Intended Learning Outcomes

A - val ue under standing of tr aditional and new liter ac ies that

ar e r esponsive to c ommunity c ontexts

S - demonstr ate knowl edge of teac hing str ategies that

pr omote mul ti -l iter acies ac r oss the c ur r ic ulum

K - r emember and under stand the differ enc es between the

tr aditional and 2 1 st c entur y l iter ac ies
 LITERACY

A set of cultivated A process of receving

skills and knowledge information and
that serves as a basis making meaning from
for learning, it
communication,
language and social
interaction
UNESCO

“the ability to identify, understand,

interpret, create, communicate and
compute, using printed and written
materials associated with varying
contexts. Literacy involves a continuum
of learning in enabling individuals to
achieve their goals, to develop their
knowledge and potential, and to
participate fully in their community and
wider society.”
L
I Ability to read, write, listen
T and comprehend to higher
E level processing skills where
R the learner is able to deduce,
interpret and elaborate on
A what was learnt
C
Y
Sub-categories of Traditional Literacy

1. Basic Literacy – It is the ability to correspond visual shapes to

spoken sounds in order to decode written materials and translate
them into oral language.

* “t – a – y – o” forms the word “tayo” in Filipino, even without

understanding what it means
Sub-categories of Traditional Literacy

2. Comprehension Literacy – It is the ability to understand

the meaning of what is being read.

* “t – a – y – o” can mean either “to stand” or “us / we”

Sub-categories of Traditional Literacy

3. Functional or Practical Literacy– It is the ability to

comprehend written materials needed to perform everyday
vocational tasks.

* Reading the text “Walang tayo” and being able to

understand that tayo here refers to “us” and not “to stand”
 Functional Literacy

The ability of an individual to take part in

significant activities in professional, social, political,
and cultural aspects in a society, where he/she lives
using his/her literacy skills.

(De Castel, 1971; Goksen, Gulgoz and Kagitcibasi, 2000; as cited in Savas, 2006)
 Functional Literacy

The capability to proficiently read and write that

can be used in daily life routines.
If people don’t have mathematical knowledge,
reading and writing skills, or analytical
abilities, we won’t have functioning businesses,
governments, or communities.
In other words, we need functional literacy to
have a functional society.
 Multi-cultural
Literacy
Digital Social
Literacy Literacy

NEW
Ecological LITERACIES Media
Literacy Literacy

Arts and
Creativity
Financial
Literacy Literacy
 Understanding ethnic
groups that comprise the
1. Multicultural Literacy population and focuses on
complex issues of identity,
diversity and citizenship

Development of social
skills, knowledge, and
positive values in human
2. Social Literacy beings to act positively and
responsibly in sophisticated
complex social settings.
 Ability to access, analyze,
3. Media Literacy evaluate and create media

Ability to make informed

judgments and make
4. Financial Literacy effective decisions regarding
the use and management of
money
 Ability to effectively use
digital devices for purposes
of communication,
5. Digital Literacy expression, collaboration
and advocacy in a
knowledge-based society

Understanding the
6. Ecological Literacy principles of ecosystems
towards sustainability
 Ability to make original
7. Arts and Creativity ideas that have value, and
Literacy the ability to see the world
in new ways
 19th Century Learning 21st Century Learning
Limited access to knowledge and Infinite access to knowledge and
information primarily through print information increasingly through the
Internet
Emphasis on learning content knowledge Emphasis on process skills for lifelong
that may or may not be used in life learning

Goal is to master content knowledge Goal is to learn skills (access, analyze,

(literature, history, science, etc.) evaluate, create) to solve problems

Facts and information are “spoon-fed” by Teachers use discovery, inquiry-based

teachers to students approach

Pencil / pen and paper or word Powerful multi-media technology tools

processing for expression for expression
 19th Century Learning 21st Century Learning
Classroom-limited learning and World-wide learning and dissemination
dissemination

Textbook learning from one source, Real-world, real-time learning from

primarily print multiple sources, mostly visual and
electronic
Conceptual learning on individual basis Project-based learning on team basis

Teacher evaluates and assesses work and Students learn to set criteria and to
assigns grade evaluate own work

Teacher is a “sage on the stage” Teacher is a “guide on the side”

Critical Attributes
of 21st Century
Education
http://iflex.innotech.org/GURO21/module1/l1_5.html
 Who
are you?
Characteristics of a 21 st Century Teacher

1. Multi-literate. Teachers know how to use various

technologies in teaching.

2. Multi-specialist. Teachers are not only knowledgeable in

the course subject they teach but also in other areas.
3. Multi-skilled. Teachers should be skillful not just in
teaching but also in facilitating and organizing groups and
activities.
Characteristics of a 21st Century Teacher
4. Self-directed. Teachers are responsible and know how
to initiate action to realize learning goals.

5. Lifelong learner. Teachers must be constantly updated

on the latest information related to their course and
pedagogic trends.
Characteristics of a 21st Century Teacher
6. Flexible. Teachers are able to adapt to various learning
styles and needs of the learners.

7. Creative problem solver. Teachers create innovative

ideas and effective solutions to the arising problems.

8. Critical thinker. Teachers encourage students to reflect

on what they have learned.
Characteristics of a 21st Century Teacher
9. Passionate. 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 mind but also the heart to teach.
Why is literacy across the curriculum important?

Learning in any subject area requires the use of

language ; therefore, reading and writing are used as tools
for learning that subject area.

Connecting literacy learning to other content areas

reinforces learning in all areas

http://mason.gmu.edu
“The illiterate of the 21st century will not
be those who cannot read and write, but
those who cannot learn, unlearn, and
relearn.”

Alvin Toffler
Jonah Mavel M. Velez
ED102 Instructor
https://mindfultechnics.com/what-is-functional-
literacy/#:~:text=Functional%20literacy%20refers%20to%20the,function%20effectively%20in%2
0their%20community.&text=2)%20Basic%20Literacy%3A%20performing%20simple,TV%20guide
%3B%20comparing%20ticket%20prices
http://iflex.innotech.org/GURO21/module1/l1_5.html

De Leon, Elmer B. (2020) Building and Enhancing New Literacies Across the Curriculum. Lorimar
Publishing, Inc.
 Unit IV
Social
Literacy
Objectives

A- Manifest mature attitude (personal and professional) in dealing and

understanding with varied social environments.

S-Enact assigned social situation with appropriate response that

promotes social literacy

K- Discuss the importance of social literacy to develop higher order

thinking skills
Test
 Based on the scale below, put your score in each item.

5- ALWAYS 4- OFTEN 3- SOMETIMES

2- SELDOM 1- NEVER

1. I am not afraid to speak to high-ranking officials or

officers.
2. I admit my mistakes readily.
3. I verbally express my feelings of anger and frustations
to concerned people.
4. I can calmly and rationally correct other’s mistakes
without offending them.
 5. I can say “no” when someone asks me to do something
I cannot or am not willing to do.
6. I do not feel nervous when speaking to a large group.
7. I can delegate tasks to other people without feeling
guilty or shy.
8. I don’t get swayed by others’ opinions. I firmly and
confidently hold on what I believe is right.
9. I eagerly establish camaraderie and familiarity with
new acquaintances.
10. I consider my priorities as important and as
significant as those of others.
 11. I can take responsibility for new and strange tasks with
confidence.
12. I do not blame others for failures and disappointments.
13. I can confidently advocate my views to people in authority.
14. I do not doubt others’ capability and integrity when
assigning them tasks.
15. I do not keep quiet when I know my views are correct even
if they oppose the mainstream of opinions.
Sum up all your scores and find out your degree of
assertiveness based on the following rating:
Degree of Assertiveness Total Score

Assertive 51 above
Behavior is active, direct, and honest. It communicates an
impression of self-respect and respect for others. You view
your wants, needs and rights as equal with those of others.
An assertive person wins by influencing, listening and
negotiating so that others choose to cooperate willingly.
This behavior leads to honest and open relationship.
Degree of Assertiveness Total Score

Non-Assertive 50 below
Behavior is passive and indirect. It communicates a
message of inferiority. You allow the wants, needs
and rights of other to be more important than your
own. This creates “lose-win” situations where you
lose and others win.
 Social Literacy
It is the knowledge on how to behave and treat
other people in a way that is morally upright,
just, and equitable, with a view of promoting
positive and productive relations that are free
from unfair prejudices, hate, and discrimination.
 Social Skills
-involve good manners, communicating
effectively with others, being
considerate of others’ feelings and
expressing personal needs
Emotional Intelligence (EQ)
-the ability to recognize and manage own
emotions and recognize and influence
the emotions of others
(Goleman, 1996)
It is being aware that emotions can drive
behavior and impact people (positively
and negatively) and learning how to
manage emotions, both one’s own and
others’ when under pressure.
Strategies for Enhancing Emotional Intelligence
1. Think about feelings.
A person has to be sensitive to one’s and other’s
feelings to come up with the right manner of approach
and appropriate response.

2. Pause.
This is about taking a moment to stop and think
before doing anything to refrain from
resorting to an unsound decision at the
height of anger.
3. Strive to control one’s thoughts.
This is controlling the reaction to emotions by
focusing on one’s thoughts in harmony with goals
and values.

4. Benefit from criticism.

Criticism, even not delivered in a favorable way, is an
opportunity to learn and it gives idea on how others
think about you.
5. Show authenticity.
This is saying what we mean with what we say
and we have to stick on to our values and
principles.

6. Demonstrate empathy.
Whenever we show empathy to others, such as
understanding their thoughts and feelings, we can
easily establish a connection with them.
7. Praise others.
This is by way of acknowledging and appreciating
others toward attaining self-fulfillment and
building trust.

8. Give helpful feedback.

60%
Although negative feedback may hurt one’s feelings,
at some point, it can be turned constructive for one’s
improvement.
9. Apologize.
Saying sorry demonstrates humility, a quality that
will naturally win others as you value the
relationship more than the ego.

10. Forgive and forget.

Forgiving and forgetting prevent others from holding
emotions and allowing one to move forward.
11. Keep our commitments.
The habit of keeping one’s word in things, either
big or small, develops a strong reputation for
reliability and trustworthiness.

12. Help others.

One way to positively win others is through helping
them because listening to and helping them can build
trust and inspire them to follow.
13. Protect ourselves from emotional sabotage.
This isAbeing wise enough in protecting ourselves
B
when others attempt to manipulate our
emotions for personal sake.

D
 People Skills
-Personal effectiveness or about how one
comes across with others
-Interaction ability or how well one predicts
and decodes behavior
-Intercede easily or ability to lead, influence
and build bridges between people
 Educational Impact of People Skills
● People skills are important in effective classroom
management.
● Knowing how to communicate and teach
people instead of simply teaching their
subjects will help make a difference in
classroom.
● Almost 50% of classroom success lies on
effective interpersonal relationships, while the
other 50% lies within academic skills
(Boyle, 2011.)
 Role of Parents
- teach directly by modeling,
role-playing, and providing
opportunities to practice new skills
- encourage and praise the child for
successfully using a new skill
 Role of Teachers
- Be alert to teasing and bullying and aware of children
that are rejected or ignored by their peers
- Work cooperatively with the children’s parents to
prevent the humiliation, embarrassment and distress
- Pairing a socially inept child with a socially adept one
- Creating an environment in which diversity is
celebrated can enhance social abilities and sense of
belongingness
 INTERVIEW
Last Name : A, B, C, D, E, F, G, H, I, J, K, L, M
Schedule: May 24, 2021 (Monday)

Last Name : N, O, P, Q, R, S, T, U, V, W, X, Y, Z
Schedule: May 26, 2021 (Wednesday)
 INTERVIEW
Last Name : A, B, C, D, E, F, G, H, I, J, K, L, M
Schedule: May 25, 2021 (Tuesday)

Last Name : N, O, P, Q, R, S, T, U, V, W, X, Y, Z
Schedule: May 27, 2021 (Thursday)
 Thanks!
Do you have any questions?
[email protected]
+91 620 421 838
yourcompany.com

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Jonah Mavel M. Velez
Ed102 Instructor
Media Literacy
Objectives

A- Cite the implications of media literacy in formal and

informal education that are responsive to community contexts

S- Design different types of media by using the ICT positively

K- Evaluate the different media materials by applying

professional and creative work
Media Literacy
-the ability to ACCESS, ANALYZE,
EVALUATE and CREATE media
across a variety of contexts
Media Literacy
-the ability to critically assess the
accuracy and validity of information
transmitted by the mass media and
produce information through various
forms
 Print Media

Types of Broadcast
Media Media

Digital
Media
Print Media

-media consisting of paper and ink,

reproduced in a printing process that is
traditionally mechanical
 Newspapers

Books
 Magazines

Comics
Brochures
Broadcast Media

-media that reach target audiences using

airwaves as the transmission medium
Television

Radio
Mobile Phone

Movies/Films
Digital/New Media

-media that contents are organized and

distributed on digital platforms
Internet

Computer
Social Media
Roles of Media Literacy
1. LEARN TO THINK CRITICALLY.
-When people evaluate media, they
decide if the messages make sense,
including the key ideas before being
convinced on the information that they get
from it.
2. BECOME A SMART CONSUMER OF
PRODUCTS AND INFORMATION.
-Media literacy helps individuals learn
how to determine whether something is
credible, especially the advertising before
they can be persuaded with the products on
sale.
3. RECOGNIZE POINT OF VIEW.
-Identifying an author’s perspective helps
individuals appreciate different ideas in the
context of what they already know.
4. CREATE MEDIA RESPONSIBLY.
-Recognizing one’s ideas and
appropriately expressing one’s thoughts lead
to effective communication.
5. IDENTIFY THE ROLE OF MEDIA IN
OUR CULTURE.
-Media conveys something, shapes
understanding of the world, and makes an
individual to act or think in certain ways.
6. UNDERSTAND THE AUTHOR’S GOAL.
-Understanding and recognizing the type of
influence something has, people can make better
choices.
How to utilize media
across the disciplines?
The following are examples of using media in
different subject areas using PPPP
(Purpose, Process, Performance, Product)
 Online Testing Highlights
Need for Digital Literacy
(samsung.com)

DIGITAL LITERACY
DIGITAL LITERACY

- set of competencies required for full

participation in society that includes knowledge,
skills, and behaviors involving the effective use of
digital devices for purposes of communication,
expression, collaboration and advocacy.
 TEN
COMMANDMENTS
OF TEACHER CYBER
CITIZENSHIP
1.Thou shall not post any personal matter, confidential
information and obscene pictures and messages
online that can be accessed by students and parents.

2.Thou shall not respond or thread to any personal

message created by students online other than those
school-related.
3. Thou shall not lend or let students access your
cellphone.

4. Thou shall not give your email password to students.

5. Thou shall not use concepts and information from

texts and references without the author’s citation.

6. Thou shall not post to any social media account, for

whatever purposes, the pictures of students without
their or their parents’ consent.
7. Thou shall not express sentiments, disappointments and
disagreements against superiors, colleagues, students and their
parents using their social media accounts.

8. Thou shall not use data from Internet sources in any documents
like lesson plans, researches and requirements without the consent
of the author.

9. Thou shall not give any personal data or other’s information to

anyone unless for specific purposes and given the consent.

10. Thou shall not post any student data publicly online including
academic rankings, school records, class outputs and record of
grades.
De Leon (2019)
• Sources:
Baran, Stanley J.Introduction to Mass Communication : Media Literacy and Culture /
Stanley Baran, Bryant University.— Eighth Edition.
The Anger Workbook for Teens: Activities to Help You Deal with Anger and Frustration
Social Networking Dos and Don’ts for Professionals
https://www.socap.org/docs/default-source/default-document-library/social-media-
etiquette---your-guide-for-engaging-as-a-person-not-as-a-logo.pdf?sfvrsn=0
 The Critical Attributes of 21st Century Education
The world of teachers and students is expected to continue to change
dramatically throughout the 21st century and beyond. There is a paradigm shift
in the way teaching and learning is delivered. As a 21st century teacher, you
need to develop essential knowledge, skills, attitudes, and values to be able to
cope with these changes and to help your students address them as well.
But, have you ever wondered what 21st century education looks like? What
changes does the 21st century bring to the teaching and learning process? Take
a few minutes to reflect on these questions. Write your ideas on the lines
provided below.

Discuss your reflections with your co-learners and Flexible Learning Tutor. How
did you picture 21st century education? Perhaps some of you may have
mentioned that the curriculum of the 21st century is different from that of earlier
decades. Teaching strategies may have also come up in your discussion about
changes in 21st century education. These are but some of the changes and
characteristics of 21st century education that you and your students face today
and in the future. Educators have identified characteristics or attributes critical to
21st education. As a modern-day teacher, you need to be aware what these are
and you must strive to understand them so that you may be able to integrate
them in your teaching.
Critical Attributes of the 21st Century
Source: 21st Century Schools (2011)
Can you distinguish the eight attributes from each other?
Read on and learn more about each of these attributes in greater detail.

1. Integrated and Interdisciplinary

Nowadays, knowledge is no longer distinctly divided into clear-cut
learning chunks or separate subjects. Education in the 21st century is
characterized by linkages among various subject areas in an integrated
manner. The new approach promotes the utilization of learning from
various disciplines.
This critical attribute implies that teachers need to review the school
curriculum and identify strategies or ways on how different subjects can
be effectively linked to enhance the learning experiences of students.
For example, music and algebra can be linked together in the discussion
of fractions. The time signature of music uses fractions; as such, you, as
a good teacher, can certainly apply this to both your music or math
 classes.

2. Technologies and Multimedia

Education in the 21st century makes 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. The ability to find, evaluate,
utilize, and create information using technologies and multimedia, or
digital technology in general, is referred to as digital literacy. As a
teacher, some of your day-to-day activities – writing reports, creating
multimedia presentations, and communicating or exchanging information
with your colleagues and students online – require different levels of
digital literacy. As such, it is important for you to develop your digital
literacy skills so that you can in turn pass these on to your learners.
This critical attribute implies that your school will need to acquire and
use computers and various multimedia equipment to enhance learning to
the best extent possible. Training is also needed for teacher-users as
part of a bigger “technology plan.”

3. Global Classrooms
Education in the 21st century aims to produce global citizens by
exposing students to the concerns of the region and other countries.
They are encouraged to react and respond to issues as part of their roles
as global citizens.
This critical attribute implies that teachers need to include current global
issues/concerns, such as peace and respect for cultural diversity, climate
change, and global warming, in classroom discussions.

4. Creating/Adapting to Constant Personal and Social Change, and

Lifelong Learning
Education in the 21st century subscribes to the belief that learning does
not only happen inside the school and during one’s schooling years.
Learning can take place anywhere, anytime, regardless of one’s age.
This means that teachers should facilitate students’ acquisition of KSAVs
that go beyond academics. Learning should take place not only for the
purpose of passing exams, but also for transferring knowledge to real life
situations. The curriculum should be planned in such a way that the
students will continue to learn even outside the school’s portals.
5. Student-Centered
Education in the 21st century is focused on students as learners. It is
tailor-fit to address the individual learning needs of each student.
Differentiated instruction is common in 21st century classrooms, where
diverse student factors are taken into account when planning and
delivering instruction. You, as a teacher, can structure learning
environments that address the variety of learning styles, interests,
needs, and abilities found in your classroom.
This critical attribute implies that teachers should act as facilitators of
learning — not as “sages on the stage” but as “guides on the side.”
Learners should be given opportunities to discover new knowledge, learn
with one another, and create their own learnings.

6. 21st Century Skills

Education in the 21st century promotes the skills needed to be
productive members of today’s society. It is not enough for students to
learn the basic skills of reading, writing, and numeracy, but should
develop in themselves skills that would help them cope with life and
work in 21st century communities. These skills include, among others,
critical and creative thinking skills, problem solving and decision making,
and ICT literacy and skills. As a teacher, you are expected to possess
these 21st century skills before you can help your students develop
these skills.

7. Project-Based and Research-Driven

Among the critical attributes of 21st century education is the emphasis
on data, information, and evidence-based decision making. It relies
heavily on student-driven activities to encourage active learning. This
implies that teachers of the 21st century need to be knowledgeable
about research to guide their students’ learning through self-directed
activities, such as learning projects within and outside their classrooms.
Investigatory projects showcased in many science fairs across Southeast
Asia and in the world are examples of research-based activities of
students.

8. Relevant, Rigorous and Real-world

Education in the 21st century is meaningful because it is rooted in real
life day-to-day activities of learners. It can be applied to the realities of
the present and includes what students need to develop to enable them
 to become productive members of the 21st century.
This critical attribute implies that topics are taught using current and
relevant information and linked to real-life situations and context. As a
21st century teacher, you need to be updated on the current trends,
developments, and issues in your school, community, and in the world,
so that your teaching will be relevant to the lives of your students.
Newspapers, TV and radio news, and the internet are good sources of
relevant and up-to-date information that you can access.


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