate your knowledge, skills, attitudes, and values (KSAVs) within yourself first before you
transpire these on to your learners for them to be successful in life and at work and become
productive, effective and valuable members of 21st century societies.
As a teacher, it is important to acquire the knowledge, skills, attitudes, and values needed to
adjust to the demands of the 21st century since it is already a must to be flexible in adapting to
new ways of how students learn in the 21st Century classroom. As such, we are required to
lifelong learning, which may include even having a virtual identity and always keep informed
and updated their skills in order to meet the changing demographics of students in their
teaching space.
As a teacher, it is important to acquire the knowledge, skills, attitudes, and values needed to
adjust to the demands of the 21st century since teachers must be aware of their students´
needs and demands for future career advancements. We teachers have need to be able to
improve and enhance student’s competencies that will lead them to cope with their upcoming
professional responsibilities and obligations.
3. What are the characteristics of teaching and learning in the 21st century? Describe each.
New Environment of Learning. Education in the 21st century is distinguished by, among others,
innovative and modern instructional methods, such as the usage of Information and
Communication Technology (ICT) in teaching. The new learning environment in the 21st century
also involves more student-centered than teacher-centered instruction and teaching that goes
beyond rote memorization.
New Content of Learning. Education in the 21st century is marked by a shift from individual
learning towards cooperative learning; from subject knowledge towards intellectual abilities;
from separate subjects towards integration of subjects; and from supply-driven to demand-
driven curriculum.
New Process of Learning. Learning in the 21st century is no longer limited to formal academic
settings; attaining knowledge and skills becomes a lifelong endeavor through informal and non-
formal means, such as online learning modalities and hands-on experiential learning like
internships.
New Types of Learners. The 21st century has a new generation of learners categorized by
different sets of values, languages, and pop-cultures, and diverse ways of thinking, reacting,
responding, and getting motivated. They are technology-savvy, with ICT skills and competencies
oftentimes better than those of their teachers. They come from more diverse backgrounds and
cultural identities (age, ethnicity, language, economic status, religion, work experience, etc.),
and possess new traits of independence, creativity, open-mindedness, and enterprising minds.
New Spaces/Dimensions of Learning. The 21st century offers learning opportunities outside the
confines of the classroom. Learning can happen horizontally (from schools to work-places,
communities, mass media, and other social learning environments); longitudinally (from early
childhood through adulthood to post-retirement years); and vertically (from real to digital and
virtual learning environments).
4. What are the four pillars of learning? Provide a brief description for each.

Learning to Know, which includes the development of knowledge and skills that are necessary
to function in the world. These skills include literacy, numeracy and critical thinking.

This type of learning is completely different from ‘acquiring detailed organized information or
factual knowledge’, as often emphasized in conventional curriculum and in ‘rote learning’.
Rather it implies ‘the mastering of the instruments of knowledge themselves’.

Acquiring knowledge in a never-ending process and can be augmented by all forms of

experience.
Learning to know comprises the improvement of the faculties of memory, imagination,
reasoning, problem-solving, and the ability to think in a coherent and critical way. It is a
development of discovery, which takes time and involves going more profoundly into the
information/knowledge delivered through subject teaching.

Learning to know presumes learning to learn, calling upon the power of concentration, memory
and thought, so as to benefit from ongoing educational opportunities continuously arising
(formally and non-formally) all the way through life.

Ergo, ‘learning to know’ can be held as equally a means and an end in learning itself and in life.
As a means, it aids to qualify individual learners to comprehend the very least enough about the
nature, about humankind and its history, about his/her environment, and about society at
large. As an end, it assists the learner to experience the pleasure of knowing, discovering and
understanding as a process.

Learning to Do, which encompasses the achievement of skills that are often related with
occupational success, such as computer training, managerial training, and apprenticeships.

This pillar of learning infers in the first place for application of what students have learned or
known into practices; it is closely linked to vocational-technical education and work skills
training. However, it goes beyond narrowly defined skills development for ‘doing’ specific
things or real-world tasks in traditional or industrial economies. The emerging knowledge-based
economy is making human work increasingly immaterial. ‘Learning to do’ calls for new types of
skills, more behavioral than intellectual. The material and the technology are becoming
secondary to human qualities and interpersonal relationship.

Learning to do thus entails a shift from skill to competence, or a combination of higher-order

skills definite to each individual. The ascendancy of knowledge and material as features of
production systems is making the idea of occupational skills outdated and is carrying individual
competency to the fore. Thus ‘learning to do’ means, among other things, capacity to connect
effectively with others; aptitude toward team work; social skills in construction meaningful
interpersonal relations; adaptability to change in the world of work and in social life;
competency in transmuting knowledge into modernizations and job-creation; and a readiness
to take perils and resolve or cope with conflicts.

Learning to Live Together, which involves the development of social skills and values such as
respect and concern for others, social and interpersonal skills, and an appreciation of individual
and cultural diversity.

In the context of growing globalization, the Delors Commission places a special emphasis on
this pillar of learning. It implies an education taking two complementary paths: on one level,
discovery of others and on another, experience of shared purposes throughout life. Specifically,
it suggests the development of such qualities as: knowledge and understanding of self and
others; gratitude of the diversity of the human race and an awareness of the similarities
between, and the interdependence of, all humans; empathy and cooperative social behavior in
caring and sharing; respect of other people and their cultures and value systems; capability of
encountering others and resolving conflicts through dialogue; and competency in working
towards common objectives

Learning to Be, which involves activities that foster personal development (body, mind, and
spirit) and contribute to creativity, personal discovery, and an appreciation of the inherent
value provided by these pursuits.

This type of learning was first conceptualized in the Report to UNESCO in 1972, Learning To Be
(Edgar Faure et al), out of the fear that ‘the world would be dehumanized as a result of
technical change’. It was founded on the principle that ‘the aim of development is the complete
fulfillment of man, in all the richness of his personality, the complexity of his forms of
expression and his various commitments, as individual, member of a family and of a
community, citizen and producer, inventor of techniques and creative dreamer’. ‘Learning to
be’ may therefore be interpreted in one way as learning to be human, through acquisition of
knowledge, skills and values conducive to personality development in its intellectual, moral,
cultural and physical dimensions.

Learning to Be implies a curriculum aiming at cultivating qualities of imagination and creativity;

acquiring universally shared human values; developing aspects of a person’s potential: memory,
reasoning, aesthetic sense, physical capacity and communication/social skills; developing
critical thinking and exercising independent judgment; and developing personal commitment
and responsibility.
5. Identify and briefly describe some of the core literacies of the 21st century.

The Arts and Creativity, manifested in creative ways of problem solving and expressed
through the production of various art works.
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Ecoliteracy, which entails acquiring knowledge about climate change, pollution, loss of

natural habitats and biodiversity, their impact on human lives, and ways to address
them.

Ecoliteracy is the ability to understand the natural systems that make life on earth
possible.

Ecoliteracy is the power that comes from the knowledge and consciousness of how
nature’s living systems operate.

Ecoliteracy is the understanding the principle of organization of ecological communities,

constructive collaboration between members of a community, and using these
principles for creating sustainable human communities.

Ecoliteracy takes place when we humans let nature become our teacher.

Ecoliteracy takes place when we form a legacy by passing our knowledge and our
ecoliterate worldview on to other members of our community.

--------------------------------------------------

Cyber literacy/Digital literacy (Computer and ICT Knowledge), which generally refers to

the use of computers, the internet and other information technologies.

Cyber literacy/Digital literacy is the ability to use computer technologies effectively and
to simultaneously understand the implications of those actions.

Digital literacy means having the skills you need to live, learn, and work in a society
where communication and access to information is increasingly through digital
technologies like internet platforms, social media, and mobile devices.

"Cyber Literacy" can best be defined as knowing where to go to find reliable and
accurate resources on the Internet.

Digital literacy is the ability to identify and use technology confidently, creatively and
critically to meet the demands and challenges of living.
-------------------------------------------------

Financial Literacy, which refers to knowledge about the basics of economics, financial
management, livelihood activities, entrepreneurship, and wise handling of personal
finances.

Financial literacy is the ability to understand and effectively use various financial skills,
including personal financial management, budgeting, and investing.

Financial literacy is the foundation of your relationship with money, and it is a life-long
journey of learning.

Financial literacy is the confluence of financial, credit, and debt management knowledge
that is necessary to make financially responsible decisions—choices that are integral to
our everyday lives.

Financial literacy includes understanding how a checking account works, what using a
credit card really means, and how to avoid debt.

Financial literacy has a material impact on families as they try to balance their budget,
buy a home, fund their children’s education, and ensure an income at retirement.

---------------------------------------------

Media Literacy, which refers to knowledge in communications particularly

the media.

Media Literacy (ML) focuses on educating different categories of public (children, young
people and adults), in both formal and informal settings, to critically and consciously
consume mediated messages. It encompasses various skills, such as critical thinking,
problem solving, autonomy, communication and participation. Although ML is far from
being a unified field, there are a number of concepts, approaches and competencies
that tend to share a common ground.

Media Literacy (ML) is a repertoire of competencies that enable students to understand

how the media operate, how they construct meaning, how they can be used, and how
to evaluate the information they present
-----------------------------------
 Social/Emotional Literacies, which refers to the acquisition of social skills and
development of one’s emotional intelligence.

Emotional literacy is an important skill that needs to be developed alongside traditional

skills such as reading, writing and the new literacies of the 21st century such as
computer, visual and social literacy. It is only very recently that the value of emotional
education to academic achievement is being understood and accepted within the
education systems.
------------------------------

Globalization and Multicultural Literacy, which refers to developing respect for cultural

diversity and having a perspective of being a global citizen whose local actions can have
an impact on the wider global arena.

6. Why should cultural diversity be respected and promoted in schools and in communities?

Cultural diversity should be valued and promoted in schools and communities in order to get rid
of all forms of chauvinism and negative stereotypes. Reverence for individuals from diverse
cultures, races, beliefs and capability levels should be trained and fortified in schools in such a
way that it develops a way of life for learners. This builds a welcoming and nontoxic schools,
and more serene communities, where people live in accord with one another.

Schools should encourage to be accepting of cultural differences and view them as a unique
learning opportunity to make discoveries about people they may never know.

Fostering inclusion and awareness around multicultural education and captivating a culturally
responsive approach to teaching benefits all students. It doesn’t only form greater multicultural
awareness and inclusion support students with diverse upbringings, but it encourages
acceptance and helps prepare students to bloom in an exponentially diverse world.

Diversity in and out of the classroom will continue to grow, so it’s essential we prepare students
to adapt to an evolving world and embrace those different from themselves.

It is important to remind ourselves why diversity and cultural awareness is so crucial in the
classroom and the benefits it can have on students now and in the long-term. Teaching
diversity exposes students to various cultural and social groups, preparing students to become
better citizens in their communities. These culturally responsive teaching strategies will help
you to promote diversity in the classroom.

With these culturally responsive teaching strategies in mind, it’s important to remind ourselves
why diversity and cultural awareness is so crucial in the classroom and the benefits it can have
on students now and in the long-term.
Students Become More Empathetic
Promoting awareness and creating a personal connection with diverse cultures in the classroom
can prevent students from developing prejudices later in life. It allows them to empathize with
people different from themselves since they’re more aware of the experiences someone of a
different race or cultural group may face.

Students Gain a Better Understanding of Lessons and People

When working and learning with people from a variety of backgrounds and cultures present in
the classroom, students gain a more comprehensive understanding of the subject matter. It
also teaches students how to use their own strengths and points of view to contribute in a
diverse working environment.

Students Become More Open-Minded

Naturally, by exposing students to a diverse range of opinions, thoughts, and cultural
backgrounds, you’re encouraging them to be more open-minded later in life. This will make
them open to new ideas and be able to attain a greater comprehension on a topic by taking in
different points of view.

Students Feel More Confident and Safe

Students who learn about different cultures during their education feel more comfortable and
safe with these differences later in life. This allows them to interact in a wider range of social
groups and feel more confident in themselves as well as in their interactions with others.

Students Are Better Prepared for a Diverse Workplace

With the rise of globalization, it’s more important to be able to work with people from different
cultures and social groups. If students are exposed to diversity and learn cultural awareness in
the classroom, it sets them up to flourish in the workforce.

HOW DO YOU MANAGE DIVERSITY IN THE CLASSROOM?

1. Get to Know Your Students

Ensuring that cultural awareness is promoted in the classroom starts with the teacher
understanding each individual student. Take the time to learn about each student’s cultural
background, hobbies, learning styles, and what makes them unique. Demonstrating a genuine
interest in learning about each student and their culture will help establish trust and allow you
to form a bond with them so they feel valued. If students feel appreciated by and comfortable
with the teacher, there’s a better chance they’ll feel comfortable talking with and respect their
peers in the class – and communication is the core to a culturally aware and inclusive
classroom.
2. Maintain Consistent Communication
Aside from getting to know your students, teachers should also continue to maintain ongoing
communication throughout the semester or school year. Scheduling 1-on-1 meetings with
students to “check in” every so often will allow you to consistently improve how accessible the
classroom is to everyone. Students can talk about whether they felt included in the classroom
culture. This can help identify issues or ways to improve the overall experience. It’s also an
opportunity to discuss their progress in the class and offer guidance on how they can improve,
based on their individual needs as a student.
3. Acknowledge and Respect Every Student
It’s also important for students to celebrate and respect their own diverse backgrounds, as well
as each other’s. When appropriate, teachers should encourage students to research and learn
about their own ethnic and cultural backgrounds. This allows them to better understand their
own culture as well as the differences and nuances with their peers. As a bonus, this can be a
great ice breaker assignment, allowing students to give presentations about their family
traditions and culture to help expose the class to concepts outside of their own familiar comfort
zone. Acknowledging these differences and creating a safe space for discussion helps promote
understanding in the classroom and beyond. Also, as you encourage students to learn about
their diverse backgrounds, remember to take the time to highlight what’s offensive and the
distinction between cultural celebration and appropriation. Learning how to talk about other
cultures in a respectful, mature way is essential for success in life outside the classroom.
4. Practice Cultural Sensitivity
While it’s important to keep an open dialogue amongst students, it’s equally as important to
make sure you’re being sensitive to everyone’s culture, beliefs, and language concerns. Take
the time to understand each student’s cultural nuances – from learning styles to the language
they use – and use these insights to design your lesson plans. For example, provide English
language learners with appropriate and relevant resources that help them improve their English
comprehension skills. Rather than teach with a traditional lecture style, create learning
experiences that are more interactive and require collaboration. These considerations will help
ensure that every student feels included, is given the space to learn in their own way and is
given a chance to succeed.
5. Incorporate Diversity in the Lesson Plan
The classroom environment is important for fostering cultural awareness, but you also should
ensure diversity is represented in your actual lesson plan. For example, broaden history lessons
so that they encompass the world beyond United States history and culture. Or, use references
and analogies to other cultures in your lessons and assignments to help students with diverse
backgrounds personally connect. Another great strategy is bringing in diverse speakers to add
varying points of view and real-life context to different subjects. There are several ways you can
ingrain cultural awareness and diversity into your lesson plan, and it will vary depending on the
cultures represented in your classroom and the course you’re teaching. Regardless of the
subject, always try to present and connect lessons to real-world issues. It’s easier to promote
cultural awareness within your lessons when there’s a real example for students to relate to.

6. Give Students Freedom and Flexibility

Teachers often feel like they need to take on a strict, authoritative approach when it comes to
managing their classroom. The most valuable lessons are often learned through a student’s
own experiences, so giving them some freedom in the course encourages more connection to
the curriculum. Allow students to read and present their own materials that relate to the
fundamental lesson so they can approach the topic from their own perspective. As a teacher,
you can act as a facilitator and encourage conversation and healthy debate between diverse
opinions. Group assignments are also a great way to expose students to diverse perspectives,
allowing them to work together to explore and solve a problem. This will also help prepare
them for a diverse workforce where they’ll have to partner with a range of people to
accomplish their professional goals.

7. Identify three attributes of a teacher who is a leader in 21st century schools. Briefly explain
each attribute.

i. Has a vision and the ability to communicate it. A leader is marked by a captivating vision
for the future, and he/she is able to excellently share this with others, so that they also
“see” what he/she sees.

ii. Has honesty and integrity. As a leader you need to know yourself and your values. Find a
school that aligns with your values and then model your values and the school’s values
to all in your community. Make a personal commitment to be honest with yourself and
your team at all times. Be transparent. Nurture honesty and integrity in your faculty and
students. If you make a mistake, admit it, take responsibility for it, resolve it and learn
from it. Always uphold your word and your promises.

iii. Has the innate ability to motivate, energize, and encourage his/her fellows. Through
his/her own example, a leader vigorously inspires and motivates others to reach their
greatest potential.

iv. Mentors potential leaders who share his/her vision and are committed to seeing it
become a reality. A leader knows how and when to let others shine. He/She can quickly
see the potential in people and create environments where those potentials can be fully
realized.

v. Leads by example. A leader serves as a role model; he/she exemplifies “actions that
speak louder than words.” He/She stands up for what he/she thinks is the right thing,
and encourages others to do the same.

Ability to Trust and Empower

Listen to your teachers and students. Learn their talents, interests and passions and
then delegate accordingly. Empower them to take responsibility for tasks and projects.
Be there to coach them and make sure you praise them for what they achieve.
Communicative, Collaborative and Connected

Openly seek and share information and knowledge. Seek to be understood and to
understand others. Connect with the world via blogging and social media, and follow
organisations relating to INTO international education. Collaborate with others virtually
and face-to-face to ensure the best decisions are made.

Positive Energy

Always present a positive, pro-active and caring approach. Make the time to speak with
students, teachers and parents. Get to know and value them by developing authentic
relationships. Make sure you manage your health, well being and energy levels.

Confidence

Be confident and approachable, even if this is your first principalship or international

school leadership role and you are feeling overwhelmed. Be visible, ask questions, value
what you see and give praise for effective teaching and learning practices. As a leader
you will be faced with difficult situations. In these situations, always stay calm and
confident to maintain morale and confidence in the school community. Ensure your
focus always returns to your strategic goals. The key objective is to keep everyone
working and moving ahead.

Commitment and Persistence

Displaying genuine commitment and dedication is such a motivator to your teachers and
students. Make sure you create short term and long term plans based on 21st Century
strategic visioning. Be 100% committed to the achievement of the school improvement
goals. Adapt when unforeseen situations occur and then persist till the important goals
are achieved. Never give up!

Willingness to Learn, Unlearn and Relearn

Never stop learning! The opportunities and possibilities of the 21st Century are exciting
and empowering for you and your school community. Be open to it and adopt a growth
mindset. Seth Godin says, “If you’re not doing the things that scare you, you’re not
really learning.” Attend workshops and conferences to learn from great 21st Century
leaders.
 Entrepreneurial, Creative and Innovative

The ability to think outside the box is powerful. Creativity and innovation are great ways
to manage the disruptions and complexities of the 21st Century. Empower students and
teachers to be resourceful, flexible, creative, to think like entrepreneurs and develop
global partners and resources to succeed in our ever-changing world. Develop the
school as an entrepreneurial organisation.

Intuitive

Learn to trust your instincts. Recent research shows that we can successfully solve
problems intuitively. Listen to the voice within you; it comes from a wise and good
place.

Ability to Inspire

Be inspiring! Address teachers, students and parents with speeches about noble 21st
century educational possibilities, highlighting the school’s vision and mission. Create an
enthusiasm and optimism to work together in creating future directions for the school.
Continue this focus all through your tenure.

8. Identify three attributes of a teacher who is a leader in 21st century schools. Briefly explain
each attribute. Describe a person who is:

A. information and communications technology (ICT) literate

An ICT-literate individual is someone who can determine the extent of the information needed,
access the needed information effectively and efficiently, evaluate information and its sources
critically, incorporate selected information into his or her knowledge base, and use and
communicate information effectively to accomplish a specific purpose.

B. media literate
A media literate person has the ability to access, analyze, evaluate, and produce
communication and information in a variety of forms and means.
The Changes in Philippines Society- From the 1970s to the 21 st Century

In the area of Politics, Mrs. Santos first stated that there were changes in leadership of the
government. In general, it was Political Change in which the Philippine economy showed
improvements including a rise in the number of the middle class and an increase in the number
of Filipinos working abroad. It was also stated that, those political and economic changes had
led to social changes. It includes the changing structure of the home as family members’ roles
shift and mobility of individuals and increase of families. Next adjustment was on values. There
was a Western influence felt by the society which lead Filipinos to adopt to new ways of life
such as being more open to modern ways of life such as being more open to modern ways of
living. Aside from values there was also a change in technology which created changes in the
way people communicate all over the county and beyond and environmental change which
suffers from the Lifestyle changes of Filipinos.

What would be the possible effects of these changes on the 21st Century education in the
Philippines?

Change is a constant incidence in the world that leads to varied and innumerable effects in our
lives as humans. The world changes, technology changes, and so people and their way of living
changes as well. These remarkable changes whether positive or negative create a gap among
humans in almost all walks of life. Age gap, generation gap, cultural gap, communication gap,
and the latest is called as digital gap.

Technology plays a big part in the 21st century teaching and learning. We cannot refute to the
fact that we are already living in what they called digital world where the role of technology in
human lives is inevitable. They also called this as industrial revolution. Today we are
experiencing the development brought by the Fourth Industrialized Revolution. Effects of the
industrialized revolution create tremendous change even in the educational system.
Educational system has undergone great changes over the past years. Here in the Philippines,
different educational programs and curriculum such as Secondary Educational Development
Program (SEDP), Basic Education Curriculum (BEC), Revised Basic Curriculum (RBEC) and the
now Enhanced Basic Curriculum (EBEC) of the K 12 program, were institutional to cater the
demands of the learner and the 21st century.

The demands of the 21st century require teachers to also adapted and empowered themselves
with essential traits and skills to cope with the changes and bridge the gap they have with the
learners specifically generation gap and the so called digital gap.
Learners of the present generation are the so-called digital natives or the generation of people
born during or after the rise of digital technologies. While teachers are considered digital
immigrants or people born before the advent of digital technology and doesn’t actually have to
do with technology.
There are still teachers who hesitate and struggle in using modern technology as a strategy in
teaching their lessons. They tend to use the old or conventional way of teaching resulting to
boredom among students. Student nowadays prefer to use technology and interactive way of
teaching the lesson for them to be engaged in classroom activities, learn the lesson, and apply
what they have learned in real life situation.

1. Social

For students who have been into different countries, surely they are already been influenced
with certain culture and belief of the place they have been into. We can observe then that the
student behaves differently since maybe that particular behavior is a norm in their place. On
the part of a teacher, definitely they will also be greatly affected since we are trying our best to
apply appropriate methods of teaching depending to the needs of our students. These includes
adjustments in language, accent, diction and etc.

2. Technological

Technological change can positively affect individual values leading to increased time for
consideration of both the heart and the brain in decision making. This may lead to greater
moral sensitivity and more tolerance and compassion for others, all coupled with a more
rational approach to decision making.

Technology use allows many more students to be actively thinking about information, making
choices, and executing skills than is typical in teacher-led lessons. ... However, tool uses
of technology are highly compatible with this new teacher role, since they stimulate so much
active mental work on the part of students.

3. Economic
Stronger economy means more innovations and developments that would greatly assist the
teachers in the journey of educating the youth. In part of the students, they will have more
opportunities to succeed in the field of academics which can be useful later on as they face the
real world scenarios. Increase in income might also mean more access to education in families.
More parents will be able to send their children to school. Schools will definitely have more
innovations will be produced. Facilities would be given that surely aids student’s learning
process. More resources to strengthen the teacher’s instruction, including acquisition of
technologies and for teaching and learning.

4. Ecological
As a 21st century teacher, I can help my students become more aware of environmental issues
through teaching them about the three R’s: reduce waste, reuse resources, and recycle
materials.
I can organize tree planting days at school and tell children why trees are important to the
environment.
I will encourage children to switch off all appliances and lights when not in use and remind
them to always ensure taps are closed properly after you have used them, and use water
sparingly.
5. Political change in the Philippines

Recent Initiatives

This centralization can be tricky in a country as diverse as the Philippines, which is made up of
over 7,000 islands and 180 languages. In the 2012-2013 school year, DepEd decided to address
language and cultural diversity directly through their new “Mother Tongue” initiative. Suddenly,
schools were required to teach K-3 in the local dialect or mother tongue. They originally
selected 12 languages and have since added seven dialects. After grade 4, teachers should
change their instruction to Filipino and English.

Common Core may be a big jump, but imagine if someone suddenly told you to teach your
classes in another language! Some primary teachers weren’t native speakers of the language
where they were based. There weren’t a lot of educational materials in Bikol or Chavacano. But
the teachers also believed it was better for the students to begin their education working in the
language they knew best. The teachers also understood the importance of preserving the
diverse cultural heritage of their country and not letting it be dominated by Manila. Mother
Tongue instruction is now the norm throughout the country.

Just a few years after working hard to adopt the Mother Tongue policy, teachers have been
whiplashed by another major initiative, and we were lucky to witness its implementation during
our visit. Until this school year, the Philippines was one of only three countries that completed
school after the 10th grade. (The others are Angola and Djibouti.) The government found that
this limited education was hampering their citizens. Those finishing secondary school often
didn’t have the skills necessary to begin a vocation or job. Colleges had to do a lot of basic
instruction in the first two years. Universities and employers in other countries were often
hesitant to enroll or hire Filipinos, because they had two fewer years of school than graduates
from other countries.

The government and DepEd decided to change this and passed the K-12 Initiative. According to
this new law, students are required to complete 12 years of public education. This year (2016-
17) every school district added a grade 11 and next year, they will add grade 12. Not
surprisingly with such a giant step, there are a lot of complications.

Most obvious to me is the issue of space. The Philippines is not a wealthy country. Schools can’t
easily build new classrooms to accommodate an entire new grade. The schools I visited were
already overpopulated. Classes hold 38 to 40 students. Many schools operated in shifts. For
example, my host school had grades 7 and 10 come from 6:00am to 12:15pm and grades 8 and
9 from 12:45pm to 7:00pm. Many of the schools that we visited had a similar shifting schedule.
My host school is building classrooms for the new 11th grade, but they are renting some rooms
in an old building several blocks away in the meantime.
The second issue is teachers. No one has taught 11th grade before. The curriculum is entirely
new. There are several tracks—academic, sports and arts, and technical-vocational-livelihood,
but some tracks are not available at all the schools. We were there during the first week of
school and the principals and teachers were doing an amazing job trying to make sure every
classroom had a teacher, but things were being switched around everywhere. Because
education is completely centralized, schools must wait until DepEd transfers a new teacher or
principal to a school. If the school is short-staffed, the principal has to figure it out without
being able to hire a new teacher.

The third issue is college. Colleges and universities will have virtually no incoming classes for the
next two years. Every college is suddenly losing two years of students and their tuition. The
government doesn’t want the K-12 initiative to jeopardize the jobs of thousands of college
teachers, so they have developed plans to help them. Some school districts have partnered
with the colleges, so the college teachers will be teaching in grades 11 and 12. This has caused
some interesting funding issues, as colleges are not free in the Philippines. The government is
also offering scholarships to college teachers to obtain graduate degrees. Only 50 percent of
higher education faculty have a graduate degree, and the government’s goal is to have 70
percent with degrees by 2020.

Impact
Experiencing education in the Philippines taught me how important teachers are during the
implementation of change. Teachers in the Philippines work in difficult environments with very
few resources. They have lots of students and almost no technology. However, the good
teachers have unlimited belief in the possibilities of their students. They give a lot of love and
attention to the students and believe it’s important to teach character, as well as content.

What Changes in does the 21st century bring to the teaching and learning process?

 Improving higher-order thinking skills, such as problem solving, critical thinking, and
creativity
 Preparing students for their future in a competitive global job market
 Designing student-centered, project-based, and online learning environments

The education system of the 21st century has changed radically with the integration of
the technology in every sector. At the same time, the students are more matured than
the previous time. Now, in the twenty-first-century education depends on Thinking
Skills, Interpersonal Skills, Information Media, Technological Skills as well as Life Skills.
Especially, the education of the present time emphasis on life and career skills. Now
there has no value for rote learning. In general, it needs to meet the industry need. To
clarify, the teaching will be effective when a student can use the lesson outside of the
classroom.
One of the changes in this 21st century is it gives the teachers these roles which are: a planner
for 21st century careers, a resource provider, a digital instructor for different ways of learning,
learning facilitator, a technology lover for learning, a digital learner for the lifetime, and a
genuine predictor.
Lesson 1: Learning to Know as a 21st Century Teacher
How Much Have You Learned From This Lesson
Part I.
1. Read the critical incident below and answer the questions that follow:
Teachers in the student discipline committee were having a meeting with ten students who
were caught skipping their history class in order to play computer games in a nearby computer
shop. When asked for the reason for their truancy, the students explained that although they
knew the importance of going to school, they found the lessons in their history class
uninteresting and boring. They just didn’t see the relevance of the lessons in their lives. The way
their teacher conducted lessons using the usual lecture and class discussions did not appeal to
them. When they raised issues they came across the internet about aspects of history that were
contestable, their teacher either got irritated or just ignored what they were saying. The
students wished that their teacher would take them to the museum or to some actual places
where the historical events took place. They also think that the class could actually go on a
virtual tour of history with their teacher through the internet.
1. Which of the following parameters of 21st century school is reflected in the abundance
of computer games that distract students from their studies?
a. New environment of learning
This is the best answer. Computer games and other electronic media are all part of the new
environment of learning in the 21st century.
b. New process of learning
This is not the best answer. While computer games can be used for instruction as part of the
new process of learning in the 21st century, the critical incident presented does not reflect that
computer games are used for teaching.
c. New content of learning
This is not the best answer. There was no indication in the critical incident that the abundance
of computer games is part of the new content of learning.
d. New types of learners
This is not the best answer. The focus of the question is about the abundance of computer
games distracting the students from learning, not the students; hence, new types of learners is
not the best answer to this question.
2. The students found the lessons in their history class uninteresting and boring because
these were mostly about dates, places, names of people, and the like. As such, which
parameter of 21st century teaching-learning should the class work hard on to improve?
a. New environment of learning
This is not the best answer. The focus in the question is primarily on the history lesson being
boring and uninteresting - this does not deal primarily with the new environment of learning;
hence, this is not the best answer.
b. New process of learning
This is not the best answer. Again, while the critical incident discussed the traditional lecture-
discussion method used rather than the learner-centered, constructivist approaches, this
question does not highlight the process used to facilitate learning, but on the content.
c. New content of learning
This is the best answer. Learning content in the 21st century is relevant to the lives of students,
especially if integrated with other disciplines. It also seeks to enhance creative and critical
thinking skills not just memory recall of data. The history class of the students with its emphasis
on memorization of facts and dates doesn’t show this characteristic of new learning content in
the 21st century.
d. New types of learners
This is not the best answer. Clearly, the learners described in the story already belong to the
new generation of learners. As such, there is no need to improve on this parameter of learning;
hence this is not the best answer for this question.
3. If you were the teacher, how would you improve the parameter in question number 2 so
that it fits 21st century learning?
Below is a sample answer.
I would ensure the history topics that I teach were relevant to the lives of my students by
relating the lessons to issues and activities that they were familiar with in their daily lives. Also, I
would encourage them to exercise their creative and critical thinking skills while having history
lessons and not just focus on rote learning of facts and dates.
4. The students found the usual lecture and class discussion methods boring and
unappealing. What parameter of 21st century learning needs to be improved?
a. New spaces/dimensions of learning
This is not the best answer. The focus of the question is on the process used to facilitate
learning and not on where the activity is being held.
b. New process of learning
This is the best answer. Instruction that relies solely on lecture-
discussion is not in alignment with the new process of learning in the 21st century. The learning
process in the 21st century classroom should include activities that actively engage and
motivate students
to investigate, analyze, reflect and construct new knowledge and meaning. These are not
evident in the critical incident.
c. New content of learning
This is not the best answer. The focus of the question is on the process used to facilitate
learning, not on the concepts that the students have to learn..
d. New types of learners
This is not the best answer. The focus of the question is on the process used to facilitate
learning; not the characteristics of learners.
5. If you were the teacher, how would you improve the parameter in question number 4 so
that it fits 21st century learning?
Below are sample answers.
a. One way to improve the process of learning in the critical incident would be by
assigning the students a history research project, where they would have an
opportunity to do collaborative work and learn from one another. I would ask
 them to select a topic that was closest to their hearts and have a special meaning
to their lives. For example, they may choose to work on a local hero, research on
his life and works, as well as their relevance to the current times. This way, they
would get to find meaning and connection between stories of the past and the
lives of people in the present times.
b. Another way to improve the process of learning in the story would be through
the use of technology to make teaching more fun, engaging, and meaningful for
learners. I would ask the students to develop a webquest project on any history
topic of their choice. I would guide them in identifying useful sites in the
internet, where they could get information for their project. To cap the learning
activity, I would have them present their project in class.
You may have identified other strategies to enhance the teaching-learning process to make it
more interactive, differentiated, and effective in promoting knowledge construction rather than
just listening and memorization.
6. What parameter of 21st century learning was reflected by the students’ suggestion to
conduct learning sessions in the museum or to some actual places where the historical
events took place, or for the class to go on a virtual tour of history through the internet?
a. New spaces/dimensions of learning
This is the best answer. Learning in the 21st century does not only happen within the confines
of the classroom. It can take place anywhere (e.g., museums, parks) and in whatever modality
(e.g., computer-based, learning in a virtual classroom)
b. New process of learning
This response is not the best answer. Although it is partially correct since conducting learning
sessions is a process, the situation given focuses more on the different places where learning
can take place, such as in a museum or in historical sites, and the modality of learning.
c. New content of learning
This is not the best answer. The situation does not specifically mention what new learning the
students are going to have.
d. New types of learners
This is not the best answer. The situation does not provide any description that would show
that the students have different sets of values and new traits.
7. What parameter of 21st century learning was shown when the students raised issues
they came across the internet about aspects of history that were contestable?
a. New spaces/dimensions of learning
This is not the best answer. The focus of this question is not about exploring learning outside
the confines of the classroom.
b. New process of learning
This is not the best answer. The focus of this question is not on the new ways that students
learn, such as through the use of multi-media, self-help graphics, and online simulations.
c. New content of learning
This is not the best answer. The focus of this question is not on the content of education such
as a balanced, scientific-technological and social-humanistic cultural content.
d. New types of learners
This is the best answer. The learners in the 21st century are able to use technology to enhance
their learning. Also, 21st century learners are critical and analytical thinkers and they know how
to gather and use information to serve their specific purpose.
Part II.
2. Read the situation below and answer the questions that follow. Write your responses on the
space after each question.
Sim just graduated from SEAMEO INNOTECH’s GURO21 Course, Facilitating 21st Century
Teaching and Learning. He wants to make sure that his classroom manifests the eight critical
attributes or characteristics of 21st century classrooms:
 Integrated and Interdisciplinary
 Technologies and Multimedia
 Global Classrooms
 Creating/Adapting to Constant Personal and Social Change, and Lifelong Learning
 Student-Centeredness
 21st Century Skills
 Project-based and Research-driven
 Relevant, Rigorous, and Real-world
The following are some of the changes that Sim implemented in the classroom. Each change
corresponds to an attribute or characteristic of 21st century classrooms. On the line after each
situation, write which specific critical attribute Sim is able to apply in his classroom.
1. In Mathematics, Sim gives students a computation problem to solve and then asks them
to write the steps they used to solve it in complete English sentences. When students
speak, he focuses on their message rather than their grammatical skills and accuracy.
Also, he responds using the proper grammatical form rather than overtly correcting
students’ mistakes.
Integrated and Interdisciplinary. Providing learning opportunities to develop English skills and
competencies in a lesson in math shows that Sim is using an integrated and interdisciplinary
approach in teaching.
2. Sim guides his students in designing and producing PowerPoint presentations, public
service announcements, mini-documentaries, how-to pamphlets, and oral histories.
Technologies and Multimedia. Using a variety of instructional tools such as PowerPoint,
pamphlets, etc., shows that Sim is applying the critical attribute of adapting technologies and
multimedia in his teaching.
3. Sim teaches students critical thinking skills, collaborative team work, and scientific
technology in all the subject areas.
21st Century Skills. Critical thinking, collaborative work, and using scientific technology in all
disciplines are skills needed by students in the 21st century.
4. Sim takes the students to various offices and work stations in the community to
introduce them to the world of work. He processes the experiences by relating them to
various academic subjects.
Relevant, Rigorous and Real-world; Integrated and Interdisciplinary. Provision of learning
experiences outside the confines of the classroom, just like what Sim did in this situation, shows
that his teaching approach is relevant to the real-life experiences of his students. Also, the
learning experiences of his students are linked not only to one discipline, but to a variety of
subject areas; this is why the situation described here shows that Sim’s classroom is integrated
and interdisciplinary.
5. In his Social Studies class, Sim sometimes resorts to asking students to individually think
of topics or issues related to the lesson. Students then post their topics on the board,
read each of the topics silently, and sign up for topics that interest them. The topic
owners then lead their respective group conversations on the topics and, afterwards,
present the conversation outputs to the class. During the entire activity, Sim just quietly
sits on his chair and observes the students. His role is just to answer questions when the
students have some, and to ask one or two students to synthesize the session at the end
of the class period.
Student-Centered. The situation clearly shows that Sim is a facilitator of learning, a guide on
the side, instead of the sole dispenser of knowledge in the classroom. The students play the
“lead roles” in his class.
6. Part of the conversation outputs mentioned in Number 5 is that students have to come
up with an activity or project or research work on the topic they discussed about. This
ensured that the conversations are effective in promoting student learning.
Project-Based and Research-Driven. Collaborative tasks that help students apply their
knowledge by doing group researches/projects, such as those described in the situation are
characteristics of 21st century classrooms.
7. Whenever appropriate, Sim asks his students to bring something that belongs to another
culture, explain its significance, and then relate it to the lesson being discussed.
Global classrooms. Exposure to different cultures and recognizing that learners are connected
to other learners across the globe, as exemplified in this situation, is a mark of a 21st century
classroom.
8. In Sim’s Math class, for example, to make the concept of linear functions more concrete,
he asks them to solve a problem near to their hearts: choosing a cell phone plan. He
offers data about the monthly base rate and costs per minute of two calling plans. Then
he asks them to make a table, graph the two plans, and answer a series of questions
about them. Finally, he asks each student to choose the best value, given his or her
actual monthly cell phone usage, and to write a simple proposal for his or her family
about which cell phone plan to choose and why.
Relevant, Rigorous and Real-world. Relating lessons to students’ daily experiences makes
learning more meaningful and engaging; this is a mark of a 21st century classroom as shown in
Sim’s math class.
Part III.
1. Describe the “new learners” of the 21st century, based on the model of Zhou (2006). What
are the characteristics of these new learners?
Below is a sample answer.
The new learners in the 21st century have different values, languages, and pop cultures, and
have different ways of thinking, reacting, responding and getting motivated. They are ‘growing
digital on the net,’ with skills and competencies oftentimes better than those of their teachers
in using ICT as powerful learning tools. They come from more diverse backgrounds and ‘cultural
identities’ (age, ethnicity, language, economic status, religion, work experience, etc.). Finally,
the new generation of learners have new traits of independence, creativity, open-mindedness,
and enterprising minds.
2. Discuss the potential uses of the “four pillars of learning” in improving teaching and learning
activities.
Below is a sample answer.
The four pillars of learning provide a holistic framework on which to anchor enhancements in
the teaching and learning process to help learners reach their fullest potentials. Learning to
know provides the content and competencies needed by learners in the 21st century. Learning
to live together helps learners develop social skills and values such as respect and concern for
others, and appreciation of diversity among people - these are skills and competencies needed
for life and work in the 21st century. Learning to do helps prepare them to become productive,
working citizens after they leave the portals of the school. Finally, learning to be, allows them to
develop all aspects of their being - body, mind, spirit.
2. Read the situation below and, then, perform the tasks that follow.
Udin is building a working 6-inch by 2-inch car model using her knowledge of simple machines.
She’s working with her two classmates in an area in the classroom her Science teacher has
prepared. Together they made a wooden chassis and placed wheels and axles on its four points.
This morning, they are conducting practice runs of their car down an inclined plane, testing to
see how adding weight to the car’s chassis can improve the car’s performance. The critical
question they are asking themselves is, “Where is the best place to add weight to the car to
maximize its speed moving down the inclined plane?” [Mackenzie (2005) in SEAMEO INNOTECH
(2010)].
Based on the classroom situation presented, evaluate Udin and her classmates in terms of the
three attributes and skills under the pillar of learning, Learning to Know. Place a check mark (p)
on the space before each attribute/skill and provide a brief explanation of your answer on the
space provided.
__p__ Affective attributes
Explanation:
Affective attributes refer to the ability to relate well with other people, to reflect and
purposively act, and to see things and situations positively. Udin and her classmates
demonstrated all these attributes as they enthusiastically worked well together during their
Science class. They reflected on what they were doing and purposively carried out various tests
using the car and the inclined plane in order to learn.
__p__ Sense of self-worth
Explanation:
The actions of the students in the situation showed that they believed they were capable of
learning and contributing to group effort through the use of their talents.
__p__ Skills and strategies of operation and metacognition
Explanation:
The students manifested the behaviors of cooperation and collaboration, communication, use
of resources, planning, and decision making as they tried to find answers to the question they
raised. The ability for metacognition was also manifested through the students’ ability to learn
by doing, concentration, problem-solving, creative expression, and analytical thinking.
Part IV.
Match each 21st Century Literacy on the first column with the correct application on the second
column. Write the letter of the best answer on the line before each number.
21st Century
Situation
Literacy
A. Teacher Duc facilitated his students’ understanding of how to
D 1. Arts and
spend money wiselyand to make informed and effective decisions
Creativity Literacy
through this understanding.
B. Nuinda learned from her class the ability to recognize,
E 2. Ecoliteracy understand, and appropriately express her emotions, and to relate
well with others.
C. The students in Narath’s Computer Class acquired the ability to
A 3. Financial
use a computer, surf the Internet, and understand the strengths
Literacy
and weaknesses of online information.
D. Together with his classmates, Hong had great fun creating hand
G 4. Media Literacy paintings of favourite heroes and viewing the gallery of paintings
that they put up.
E. After a discussion about Earth as a life-support system, Lee and
B 5. Social/
her pupils wrote a poem on the interconnectedness of various
Emotional Literacy
elements in the environment.
F 6. Globalization F. The students of Teacher Phung conducted research on different
and Multicultural cultures, beliefs, appearances, and lifestyles. Afterwards, they
Literacy prepared various presentations showcasing their findings.
G. Mr. Pisit believed that with so many films, television shows,
radio programs, and print materials his students have access to,
C 7. Cyberliteracy he has the responsibility to educate them on how to sift through
and analyze the messages that inform and entertain them
everyday.
2. Place a check mark on the blank line before each number if the following teachers show the
characteristics of an ICT-literate individual. Explain your answer.
__1. Ms. Hoa is doing a research on the effect of using multimedia in instruction on students’
achievement and motivation. She first conducted an exhaustive literature review to know the
extent of information available.
Explanation:
Knowing where to get relevant information and determining the extent of information needed
is a characteristic of an ICT-literate individual. This is what Ms. Hoa did, indicating that she is an
ICT-literate person.
__2. Mrs. Sarah assigned her students to do a paper on global warming. She ably guided her
students in doing an internet search for their topic. This way, they do not get overwhelmed with
the wealth of information available to them and they get the needed information effectively
and efficiently.
Explanation:
An ICT-literate individual knows how and where to find, collect and/or retrieve information in
digital environments. This is clearly demonstrated by Mrs. Sarah in the above situation.
__3.Mr. Zair forwarded to his friends an email he had received, which promised him a laptop if
he sent the message to 100 people. The email claimed that it was a new promotional activity by
a leading computer company.
Explanation:
Mr. Zair is not an ICT-literate person because he does not know how to critically assess and
filter information that he gets from the internet.
__4. Ms. Maria gathers information from a variety of sources, cross-checking each one for
accuracy and veracity, before using them to accomplish her specific purpose.
Explanation:
Cross-checking sources, and making sure that information being offered by a source is accurate
and updated are marks of an ICT-literate person, as demonstrated by Ms. Maria in the above
situation.
__5. Mr. Chiu submitted a reaction paper on the use of mother tongue in teaching the early
grades. In his literature search, he came across a similar
study dated several years ago. Because he was pressed for time, he copied this research, only
changing some of the details in the study.
Explanation:
Plagiarism – copying someone else’s work and passing it off as one’s own – clearly shows that
Mr. Chiu is not an ICT-literate person.
3. Differentiate between media and ICT literacy.
Media literacy is “the ability to access, enjoy, interpret, analyze, produce, and evaluate
messages in all varieties and combinations of print, visual, and digital formats. ICT Literacy is
using digital technology, communication tools and/or networks to access, manage, integrate,
evaluate, create and communicate information in order to function in a knowledge-based
society.”
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