BUILDING AND ENHANCING NEW LITERACIES SKILLS ACROSS THE

CURRICULUM

(MODULAR APPROACH)

Authors:

Miss Ma. Nina I. Adriano

Dr. Ferdinand L. Alcantara
Mr. Ronilo P. Antonio
Dr. Avelina M. Aquino
Mr. Amado Ordiz King
Dr. Christopher S. Vicencio

Editor:

Dr. Avelina M. Aquino

Preface

1
This course introduces new literacies in the 21 st- century as evolving social
phenomena and shared cultural practices across learning areas. Therefore, the 21st-
century literacies include (1) globalization and multi-cultural literacy, (2) social
literacy, (3) media literacy, (4) financial literacy, (5) cyber literacy /digital literacy, (6)
eco-literacy, and (7) arts and creativity literacy. Pre-service teachers are expected to
develop these skills in using appropriate teaching strategies and resources, including
the complimentary use of ICT, to address learning goals. Similarly, curriculum and
content are aligned with the different facets of life and as possible. A tailored
approach is the most effective way to ensure real impact, sustainability in the school,
and long-term engagement from supporting partnerships and collaboration with the
stakeholders of education. In hindsight, this course is designed for students to deal
with ways of building and enhancing literacy skills across the curriculum,
emphasizing 21st-century skills.

TABLE OF CONTENTS
2
 PAGE NO.

Course Syllabus 5

Orientation/Overview of the Subject/University (VMGO) 22

UNIT 1 INTRODUCTION OF KEY CONCEPTS

Lesson 1: Definitions of Various Forms of Literacies 32

Lesson 2: Features of the 21st Century Teaching and

52
Learning

Lesson 3: Critical Attributes of the 21st Century Education 68

Lesson 4: Basic Strategies for Developing Literacy

78
(Comprehension Strategies)

UNIT 2 TEACHING STRATEGIES FOR THE DEVELOPMENT OF

LITERACY SKILLS

Lesson 1: Strategies for the Development of Emergent

98
Literacy Skills and Teaching Resources

Lesson 2: Beginning Reading Skills and Teaching

111
Resources

Lesson 3: Developing Functional Literacy

119
(Participatory Approach)

Lesson 4: 21st Century Literacy Skills and Teaching 124

Resources

UNIT 3 21ST CENTURY SKILL CATEGORIES

Lesson 1: Learning Skills (Critical Thinking and Creativity) 146

3
 Lesson 2: Learning Skills 160

(Collaboration and Communication)

Lesson 3: Literacy Skills (Information and Media Literacy) 169

Lesson 4: Literacy Skills (Technology Literacy) 178

Lesson 5: Life Skills (Flexibility and Initiative) 186

Lesson 6: Life Skills (Social Skills and Productivity) 190

Lesson 7: Life Skills (Leadership) 194

UNIT 4 21ST CENTURY LITERACIES

Lesson 1: Globalization 203

Lesson 2: Multiculturalism and Intercultural Communication 219

Lesson 3: Social Literacy (Social Cognition and Social Skills) 228

Lesson 4: Social Literacy 243

(Emotional Intelligence and People Skills)

Lesson 5: Media and Information Literacy 249

Lesson 6: Financial Literacy 271

(Financial Planning/Goal Setting and Valuing)

Lesson 7: Financial Literacy (Saving and Financial Scam) 284

Lesson 8: Digital Literacy 292

Lesson 9: Ecoliteracy 310

Lesson 10: Arts And Creativity Literacy 331

Answer Key 351

4
 About the Authors 361

Republic of the Philippines

Bulacan State University
City of Malolos, Bulacan

COURSE SYLLABUS

BUILDING AND ENHANCING NEW LITERACY SKILLS ACROSS THE

CURRICULUM
First Semester, AY 2020 -2021

SYLLABUS

COLLEGE : EDUCATION DEPARTMENT: BSED

COURSE CODE : EDUC 203
FACULTY : DR. AVELINA M. AQUINO
5
 [email protected]
0932-475-4097
MRS. NINA ADRIANO
[email protected]
0922-832-0757
MR. RONILO ANTONIO
[email protected]
0915-033-3576
DR. CHRISTOPHER VICENCIO
[email protected]
0908-604-0495
DR. FERDINAND D. ALCANTARA
[email protected]
0935-467-1026
MR. AMADO ORDIZ KING
[email protected]
0917-154-0183

CONSULTATION HOURS 4-5 pm (Mondays-Fridays)

COURSE DESCRIPTION:

Adolescents entering the adult world in the 21st century will read and write more
than at any other time in human history. They will need advanced levels of literacy to
perform their jobs in a personal and professional life.

Curriculum and content should be aligned with as many of the different facets of life
and as possible. A tailored approach is the most effective way to ensure real impact,
sustainability in the school, and long-term engagement from supporting partnerships.

This course is designed for students to deal with ways of building and enhancing
literacy skills across the curriculum, emphasizing 21 st-century skills. This course
introduces new literacies in the 21st century as evolving social phenomena and
shared cultural practices across learning areas. The 21st-century literacies shall
include (a) globalization and multi-cultural literacy, (b) social literacy, (c) media
literacy, (d) financial literacy, (e) cyber literacy /digital literacy, (f) eco-literacy, and (g)
6
arts and creativity literacy. Field-based-interdisciplinary explorations (ex. observation
in mathematics, Field Studies) and other teaching strategies shall be used to
develop PSTs’ teaching skills to promote learners’ literacy and critical and creative
thinking skills. Pre-service teachers shall develop appropriate teaching strategies
and resources, including the complimentary use of ICT, to address learning goals.

LEARNING OUTCOMES (LO):

ATTRIBUTES OF On completion of the course, the student is expected to
IDEAL GRADUATE be able to do the following:
(AIG) LEARNING OUTCOMES (LO)
LO1 Integrate appropriate learning styles, instructional
Highly competent
approaches, and teaching-learning processes in reading.
LO2 Design a model for reading, demonstrating
Ethical professional considerations for a selected age group and setting,
including appropriate community linkages/stakeholders.
LO3 Demonstrate knowledge of the relationship between
Service-oriented educational theory and practice while planning instruction
for reading.
Contribute to the
country’s sustainable LO4 Produce documentary presentations that capture the
growth and reality in teaching reading in the early years.
development
MIDTERM OUTPUT:
Each student is required to choose a timely issue with which he or she is comfortable
and confident enough to deal. Such a subject may be founded on research or
government policies or pronouncements. Then students should analyze their chosen
issue using SWOT analysis (Strengths, Weaknesses, Opportunities, and Threats)
Weak 7 (before ME), students have to show the progress of their work as part of
their midterm project.

FINAL COURSE OUTPUT:

For the final output, students should have completed the SWOT analysis. Use
documentations, article attachment, or research findings in the investigation. Use
Arial 12-pt font and 1.5 spacing with 1.5 inches on the left margin and 1-inch margin
on the top, bottom, and right side of the A4 paper.

Other essential outputs include:

1. Reaction paper based on the presentations
2. Oral presentation (reporting)
3. Vocabulary presentation

7
The equivalent grade when students get the following raw scores:

99-100 = 100 71-72 = 86

97-98 = 99 69-70 = 85
95-96 = 98 67-68 = 84
93-94 = 97 65-66 = 83
91-92 = 96 63-64= 82
89-90 = 95 61-62 = 81
87-88 = 94 59-60 = 80
85-86 = 93 57-58 = 79
83-84 = 92 59-60 = 80
81-82 = 91 57-58 = 79
79-80 = 90 55-56 = 78
77-78 = 89 53-54 = 77
75-76 = 88 51-52 = 76
73-74 = 87 50 = 75

RUBRIC FOR ASSESSMENT:

For Oral/Written Presentation (OP/WP):
Highest possible Actual
Criteria
percentage percentage

Delivery/Organization 40%

Stage presence, voice projection, gait, poise

20%
and self-confidence/Mechanics of writing

Communication and grammar 30%

Style and diction 10%

Total

For SWOT Presentation:

Criteria Highest possible percentage Actual percentage

Content 20%

Organization 10%

8
Diction/choice of words 10%

Style and format 20%

Credibility 10%

Relevance/timeliness 20%

Spontaneity 10%

Total 100%

OTHER REQUIREMENTS AND ASSESSMENTS:

Quizzes
Attendance
Midterm and Final Exams
Group/individual activities/works/presentations
GRADING SYSTEM:
Activities/SWOT analysis/Readings/Quizzes 30%
Vocabulary Presentations (VP)
Learning Journal/Learning Dossier 30%
Oral Presentation/Recitation 10%
Midterm/Finals 30%
Total 100
Final Grade = Midterm Grade + Tentative Final Grade Period
2

Range Grade
97-100 1.0
94-96 1.25
91-93 1.5
88-90 1.75
85-87 2.0
82-84 2.25
79-81 2.5
76-78 2.75
75 3.0

9
 74 and below 5.0

LEARNING EPISODES:
Learning Outcomes Topics Week Learning Activities
Discuss the contents, Overview of the subject 1 Submission of
methods, procedures, Discussion of the VMGO CORs
requirements, house Submission of their
rules, and grading DECLARATIONS
system of the subject Getting a copy of
your module

Have the basic and UNIT 1: Unit 1. Introduction 2 VD (vocabulary

higher-level literacy, of Key Concepts development –
communication, 5vocabs per
numeracy, critical A. Definitions of traditional session)
thinking, learning skills literacies
needed for higher 1. Traditional literacy
learning.
2. Functional literacy

3. Early literacy/emergent
literacy

4. Basic literacy and skills

Have a deep and B. Definitions of the 21st 3-4 VD (vocabulary

principled Century development)
understanding of
educational processes literacies
relate to broader The 21st-century literacies
historical, social, and skills
cultural, and political
processes. 1. globalization and multi-
cultural

literacy

2. social literacy

3. media literacy

4. financial literacy

10
 5. cyber/ digital literacy

6. eco-literacy

7. arts and creativity literacy

Demonstrate and C. Features of 21st-century 5-6 VD (vocabulary

practice the teaching development
professional and
ethical requirements of and learning
the teaching D. Critical Attributes of the
profession. 21st

Century Education

1. Integrated and
interdisciplinary

2. Technologies and
multimedia

3. Global classrooms

4. Creating/ adapting to
constant

personal and social change,

and

lifelong learning

5. Student-centered 6. 21st-
century skills

7. Project-based and
research-driven

8. Relevant, rigorous and

real world

E. Basic strategies for

developing

literacy

1. making connections

2. visualizing

3. inferring

4. questioning

5. determining the
11
 importance

6. synthesizing

Have a deep and Unit 2. Teaching Strategies 7-8 VD (vocabulary

principled for the development
understanding of
educational processes Development of Literacy
relate to broader Skills
historical, social, and Teaching resources
cultural, and political
processes. A. Strategies for the
development of

emergent literacy skills and

teaching

resources:

1. pictures and objects

pictures and

objects

2. letters and words

3. sounds

4. read-aloud experiences

B. Beginning reading skills

and

teaching resources

1. Phonemic awareness

2. Phonics instruction

3. Fluency instruction

4. Vocabulary instruction

5. Comprehension
instruction

C. Developing functional
literacy

1. Participatory approach

D. 21st Century literacy skills

12
 and

teaching resources

1. Student-led learning
(Cooperative

learning)

2. Inquiry-based classroom

environment2. Inquiry-based

classroom environment

3. Collaborative activities

4. HOTS activities

5. Creative learning

9 MIDTERM EXAMS

Have a deep and Unit 3. 21st Century Skill 10-11 VD (vocabulary

principled Categories development
understanding of the
learning processes A. Learning Skills
and the role of the 1. Critical thinking
teacher in facilitating
these processes in 2. Creativity
their students.
3. Collaboration

4. Communication

B. Literacy Skills

1. Information literacy

2. Media literacy

3. Technology literacy

C. Life Skills

1. Flexibility

2. Leadership

3. Initiative

4. Productivity

5. Social skills

13
Demonstrate and Unit 4. 21st Century 12 VD (vocabulary
practice the Literacies development
professional and
ethical requirements of A. Globalization and
the teaching Multicultural
profession. literacy

The OECD GLOBAL

Competence

framework

1. Globalization

2. Multiculturalism

3. Intercultural
communication

4B. Social Literacy

Social literacy

1. Social cognition and social

skills

2. Emotional intelligence

3. People skills

Demonstrate and 4C. Media Literacy 13-14 VD (vocabulary

practice the development
professional and 1. Definition and aspects of
ethical requirements of Media
the teaching Information Literacy (MIL)
profession.
2. Dimensions of MIL

3. Advantages and
disadvantages of

Media and information

14
 Unit 4. 21st Century
literacies (cont.)

Financial literacy

1. Financial planning/goal
setting

and valuing

2. Budgeting, spending and

investing

3. Savings and banking

4. Avoiding financial scams

5. Insurance and taxes

6. Tips on being financially

stable

4E. Cyber/Digital Literacy

Cyber/Digital Literacy

1. Cyber citizenship in the

digital age

2. Internet safety

3. Cyberbullying and
cybercrimes

4. Managing computer
threats

5. Researching and
evaluating the

web

6. Social media use

7. Mobile devices

8. Digital traits

Have a deep and 4F. Eco-Literacy 15 VD (vocabulary

principled development
understanding of the Eco-Literacy
learning processes
15
and the role of the 1. Eco-literacy and
teacher in facilitating sustainable
these processes in
their students. development

2. The Seven Environmental

Principles

3. Making schools Dark

Green

Schools

4. Environmental education

4G. Arts and Creativity

Literacy

Arts and Creativity Literacy

1. Visual literacy

2. Eye/hand/brain
coordination

3. Verbal creativity

4. Visual creativity

5. Aesthetic

16 FINAL EXAMS

Format for VP

Vocabulary word

Spelling

Pronunciation

Meaning

16
 Etymology

Part of speech

Explanation

Example in a sentence

REFERENCES:
Binkley, M., Erstad, O., Hermna, J., Raizen, S, Ripley, M., Miller-Ricci, M. &
Rumble, M. (2012). Defining Twenty-First Century Skills, in P Griffin, E
Care & B McGaw (Eds) Assessment and Teaching of 21st Century
Skills, Dordrecht, Springer.

Bowman, K. (2010). Background Paper for the AQF Council on Generic Skills,
South Australian, Department of Further Education, Employment,
Science and Technology on behalf of the Australian Qualifications
Framework Council, Adelaide, accessed Aug 2015,
http://www.aqf.edu.au/wp-content/uploads/2013/06/Generic-skills-
background-paper-FINAL.pdf.

Center for Curriculum Redesign 2015 Character Education for the 21st
Century: What should students learn? http://curriculumredesign.org/wp
content/uploads/CCRCharacterEducation_FINAL_27Feb2015.pdf. Dede, C
2008 Transforming Education for the 21st Century: New pedagogies that help
all students attain sophisticated learning outcomes, accessed Aug 2015,
http://thenetwork.typepad.com/files/dede_21stc-skills_semi-final.pdf.
Department of Education and Training Advancing Education: An action plan
for education in
Queensland, accessed Dec 2015, http://advancingeducation.qld.gov.au.
Department of Education and Training Media Centre 2015 Teacher education
review calls for critical reform (media release, 13 February 2015), accessed
Aug 2015, http://ministers.education.gov.au/pyne/teacher-education-review-
calls-critical-reform.

Kay, K. (2010) ‘Foreword’ in J Bellance & R Brandt (Eds) 21st Century Skills:
17
 Rethinking how students learn, Hawker Brownlow Education,

CLASS POLICIES:

1. No special examinations will be administered to absentees unless an

excuse letter from parent/guardian or medical certificate noted by the
guidance counselor and class adviser is presented.
2. Cheating, during examination will give a score of 5.0 after warning.
3. Use of cellular phones and eating are not allowed during class
sessions and examinations.
4. The use of cellular phones is prohibited while discussions are going on.
However, if calls are on an emergency basis, students may go out
without asking permission from the teacher.
5. Attendance will be checked every meeting. Absences incurred for three
(3) meetings (equivalent to 9 hours) shall mean “DROPPED”.
6. Assignments/projects submitted late will not be accepted. Failure to
submit assignments on time or a deadline is equivalent to a grade of
5.0.
7. Attendance and participation in classroom discussions are an important
part of collegial interaction. If you are required to miss part of a class
meeting, you must contact me before the class you miss. When
possible, alternate assignments may be negotiated (for example, if you
are required to miss class for an education-related event, credit may be
awarded for a brief report out from the event). This class is structured
to help you engage with your colleagues in refining your beliefs and
knowledge base regarding the topics we will cover. Without your active
verbal and written participation, your development opportunities will be
limited. Attendance and class participation will account for 10% each of
the course grade.
8. Readings: There will be a significant amount of reading between class
meetings, and you are expected to complete the tasks. Completion of
18
 the tasks will make up 30% of the course grade
(activities/assignments).
9. Class presentation: Students will be expected to examine one theme
within "curriculum" in-depth and as part of a group. The presentations
will be developed collaboratively.

Disability Services: Students with disabilities are provided accommodations upon

presenting the proper verification. Come and see me.
Plagiarism: This is a serious academic offense. Plagiarism is the passing off of
someone else’s work as one’s own and includes failing to cite sources for others’
ideas, copying material from books or the Internet (including assignments and other
activities), and handing in work written by someone other than the participant.
Plagiarism WILL result in a failing grade and may have additional academic
consequences.

Guidelines for a paper’s form:

1. OUT-OF-CLASS papers MUST be typed. Handwritten documents will be

returned ungraded. I encourage you to learn to use a computerized word-processing
program. It can save time, aid proofreading, and improve the appearance of an
essay. This requires foresight.
In-class papers MUST be written in ink.
2. Use one side of the paper only.
3. Use standard 8 1/2" by 11" white paper. Loose leaf or typewriter paper please--
no frazzled edges ripped from notebooks. Use 12-point Times New Roman (TNR)
font.
4. Use margins of at least an inch on each side of the paper. Leave a 1.5" margin
on the left-hand side.
5. Papers (except for the long report) should be folded vertically with the following
information on the outside cover: name, section, theme assignment, instructor's
name, and date.
KEEP A PAPER COPY OF THE FINAL DRAFT IN YOUR OWN FILES. It’s the
cheapest insurance you can buy.

Notes:

19
 1. The length of the final project report should be in the range of 8,000-12,000
words. Please make all your writing relevant.
2. The Word Holiday is intended to be a novel project that reflects scholarly work
and effort. A possibility of compiling words is considered.
3. It should be typed, double-spaced on standard long bond paper.
4. Use 12-point TNR font.
5. Use a 1.5-inch margin at the left; 1.0-inch margin at the top, right and bottom
page.
6. Remember! YOU are required to submit your original work. Where another
material is used, you must state the sources from which the information is derived.
Any act of plagiarism or intellectual dishonesty will result in a grade of “5.0”. If you
are unclear about plagiarism or some other breach of academic integrity, you are
advised to ask me for more clarification on the matter.

Declaration

I have read and understood the above syllabus in full and in participating in this course I
agree to the above rules. I have a clear understanding of the policies and my
responsibilities, and I have discussed everything unclear to me with the instructor.

I will adhere to the academic integrity and policy and I will treat my fellow students and
my teacher with due respect.

I understand that this syllabus can be modified or overruled by announcements of the

instructor in class or on any social media site at any time

_________________________________ ___________________
_____________

Printed name Signature Date

Student’s Copy

-----------------------------------------------------------------------Cut
here-------------------------------------------

Declaration

I have read and understood the above syllabus in full and in participating in this course I
agree to the above rules. I have a clear understanding of the policies and my
responsibilities, and I have discussed everything unclear to me with the instructor.

I will adhere to the academic integrity and policy and I will treat my fellow students and
my teacher with due respect. 20

I understand that this syllabus can be modified or overruled by announcements of the

instructor in class or on any social media site at any time
I. ORIENTATION/OVERVIEW OF THE SUBJECT/UNIVERSITY VMGO

II. LESSON: Overview of the subject and university VMGO

This subject is BUILDING AND ENHANCING NEW LITERACY SKILLS
ACROSS THE CURRICULUM. In this subject, we will have a
comprehensive understanding of the concepts of new literacies in the 21st
century as evolving social phenomena and shared cultural practices
across learning areas. The 21st-century literacies shall include (a)
globalization and multi-cultural literacy, (b) social literacy, (c) media
literacy, (d) financial literacy, (e) cyber literacy /digital literacy, (f) eco-
literacy, and (g) arts and creativity literacy.

III. DURATION: 3 hours

IV. INTRODUCTION
For the first week, we shall have the orientation of the subject, discussion
of the rules and policies of the issue, and the Vision, Mission, Goals, and
Objectives (VMGO) of the university.

V. OBJECTIVES
At the end of the lesson, you shall:
1. Identify the rules and policies of the subject in the modular class;
2. Explain how the college objectives jibe with the university VMGO; and
3. Create a specific study strategy to develop effective study habits in the
subject.

VI. LESSON PROPER

ACTIVITY
This time our activity is called GOAL SETTING ACTIVITY.

GOAL-SETTING ACTIVITY
Planning your study strategy

21
When life in this pandemic keeps you busy, or your energy is focused on a
particular life project, it is all too easy to find yourself off balance and not
paying enough attention to critical areas of your life. For example, while it
is good to be passionate about your study, not having the necessary math
or computing skills for your project can lead to frustration and stress. We
want to quickly and graphically identify the areas in your study to which
you want to devote more energy and help you understand where you are
doing. We challenge you to transform this knowledge into a
complementary program of action.
1. Goal
Before the first semester starts, let us take a "helicopter view" of your life
so that you can work on bringing things into balance. It is where the goal-
setting activity can help; this helps you consider each area of your life in
turn and assess what is off balance. As such, it helps you identify areas
that need more attention to your study strategy.
2. Assess each area
The GOAL-SETTING ACTIVITY assumes that you will be happy and
prosperous in your career if you can find the right balance of attention to
give to each of these dimensions. Different areas of your study plan will
need different levels of engagement at other times. So the next step is to
assess how well you are handling each subject area.
3. Identify where you need to take action
Next, it is time to consider your ideal level in each area of your study. A
balanced study plan does not mean getting a 1.0 in each subject area:
some subject areas need more attention and focus than others at any
given time. Inevitably you will need to make choices and compromises, as
your time and stress are not in unlimited supply, especially during this
pandemic. So the question is: what would the ideal level of attention be for
you in each subject area?
4. Take Action!
Now you have a visual representation of your current study strategy in
different subject areas. Where are the gaps? These are the areas of your
study strategy that need attention. And remember that gaps can go both
ways. There are almost certainly areas that are not getting as much
attention as you would like. However, there may also be subject areas
where you are putting in more effort than you would ideally like. These
22
 areas are sapping energy and enthusiasm that may better be directed
elsewhere. Once you have identified the areas that need attention, it's time
to plan the actions required to regain balance. Starting with the neglected
areas, what things do you need to start doing to regain balance? In the
areas that currently sap your energy and time, what can you stop doing or
reprioritize?

Create a specific study strategy to develop effective study habits in the

subject.

Subject areas Specific study strategy

Since we would like to develop a harmonious relationship, it is proper to

discuss some of the rules and policies with regard to the class subject.

The following are the policies for the subject:

CLASS POLICIES:
1. No special examinations will be administered unless an excuse letter
from parent/guardian or medical certificate noted by the guidance
counselor and class adviser is presented.
2. Cheating during the examination will give a score of 5.0 after warning.
3. Attendance will be checked every scheduled meeting. The allowable
number of absences is only three (3).
5. Assignments/projects submitted late will not be accepted. Failure to
submit assignments on time or a deadline is equivalent to a grade of 5.0.
6. Attendance on a scheduled meeting to track your progress is an
integral part of collegial interaction. If you are required to miss part of a
23
class meeting, you must contact me before the class you miss. When
possible, alternate assignments may be negotiated (for example, if you are
required to miss class for a family-related event, credit may be awarded for
a brief report out from the event). This modular class is structured to help
you engage with your colleagues in refining your beliefs and knowledge
base regarding the topics we will cover. Without your active verbal and
written participation, your development opportunities will be limited.
Attendance and class participation will account for 10% each of the course
grade.
7. There will be a significant amount of reading in this modular approach
to learning, and you are expected to complete the readings. Completion of
the paper will make up 50% of the course grade.

Disability Services: Students with disabilities are provided

accommodations upon presenting the proper verification. Just inform your
teacher.

GUIDELINES FOR A PAPER’S FORM:

1. Handwritten papers are accepted. However, you can still submit a
computerized paper and assignment. I encourage you to learn to use a
computerized word-processing program. It can save time, aid
proofreading, and improve the appearance of an essay.
2. For computerized and handwritten paper, use one side of the paper
only.
3. For computerized paper, use standard 8 ½” by 11” white paper. Loose
leaf or typewriter paper please--no frazzled edges ripped from notebooks.
Use 12-point Arial font.
4. Use margins of at least an inch at of the paper. Leave a 1.5" margin on
the left-hand side.
5. Papers (except for the long report) should be folded vertically with the
following information on the outside cover: name, section, theme
assignment, instructor's name, and date. Place them in a short brown
envelope with your name (surname first) and area.

KEEP A PAPER COPY OF THE FINAL DRAFT IN YOUR OWN FILES. It

is the cheapest insurance you can buy.
24
Notes:
1. The length of the final project report should be in the range of 8,000-
12,000 words. Please make all your writing relevant and readable.
2. The Final Project is intended to be a professional manuscript that
reflects scholarly work and effort.
3. It should be typed, double-spaced on standard long bond paper.
4. Use 12-point Arial font.
4. Use a 1.5-inch margin at the left; 1.0-inch margin at the top, right, and
bottom page.
5. Remember! You are required to submit your ORIGINAL work. Where
another material is used, you must state the sources from which the
information is derived. Any act of plagiarism or intellectual dishonesty will
result in a grade of “5.0”. If some of you are unclear about plagiarism or
some other breach of academic integrity, you are advised to ask your
teacher for more clarification on the matter.

Now that you are a member of the Bulacan State University family, it is
also essential to discuss the Vision, Mission, Goals, and Objectives of the
university. Generally, BSU has the following VMGO.

Vision
Bulacan State University is a progressive knowledge-generating institution
globally recognized for excellent instruction, pioneering research, and
responsive community engagements.

Mission
Bulacan State University exists to produce highly competent, ethical, and
service-oriented professionals that contribute to the sustainable socio-
economic growth and development of the nation.

Goals
In the pursuit of its mission, the initiatives and efforts of the University are
geared towards the attainment of the following goals:

Quality and Excellence. Promoting quality and relevant educational

programs that meet international standards.
25
Relevance and Responsiveness. Generation and dissemination of
knowledge in the broad range of disciplines relevant and responsive to the
dynamically changing domestic and international environments.
Access and Equity. Broadening the access of deserving and qualified
students to educational opportunities.
Efficiency and Effectiveness. Optimizing of social, institutional, and
individual returns and benefits derived from the utilization of higher
education resources.

Objectives
• Provision of graduates competitive with international standards of
quality and excellence;
• Generation and transmission of knowledge in the discipline relevant
and responsive to dynamically changing domestic and international
environment;
• Provision of equitable access of education opportunities to deserving
and qualified clienteles; and
• Optimization of social and individual returns and benefits derived from
the utilization of resources.

However, for each college, there are distinct objectives to accomplish.

Specifically, the College of Education provides its goals for each program
offering.

COLLEGE OF EDUCATION PROGRAM OBJECTIVES

BACHELOR OF ELEMENTARY EDUCATION
1. To provide general education for them to appreciate human ideas and
values, develop in then critical thinking, research capability, creativity, and
good work habits.
2. To provide professional education to develop students’ skills in applying
methods and techniques in teaching vital for effective and efficient delivery
of instruction.
3. To promote co-curricular activities for the development of the personal
discipline, leadership, and responsible membership in the society.

BACHELOR OF SECONDARY EDUCATION

26
1. To provide high-quality academic instruction for personal development.
2. To provide career and professional readiness to the advancing
information technology.
3. To equip the learner with relevant knowledge and skills for a life of
service to humanity.
4. To culminate the spirit of inquiry so that prospective secondary teachers
may become effective agents of change both in the school and in the
community.
5. To become familiar with the different principles, philosophical outlooks,
theories, methods, and techniques that will equip the learner in his area of
specialization.

BACHELOR OF TECHNICAL TEACHER EDUCATION

1. To provide relevant specialized education and training to develop
competencies in the chosen field of concentration in the academic, work-
oriented, or industrial-vocational course.
2. To provide broad general education that would enable students to
develop critical thinking, research capability, creativity, and desirable work
habits.
3. To equip students with the knowledge and skills necessary for
successful entrepreneurial activities.
4. To promote co-curricular activities that will enhance personal and family
life and responsible citizenship.
5. To develop a new breed of educators sensitive to technological changes
and affect global competitiveness.
ANALYSIS
In any organization to which we belong, it is incumbent upon us to follow
the existing rules, policies and regulations. Without them, our life and
relationships with the other members of the organization will be put to
naught. Similarly, we should be governed with our vision, mission, goals,
and objectives, for without them, our life remains for existence only. It
should never be the case because, in life, it is not enough to live or to
exist. The most important thing of all is that we need to THRIVE.

ABSTRACTION

27
 In this lesson, we shall use this graphic organizer to help us understand
critical points.

Orientation

Subject orientation VMGO

Rules University
Policies VMGO
Regulations Coed
Objectives

APPLICATION
On a whole sheet of paper, explain how the college objectives jibe with the
university VMGO.

VII. QUIZ
MULTIPLE CHOICE: Circle ONLY the letter of your correct answer.
1. What is our subject in this course?
a. Building and Enhancing New Literacies Across the Curriculum
b. Building and Enhancing New Literacies Across the Globe
c. Building and Providing New Literacies Across the Curriculum
d. Building and Recycling New Literacies Across the Curriculum
2. Goal setting is when you _____ for study strategy.
a. Explore c. Experiment
b. Plan d. Explain
3. Different areas of your study plan will need different levels of _____
at different times.
a. Affection c. Activity
b. Admiration d. Attention
4. A _____ study plan does not mean getting a 1.0 in each subject area: some
subject areas need more attention and focus than others, at any given time.
a. Benefited c. Balanced
b. Business d. Bulletin

28
5. Papers (except for the long report) should be folded _____ with the following
information on the outside cover: name, section, theme assignment,
instructor's name, and date.
a. Horizontally c. Sideways
b. Vertically d. Alongside
6. The margin at the left side of the paper is:
a. No margin c. 2 inches
b. 1 inch d. 1.5 inches
7. Who is our university president?
a. Dr. Cecilia Gascon c. Dr. Celia Gaascon
b. Dr. Ceciliana Gascon d. Dr. Cecilia Gadcon
8. “Bulacan State University is a progressive knowledge-generating institution
globally recognized for excellent instruction, pioneering research, and
responsive community engagements” is the:
a. Mission c. Vision
b. Objective d. Goal
9. “Bulacan State University exists to produce highly competent, ethical and
service-oriented professionals that contribute to the sustainable socio-
economic growth and development of the nation” is the:
a. Mission c. Vision
b. Objective d. Goal
10. It is one of the programs of the College of Education.
a. Bachelor of Fisheries c. Bachelor of Laws
b. Bachelor of Elementary Education d. Bachelor of Arts

VIII. REFLECTION/INSIGHTS
In your Journal, write how you can help achieve the VMGO of the
university and abide by the existing rules, policies, and regulations of the
subject.

29
 UNIT 1:
INTRODUCTION OF KEY CONCEPTS

I. UNIT 1: INTRODUCTION OF KEY CONCEPTS

II. LESSON 1: DEFINITIONS OF VARIOUS FORMS OF LITERACIES
III. DURATION: 6 HOURS
IV. INTRODUCTION:
Before we begin our lesson, I want you to click on this link and listen to the
music.

30
https://thecurrent.educatorinnovator.org/sites/default/files/media/1826/Literacy
%20Project%20mp3.mp3
You might be wondering what an old-fashioned song has got to do with
literacy. Well, this song has everything to do with our topic. So be sure that you listen
to it before moving forward with our lesson.
As educators, our view of a literate student a decade or score ago may not be
the same as how we perceive a literate student now. Before, as long as a person
can read and write, we say he is literate. If he is no-read, no-write, then he is
illiterate. It was as simple as that. We minimally defined literacy, confined only to
reading and writing. Nowadays, however, there is a paradigm shift in the form of
literacy than what we might traditionally think.
The new forms of literacies are seldom treated as equally important to the
traditional definition of literacy. However, they are just as crucial to our students in
today’s society as reading and writing. Before defining the different forms of literacy,
I know that you already know what they are. But I want you to hold off your thoughts
for a moment and let us relate the song that you just heard to the many forms of
literacies that are racing in your mind right now.
When you played the song, first, all you heard was drums. It set the rhythm,
built a structure for the music, but it was pretty basic. It is what teaching traditional
literacy does to students. Remember when you were in grade 1? You were taught
the basics of reading the alphabet, the picture words, familiarizing yourselves with
phonics, and other fundamental elements of language. It provided you a gateway to
accessing more levels of literacy needed to be literate in society successfully.
After listening to the drums, the bass came in; it added more of a foundation,
while also giving the song the start of a voice. For each additional voice that was
added to the song (that is, guitar and vocals), the music started feeling more
complete. Analogous to the song, for each type of literacy you will learn, the closer
you are to being completely literate. These new forms of literacies are called the 21 st-
century literacies.
So, do you think you are already literate? Wait until you learn what other
forms of literacies are after we lay down the objectives of our lesson.

V. OBJECTIVES:
At the end of this lesson, you are expected to:

1. Enumerate and define the different forms of literacies, mainly traditional

literacies and 21st-century literacies and skills.
31
 2. Compare and contrast traditional literacies and 21 st-century literacies and
skills using a graphic organizer.
3. Describe a 21st-century classroom.
4. Assess your skills and literacies and determine whether you have what it
takes to be a 21st-century learner.

VI. UNIT PRETEST

MULTIPLE CHOICE: Encircle ONLY the letter that corresponds to your answer.

1. The new forms of literacies are treated as equally important to the traditional
definition of literacy.
a. False b. Partly true c. True d. Confusing
2. Which of the following is not a characteristic of 21 st-century classrooms?
a. Teacher-centered c. project-based and research-driven
b. Technologies and multimedia d. global classrooms are driven
3. The definition of literacy is confined only to reading and writing. What
word/words should be replaced to make the statement correct?
a. Definition b. literacy c. confined the only d. reading and
writing
4. 21st-century skills serve as the foundation of traditional literacies. How would
you describe this statement?
a. True b. partly true c. Confusing d. False
5. The ability to make judgments and decisions, use systems thinking, reason
effectively, and solve problems.
a. Collaboration b. communication c. critical thinking d. creativity
6. It is a form of literacy that deals with reading and writing letters in a particular
language.
a. Literacy b. traditional literacy c. early literacy d. emergent
literacy
7. It deals with the earliest behaviors of literacy in form of the skills, knowledge,
and attitudes that are manifested before the actual conventional level of
literacy is attained.
a. Functional literacy c. conventional literacy
b. basic literacy d. emergent literacy
8. All of the following comprise functional literacy except:
a. Reading b. writing c. calculation d. speaking

32
9. Basic literacy/skills are identified as:
a. Listening and speaking
b. Reading and writing
c. Listening and reading
d. Speaking and writing
10. Which does not characterize a 21st-century classroom?
a. Students listen intently as the teacher demonstrates the concept of the
lesson.
b. Students watch a video tutorial related to the lesson.
c. Students are grouped to solve a problem.
d. Students go out of the classroom to explore the environment.
11. A learner who is eco literate exemplifies knowledge on the following except:
a. climate change and pollution
b. loss of natural habitats and biodiversity
c. impacts of environmental problems on human lives
d. effect of nutritious food on human health
12. It is impossible to imagine education in the 21 st-century not being immersed in
technology. How can you correct the statement?
a. Change the word impossible to possible
b. Don’t change anything at all
c. Change not being immersed to immersed
d. Change 21st-century to the previous century

13. It is a characteristic that demonstrates originality and inventiveness in work

and understands the real world limits to adopting new ideas. 
a. creativity b. critical thinking c. collaboration d. communication
14. Aside from technology, one change in 21st-century teaching and learning is
_______.
a. Instruction b. classroom policies c. classroom arrangement d.
materials
15. Which of the following does not exemplify a project-based and research-
driven 21st century classroom?
a. emphasis on data c. stresses teamwork
b. focus on information d. evidence-based decision making

33
16. In 21st century learning, knowledge, competencies, and skills developed in
learners in the past centuries may no longer be attuned to the needs of the
current times. What needs to be changed to make this statement correct?
a. May no longer be attuned c. in the past centuries
b. In 21st century learning d. Nothing needs to change
17. This competency is based on the reality that societies and workplaces have
now become more information-driven.
a. Cyber literacy c. globalization
b. media literacy d. social literacy
18. To cope with the challenges and demands of the 21st century, the following
needs to be changed except:
a. subjects b. Knowledge c. skills d. attitudes and values
19. Which of the following does NOT demonstrate globalization and multicultural
literacy?
a. culture of respect for cultural diversity
b. global citizen perspective
c. understanding of how world events
d. bias toward other cultures
20. This type of literacy entails acquiring knowledge about climate change,
pollution, loss of natural habitats and biodiversity, and the impacts of
environmental problems on human lives.
a. Social literacy b. emotional literacy c. ecoliteracy d. financial literacy
21. It is a skill that must be acquired by which are attuned to the norms of your
current society. It must also be developed to be able to effectively manage the
stresses of a fast-paced 21st-century society.
a. Ecoliteracy c. financial literacy
b. social/emotional literacy d. media literacy
22. This type of literacy requires teachers and students to develop familiarity and
skills in using computers, the internet and other information technologies.
a. Ecoliteracy b. cyberliteracy c. media literacy d. social literacy
23. Financial literacy covers the following aspects except:
a. economics b. financial management c. technology d.
entrepreneurship
24. Students are taught to discern real news from fake news. This is an example
of what type of literacy?
a. digital literacy b. ICT literacy c. cyberliteracy d. media literacy
25. Which is not a trait of globalization and multicultural literacy?

34
 a. Students value their mother tongue to the point that they do not learn other
languages to preserve their identity and culture.
b. Students develop a culture of respect for cultural diversity.
c. Students have global perspectives and are conscious that their local
actions can have an impact on the broader international arena.
d. Students understand how world events may also affect their community at
the local level.

26. It refers to specific core competencies such as collaboration, digital literacy,

critical thinking, and problem-solving that advocates believe schools need to
teach to help students thrive in today's world.
a. 21st century skills c. 21st century learning
b. Critical thinking skills d. Core competencies

27. It is the cognitive ability to produce novel and valuable ideas and considered
as prized in the economic, civic, and global spheres because it sparks
innovations that can create jobs, address challenges, and motivate social and
individual progress.
a. Innovation c. Creativity
b. Transfer of learning d. Technology

28. It is the ability to pursue and persist in learning, to organize one's knowledge,
including through effective management of time and information, both
individually and in groups.
a. Learning to learn c. Foster students’ creativity
b. Transfer of learning d. Promote teamwork as a process and
Outcome
29. It is used in many modern classrooms and allows teachers to move beyond
the traditional textbook by using primary sources, demonstrate abstract
concepts in ways students can grasp, bring the minuscule world to the human
eye.
a. Teach through the discipline c. Foster students’ creativity
b. Transfer of learning d. Technology

30. It could be established by showing how theory can be applied in practice,

establishing in local cases, relating material to everyday applications, or
finding applications in current newsworthy issues.
a. Relevance c. Creativity
b. Technology d. Teamwork

31. It is the fundamental building block for how individuals think, how teachers
create plans and teach each other to apply them, how groups socialize, and
how students transform their lives.
a. Relevance c. Creativity
b. Technology d. Attention

32. This skill requires firstly the acquisition of the necessary fundamental skills
such as literacy, numeracy, and ICT skills that are necessary for further
learning.
a. Learning to learn c. Foster students’ creativity
b. Transfer of learning d. Promote teamwork as a process and
Outcome

35
33. This science of learning shows that students learn better with peers, and there
are many ways in which teachers can design instruction to encourage
learning with others.
a. Learning to learn c. Foster students’ creativity
b. Transfer of learning d. Promote teamwork as a process and
Outcome
34. It is one of the critical attributes of 21st-century education that promotes the
skills needed to be productive members of today’s society.
a. Student-Centered c. Project-Based and Research-Driven
b. 21st Century Skills d. Relevant, Rigorous, and Real-world
35. 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.
a. Student-Centered c. Project-Based and Research-Driven
b. 21st Century Skills d. Global classrooms

36. This critical attribute implies that the school will need to acquire and use
computers and various multimedia equipment to enhance learning to the best
extent possible.
a. Student-Centered c. Technologies and Multimedia
b. 21st Century Skills d. Relevant, Rigorous, and Real-world

37. This critical attribute implies that teachers need to review the school
curriculum and identify strategies or ways on how different subjects can be
effectively linked to enhancing the learning experiences of students.
a. Student-Centered c. Integrated and Interdisciplinary
b. 21st Century Skills d. Relevant, Rigorous, and Real-world
38. This critical attribute implies that as a 21st-century teacher, you need to be
updated on the current trends, developments, and issues in your school,
community, and world.
a. Student-Centered c. Integrated and Interdisciplinary
b. 21st Century Skills d. Relevant, Rigorous, and Real-world
39. This critical attribute implies that teachers should act as facilitators of learning,
not as sages on the stage but as guides on the side.
a. Student-Centered c. Integrated and Interdisciplinary
b. 21st-Century Skills d. Relevant, Rigorous and Real-world
40. It refers to the ability to find, evaluate, utilize, and create information using
technologies and multimedia or digital technology in general.

a. Digital Literacy c. Multimedia Literacy

b. Technology Literacy d. Information Literacy

41. This critical attribute implies that the 21 st-century need to be knowledgeable
about research to guide their learning through self-directed activities, such as
learning projects within and outside their classrooms.
a. Student-Centered c. Project-Based and Research-Driven
b. 21st Century Skills d. Global classrooms

36
42. It is one of the most challenging reading strategies for students to master,
only because it requires students to use multiple skills and techniques
together.
c. Visualize c. Ask questions
d. Make connections d. Synthesize
43. It is a fundamental reading strategy that will help students take their meaning
of a text more profoundly.  They find clues in the text and use what they
already know from personal experience or past knowledge to understand
what the text is about entirely.
a. Visualize c. Ask questions
b. Make inferences d. Synthesize

44. It is a strategy that readers use to distinguish between what information in a

text is most important versus what is interesting but not necessary for
understanding.

a. Determine text importance c. Ask questions

b. Make inferences d. Synthesize

45. It is to get a mental image of the text by using their senses to feel, hear, see,
taste and touch in the same way as what the characters are.
a. Visualize c. Ask questions
b. Make inferences d. Synthesize
46. It is an essential strategy in developing comprehension. It helps students to
become more engaged in their reading; explore the text on a deeper level;
clarify the meaning of words, phrases, and what happens in the text itself;
become more critical thinkers, and be more reflective.
a. Visualize c. Ask questions
b. Make inferences d. Synthesize

47. This strategy encourages students to make personal connections from the
text with something in their own life, another text, or something occurring in
the world.
a. Make connections c. Ask questions
b. Make inferences d. Synthesize
48. This strategy sought the students to internalize and grow and change as
thinkers because of the texts that they read.  It makes the students evaluate
and reflect on what they are reading.
a. Make connections c. Ask questions
b. Make inferences d. Synthesize

49. It is said to be guessing what will happen next based on what they already
know from the text and their background knowledge.
a. Visualizing c. Predicting
b. Questioning d. Inferring

50. This is said to be guessing about what is currently happening and backed up
by supporting details from both the text and personal knowledge.
a. Visualizing c. Predicting
b. Questioning d. Inferring

37
VII. LESSON PROPER
ACTIVITY
A. Classify the various forms of literacies according to the two categories
below.

Traditional Literacies 21st Century Literacies and Skills

Choose from these words (Three words do not belong to any group)
Media literacy Traditional literacy globalization

Social literacy Financial literacy Basic literacy and skills

Early literacy Alliteracy Multicultural literacy

Functional literacy Media literacy Multi-literacy

Digital literacy Emergent literacy Eco-literacy

Illiteracy Arts and creativity Social literacy

literacy

38
 V
VOCABULARY DEVELOPMENT
Choose five words from the list that are not familiar to you. Before
looking up the meaning in the dictionary, guess the meaning of the word.
Then opposite your answer, write the word’s definition after checking its
meaning from the dictionary.
Unfamiliar Words Guessed meaning Dictionary meaning

1.

2.

3.

4.

5.

How many words did you guess? If you got four and above,
congratulations! If you got only two answers correct, well, try again next
time!

ANALYSIS
So what do you know about traditional literacies and 21 st-century skills?
How can you, as a future educator, develop these in your students? Do you
think you have these skills?
Read the following scenarios and identify who among the teachers
is/are NOT developing the 21st-century skills of students. Explain your choice.
a. Ms. Amina, a science teacher, taught a unit on medicinal plants.
She brought her students to a nearby community herbal garden,
where the students became more familiar with the different kinds of
herbs and their uses for various ailments.
b. Ms. Dizon helped her fourth-grade students to set up a simple
Webquest on how people from different countries say common
phrases like “hello,” “thank you,” or “good day” in their language.

39
 This way, her students could connect with students from different
races and cultures and learn from them.
c. Mrs. Singh is very knowledgeable about the subject matter that she
is teaching. It is the reason her students sometimes refer to her as
a “walking encyclopedia.” Thus, in the classroom, she usually
serves as the primary dispenser of information and knowledge to
her students.
d. Mr. Boon collaborates with his co-teachers on a thematic unit about
water. In science, the students learned how water forms and the
importance of the water cycle. In math, they tried to convert units
used to measure liquid, e.g., from milliliter (mL) to liter (L). In
English class, they composed a poem about water. The students
had fun learning about water!
Now, that you have fully grasped the need to develop 21 st-century
literacies/skills first in you, then in your future students, let us now analyze
a graphic presentation that will give you a snapshot of what we are going
to discuss.

ABSTRACTION

40
 Figure 1. Traditional and New Literacies
If you notice, traditional literacies are at the base of 21 st-century literacy
skills. it does not mean that they are considered less important; they are
instead foundational or serve as the structure by which 21 st century skills are
built. You cannot have 21st century skills unless you are grounded on
traditional literacies.
Find out more about these literacies as they are described in Table 1.

Table 1. Traditional Literacies

Traditional Literacies Description

Conventional or It deals with reading and writing skills of letters in a

traditional literacy particular language. It involves issues such as
knowing the alphabet, phonetics, phonology,
morphology, syntax, semantics and pragmatics that
govern the reading and writing skills in a conventional
manner. McGee and Richgels (1996:30) describe the
use of conventional literacy in terms of the behavior
manifested by readers. “Conventional readers and
writers read and write in ways that most people in our
literate society recognize as ‘really’ reading and
writing. For example, they use a variety of reading
strategies, know hundreds of sight words, read texts
written in a variety of structures, are aware of
audience, monitor their own performances as writers
and readers, and spell conventionally.”

41
Functional Literacy A type of literacy that deals with application of
conventional form of literacy such as reading and
writing well enough to understand signs, read
newspaper headings, read labels on medicine bottles,
make shopping lists, read Bible, write letters, fill in
forms, apply for jobs, practice the language skills
verbally and in written form, reading for pleasure and
purposive writing. Functional Literacy – A type or type
of literacy that prepares an individual to engage in all
those activities available in his or her group and
community and also for enabling him or her to
continue to use reading, writing and calculation for his
or her own and the community’s development.
Functional literacy as noted by different scholars is
used for different activities in the society. Gray
(1956:21) notes: Functional literacy is used for the
training of adults to ‘meet independently the reading
and writing demands placed on them’. Currently, the
phrase describes those approaches to literacy which
stresses the acquisition of appropriate verbal,
cognitive, and computational skills to accomplish
practical ends in culturally specific settings.

Early/Emergent Literacy A type of literacy that deals with the earliest behaviors
that relate to a kind of literacy in form of the skills,
knowledge, and attitudes that are manifested before
the actual conventional level of literacy is attained.
The term was first used in 1966 by a New Zealand
researcher Marie Clay to describe the behaviors seen
in young children when they use books and writing
materials to imitate reading and writing activities,
even though the children cannot actually read and
write in the conventional sense (Ramsburg, 1998).
Today the term has expanded in usage. Sulzby and
Teale (1996: 728) “Emergent literacy is concerned
with the earliest phases of literacy development, the

42
 period between birth and the time when children read
and write conventionally. The term emergent literacy
signals a belief that, in a literate society, young
children even one and two year olds, are in the
process of becoming literate”.

Basic Literacy and Skills These refer to a type of knowledge that is expected to
be known by everyone in a particular field. In the
world today, people expect everyone to know basics
of conventional literacy that is to know how to read
and write. For example, everyone is expected to
know how to read and write as a basic literacy skill.

Now that you understood what traditional literacies are let us now
discuss the 21st-century literacies/skills (excerpt taken from GURO21
Course, Facilitating the Development of 21st Century Skills for Southeast
Asian Teachers. Module One, Equipping Teachers with Knowledge, Skills,
Attitudes, and Values for the 21st-Century)

Imagine this – a classroom filled with students, seated in groups of

fours or fives in different areas of the room, with each group similar to the set-
up shown above. They are animatedly talking about last night’s email
exchanges and electronic discussions about their science projects. The teams
continue to plan their project and work on their group presentation to get the
comments and feedback of their classmates. Monina and her three group
mates, Alvin, Nicole, and Jeffrey, are huddled around a computer.

They are getting information from the internet on building a solar

system model using indigenous materials in the community. Then, they
summarize their output and get ready for the group presentation. Other
groups are similarly on task, working on their respective science projects. The
classroom is abuzz with activity and discussions, but the class is far from
noisy or rowdy. Near the end of the class session, a volunteer from each
group presents their report using PowerPoint projected on a display screen. A
combination of images, text, and animations are standard in each group’s
presentation.

43
 Have you experienced or observed a classroom situation such as the
one described above? If so, you are in good company, as this scenario is
becoming common in schools in Asia and other parts of the world. Isn’t it
great to see students actively engaged in their lessons, learning on their own
and from each other, and from other information sources (e.g., the internet)?
I’m sure it would bring such joy to any teacher seeing his/her students adept
at using available instructional technology, such as computers and the
internet in the classroom.

The scenario may characterize 21st-century teaching and learning.

How does this classroom setting compare with what you experienced when
you were a student? I think you will agree that this is quite different from
classroom situations several years ago. This does not come as a surprise;
after all, the world, as well as the education arena, has indeed seen significant
changes in the past decades. Foremost among these changes is in the area
of technology. With the speed at which technology is developing and
impacting on the world, it is impossible to imagine education in the
21st century not being immersed in technology.

Aside from technology, there are other changes in 21st-century

teaching and learning. Instruction is different from what it was in the past in
terms of lesson content and scope. The teaching-learning processes.
Knowledge, competencies, and skills developed in learners in the past
centuries may no longer be attuned to the needs of the current times. Thus,
you and your students will require new sets of knowledge, skills, attitudes, and
values (KSAVs) to cope with the challenges and demands of the 21st century.

As a future teacher, you have the unique responsibility to guide your

would-be learners towards becoming the best that they can be, and at the
same time, help them meet the challenges of the 21 st-century. You will be
tasked to help provide learners with the knowledge, skills, attitudes, and
values they need to succeed in their studies, work, and life amidst the fast-
paced changes in the 21st century. To do this, it is necessary that you first
possess and develop these knowledge, skills, attitudes, and values within
yourself. You will then be more than ready to become an essential agent
towards preparing your future students to become productive members of
21st-century societies.

44
 The following are the definitions of new literacies or the 21 st-century
literacies.

Table 2. 21st Century Literacies and Skills

21st Century Literacies Description

The Arts and Creativity This literacy can be manifested in creative ways of
problem-solving and expressed through the
production of various artworks. Teachers and
students need to be more adept in the arts and
manifest creativity in multiple activities.

Ecoliteracy It entails acquiring knowledge about climate change,

pollution, loss of natural habitats, and biodiversity and
the impacts of environmental problems on human
lives. Moreover, solutions on how these ecological
problems could be addressed must also be practiced.
Teachers and students need to develop an
awareness of the environment.

Cyberliteracy/Digital This competency is based on the reality that societies

Literacy (Information and and workplaces have now become more information-
ICT Knowledge) driven. Workplaces of the 21st century rely heavily on
electronic (digital) forms of data storage and
management as well as in the area of
communications. Teachers and students need to
develop familiarity and skills in using computers, the
internet, and other information technologies.

Financial Literacy Teachers and students are expected to be

knowledgeable about the basics of economics and
financial management. This way, you, as a teacher,
can extend the skill into livelihood activities,
entrepreneurship, and wise handling of personal
finances.

Media Literacy Teachers and students are expected to be

knowledgeable and skilled in the area of

45
 communications particularly the media. Teachers and
students must learn how to discern news and
information based on the form and content as to how
these information are transmitted via various forms of
media.

Social/Emotional You and your students need to acquire social skills

Literacies that are attuned to the norms of your current society.
Emotional intelligence must also be developed to
effectively manage the stresses of a fast-paced 21st-
century society.

Globalization and You and your students need to develop a culture of

Multicultural Literacy respect for cultural diversity. There is value in having
a perspective as a global citizen whose local actions
can have an impact on the broader international
arena. You also have to understand how world events
may also affect you and your community at the local
level.

Aside from these two broad categories of various literacies, there is

also a popular 21st-century skill known as the 4Cs. A Hanover Research
report, A Crosswalk of 21st Century Skills, sheds some light on the subject.
Hanover Research recently analyzed six major educational frameworks
designed to improve the development of 21 st-century skills. It included
frameworks and critical skills listed by the Partnership for 21st Century
Skills, Tony Wagner’s Seven Survival Skills, the Metiri Group’s enGauge
framework, the Iowa Core 21st Century Skills, developed by the Iowa
Department of Education, the Connecticut State Department of Education and
the Assessment and Teaching of 21st-Century Skills (ATC21S), and the World
Economic Forum.
While each framework has a slightly different list of critical 21st-century
skills, all agree on the 4Cs: critical thinking and problem solving, creativity,
communication, and collaboration.

46
 So let us define each of these traits/skills. And as we do, think of a
situation where you could apply the particular skill at work, at home, in school,
or your community.

Table 3. 21st Century Competencies

Competencies Description

Critical Thinking/Problem Ability to identify, analyze, and evaluate

solving situations, ideas and information, to formulate
responses and solutions

Creativity Ability to imagine and devise new, innovative

ways of addressing problems, answering
questions, or expressing meaning through the
application, synthesis, or repurposing of
knowledge

Communication Ability to listen to, understand, convey and

contextualize information through verbal,
nonverbal, visual, and written means

Collaboration Ability to work in a team towards a common

goal, including the ability to prevent and
manage conflict

APPLICATION
In a group, choose a particular subject and grade level that you will
target. Supposing you are now a teacher and want to develop the 4Cs in your
students, create a task where students can apply the 4Cs in the particular
project, and explain how each can be demonstrated. Provide clear directions
to your students.
VIII. REFLECTION/ANALYSIS
Do you now know more about all the literacies discussed in the table? Do you
already possess these literacies? In the following table, rate yourself according to the
literacies mentioned. Check the box on the appropriate column that reflects your
perception of your current state corresponding to the literacy.

47
 Identify the literacy areas in which you are strong, good, or weak. Then,
develop a personal lifelong program to address the areas where you are still weak,
and enhance those you are already good or healthy. You may use the following
guide in writing your Personal Lifelong Learning Plan (PLLP), which includes the
following:
The various forms of literacies
Your level of competency for each literacy
Activities that will help improve or enhance literacy
Time Frame
Support/Resources Needed
Barriers/Challenges
Solutions/Action Points
Discuss your lifelong learning plan with your teacher for feedback and
recommendations for improvement. Use his/her feedback to improve your action
plan further.
Traditional and 21st- I do not I have some literacy My literacy in
Century Literacies have this in this area but still this area is
literacy need improvement well-developed
yet
Traditional literacy      
Functional literacy      
Early
literacy/emergent
literacy      
Basic literacy and
skills      
The Arts and
Creativity      
Eco-literacy      
Cyber literacy      
Financial Literacy      
Media Literacy      
Social/Emotional
Literacy      

48
 Globalization and
Multicultural Literacy      

Criteria Weight
Feasibility of the activities within the given time frame 40%
Appropriateness of the activity to target the weakness 30%
Sustainability of the plan 20%
Cost-effectiveness 10%
Total 100%

IX. QUIZ

MULTIPLE CHOICE: Circle ONLY the letter that corresponds to your correct
answer.

1.Which of the following is not a characteristic of 21 st century classrooms?

a. Teacher-centered c. project-based and research-driven
b. Technologies and multimedia d. global classrooms driven
2.The ability to reason effectively, use systems thinking, make judgments and
decisions, and solve problems.
a. Collaboration c. Critical thinking
b. Communication d. Creativity
3.It deals with the earliest behaviors of literacy in form of the skills, knowledge,
and attitudes that are manifested before the actual conventional level of literacy is
attained.
a. Functional literacy c. conventional literacy
b. basic literacy d. emergent literacy
4.Basic literacy/skills are identified as:
a. Listening and speaking
b. Reading and writing
c. Listening and reading
d. Speaking and writing
5.A learner who is ecoliterate exemplifies knowledge on the following except:
a. climate change and pollution
b. loss of natural habitats and biodiversity
49
 c. impacts of environmental problems on human lives
d. effect of nutritious food on human health
6.It is a characteristic that demonstrates originality and inventiveness in work and
understand the real world limits to adopting new ideas. 
a. creativity b. critical thinking c. collaboration d. communication
7.Which of the following does not exemplify a project-based and research-driven
21st century classroom?
a. emphasis on data c. stresses teamwork
b. focus on information d. evidence-based decision making

8.This competency is based on the reality that societies and workplaces have
now become more information-driven.
a. Cyber literacy c. globalization
b. media literacy d. social literacy
9.Which of the following does NOT demonstrate globalization and multicultural
literacy?
a. culture of respect for cultural diversity
b. global citizen perspective
c. understanding of how world events
d. bias toward other cultures
10.It is a skill that must be acquired by which are attuned to the norms of your
current society. It must also be developed to be able to effectively manage the
stresses of a fast-paced 21st century society.
a. Ecoliteracy c. financial literacy
b. social/emotional literacy d. media literacy

X. READINGS
Refer to the readings indicated in the syllabus.
I. UNIT 1: INTRODUCTION OF KEY CONCEPTS

II. LESSON 2: FEATURES OF THE 21ST CENTURY TEACHING AND LEARNING

III. DURATION: 3 HOURS

IV. INTRODUCTION:
This lesson is designed to help future teachers to acquire and apply in their
upcoming profession the 21st century teaching and learning context. The 21 st
century teaching and learning emphasizes learning to learn together about the data
50
filled world and prepare student teachers to connect in a new world where
challenges of globalization, technology, migration, international rivalry, altering
markets, and transnational environmental and political contests add a new urgency
to develop the skills and knowledge students need for success in the 21st century
setting.
With the challenges that the world are facing nowadays it is imperative for the
teachers and learners to be equipped with 21 st century teaching and learning skills,
with the onset of the 21st century, the whole world has witnessed an era of intense
transformation in all aspects, whether it is education, global trade and economy,
technology or society. Thus, the 21st Century Skills are the skills that are required by
an individual for holistic development so that he/she can contribute to the progress
and development of the society.

For students to learn 21st-century skills, educators will have to teach them in a
rationalized approach as the most effective way to teach 21st-century skills. This
lesson summarizes the nine science of learning telling how students learn the skills
and how pedagogy can address their 21st century needs.

V. OBJECTIVES:
At the end of this lesson, students are expected to:
1. Enumerate the science of learning in the 21 st century teaching and learning
context;
2. Discuss the conduct of teaching 21st century skills; and
3. Create learning experiences and activities that address the 21st Century Skills of
problem solving and creative thinking.

VI. LESSON PROPER:

ACTIVITY:
Our activity is called ORGANIZING THOUGHTS.
In 21st century teaching and learning, write your idea on how to become
effective teacher in delivering the lessons; and as student in learning the
lessons effectively.

Write your answer here:

51
 VOCABULARY DEVELOPMENT:
Given the lesson key words on the first column write your own description and
check using internet or dictionary:

Lesson key words Your own description Internet/Dictionary

meaning

21st century skills

Teaching

Learning

LOTS- Lower Order

Thinking Skills

HOTS- Higher Order

Thinking Skills

Relevant

Transfer of learning

Technology

Creativity

Attention

ANALYSIS:

The 21st century skills are more challenging to teach and learn and they are also
more difficult to assess. Designing tests that measure lower-order thinking skills
52
like memorization is straightforward in comparison to measuring skills like
creativity, innovation, leadership, and teamwork.

HOW DO YOU SEE THE TEACHING AND LEARNING TODAY?

ABSTRACTION:

This illustration helps you understand our lesson:

Foster
Make it
students’
relevant
creativity

Make full
use of Teach
technology through the
to support
53 disciplines
learning
 Simultaneously
teamwork
develop lower and
as a process
higher order
and
thinking skills
outcome

Address
Encourage
misunderst
transfer of
andings
learning
directly
Teach st
Science ofstudents
Learningto in the 21
learn howand Learning
Century Teaching
to learn
Context

The Science of Learning

The science of learning can be extracted into nine points, all of which are
about how students learn 21st century skills and how pedagogy can address
new learning needs. Many of the lessons particularly transfer, metacognition,
teamwork, technology, and creativity are also 21st century skills in
themselves. Use them as points of advice that other education systems can
apply.

1. Make it relevant

Relevant learning means effective learning, and that alone should be enough
to get us rethinking our lesson plans. The old drill and kill method is
neurologically useless, as it turns out. Relevant, meaningful activities that both
engage students emotionally and connect with what they already know are
what help build neural connections and long-term memory storage.

Relevance could be established through showing how theory can be applied

in practice, establishing relevance to local cases, relating material to everyday
applications, or finding applications in current newsworthy issues.

To be effective, any curriculum must be relevant to students’ lives.

Transmission and rote memorization of factual knowledge can make any
subject matter seem irrelevant. Irrelevance leads to lack of motivation, which
in turn leads to decreased learning.

54
To make curriculum relevant, teachers need to begin with generative topics,
ones that have an important place in the disciplinary or interdisciplinary study
at hand and resonate with learners and teachers.

Both teachers and students benefit from the use of generative topics and
reinforcement of relevance. Teachers like this method because it allows for
the freedom to teach creatively. Students like it because it makes learning feel
more interesting and engaging, and they find that understanding is something
they can use, rather than simply possess.

2. Teach through the disciplines

Learning through disciplines entails learning not only the knowledge of the
discipline but also the skills associated with the production of knowledge
within the discipline. Through disciplinary curriculum and instruction students
should learn why the discipline is important, how experts create new
knowledge, and how they communicate about it. Continued learning in any
discipline requires that the student or expert become deeply familiar with a
knowledge base, know how to use that knowledge base, articulate a problem,
creatively address the problem, and communicate findings in sophisticated
ways. Therefore, mastering a discipline means using many 21st century skills.

3. Simultaneously develop lower and higher order thinking skills

Lower-order exercises are fairly common in existing curricula, while higher-

order thinking activities are much less common. Higher-level thinking tends to
be difficult for students because it requires them not only to understand the
relationship between different variables (lower-order thinking) but also how to
apply or transfer that understanding to a new, uncharted context (higher-order
thinking).

Transfer tends to be very difficult for most people. However, applying new
understandings to a new, uncharted context is also exactly what students
need to do to successfully negotiate the demands of the 21st century.

Higher-level thinking skills take time to develop, and teaching them generally
requires a tradeoff of breadth for depth.

55
What are Higher Order Thinking Skills?

Bloom’s taxonomy revised. (From Anderson, L. W. & Krathwohl, D.R., et al

(2001).

4. Encourage transfer of learning

Students must apply the skills and knowledge they gain in one discipline to
another. They must also apply what they learn in school to other areas of their
lives. This application or transfer can be challenging for students and for
adults as well.

There are a number of specific ways that teachers can encourage low and
high road transfer. To encourage low-road transfer, teachers can use
methods like the following:

● Design learning experiences that are similar to situations where the

students might need to apply the knowledge and skills
● Set expectations, by telling students that they will need to structure
their historical argument homework essay in the same way that they
are practicing in class
● Ask students to practice debating a topic privately in pairs before
holding a large-scale debate in front of the class
● Organize mock trials, mock congressional deliberations, or other role-
playing exercises as a way for students to practice civic engagement

56
 ● Talk through solving a particular mathematics problem so that students
understand the thinking process they might apply to a similar problem
● Practice finding and using historical evidence from a primary source
and then ask students to do the same with a different primary source

The purpose of each of these activities is to develop students’ familiarity and

comfort with a learning situation that is very similar to a new learning situation
to which they will need to transfer their skills, concepts, etc.

Teachers can use other methods to encourage high-road transfer. For

example, teachers can ask students to:

● brainstorm about ways in which they might apply a particular skill,

attitude, concept, etc. to another situation
● generalize broad principles from a specific piece of information, such
as a law of science or a political action
● make analogies between a topic and something different, like between
ecosystems and financial markets
● study the same problem at home and at school, to practice drawing
parallels between contextual similarities and differences

Some education experts believe that training students to transfer their

knowledge and skills to real problems contributed to their success. The
importance of transfer brings us back to the fundamental rationale for learning
21st century skills in the first place so that students can transfer them to the
economic, civic and global 21st century contexts that demand them.

5. Teach students to learn how to learn

Learning to learn is the ability to pursue and persist in learning, to organize

one's own learning, including through effective management of time and
information, both individually and in groups. This competence includes
awareness of one's learning process and needs, identifying available
opportunities, and the ability to overcome obstacles in order to learn
successfully. This competence means gaining, processing and assimilating
new knowledge and skills as well as seeking and making use of guidance.
Learning to learn engages learners to build on prior learning and life
experiences in order to use and apply knowledge and skills in a variety of
57
contexts: at home, at work, in education and training. Motivation and
confidence are crucial to an individual's competence.

There is a limit to the skills, attitudes, and dispositions that students can learn
through formal schooling. Therefore, educating them for the 21st century
requires teaching them how to learn on their own. To do so, students need to
be aware of how they learn.

Teachers can develop students’ metacognitive capacity by encouraging them

to explicitly examine how they think. it is also important for students to
develop positive mental models about how we learn, the limits of our learning,
and indications of failure. Students benefit from believing that intelligence and
capacity increase with effort (known as the “incremental” model of
intelligence) and that mistakes and failures are opportunities for self-inquiry
and growth rather than indictments of worth or ability.

Learning to learn skills require firstly the acquisition of the fundamental basic
skills such as literacy, numeracy and ICT skills that are necessary for further
learning. Building on these skills, an individual should be able to access, gain,
process and assimilate new knowledge and skills. This requires effective
management of one's learning, career and work patterns, and, in particular,
the ability to persevere with learning, to concentrate for extended periods and
to reflect critically on the purposes and aims of learning. Individuals should be
able to dedicate time to learning autonomously and with self-discipline, but
also to work collaboratively as part of the learning process, draw the benefits
from a heterogeneous group, and to share what they have learnt. Individuals
should be able to organize their own learning, evaluate their own work, and to
seek advice, information and support when appropriate.

A positive attitude includes the motivation and confidence to pursue and

succeed at learning throughout one's life. A problem-solving attitude supports
both the learning process itself and an individual's ability to handle obstacles
and change. The desire to apply prior learning and life experiences and the
curiosity to look for opportunities to learn and apply learning in a variety of life
contexts are essential elements of a positive attitude. (Key Competencies
for Lifelong Learning (2006/962/EC))

58
6. Address misunderstandings directly

Another well-documented science of learning theory is that learners have

many misunderstandings about how the world really works, and they hold
onto these misconceptions until they have the opportunity to build alternative
explanations based on experience. To overcome misconceptions, learners of
any age need to actively construct new understandings.

There are several ways to counter misunderstandings, including teaching

generative topics deeply, encouraging students to model concepts, and
providing explicit instruction about misunderstandings.

7. Promote teamwork as a process and outcome

Students learn better with peers. There are many ways in which teachers can
design instruction to promote learning with others.

Students can discuss concepts in pairs or groups and share what they
understand with the rest of the class. They can develop arguments and
debate them. They can role-play. They can divide up materials about a given
topic and then teach others about their piece. Together, students and the
teacher can use a studio format in which several students work through a
given issue, talking through their thinking process while the others comment.

8. Make full use of technology to support learning

Technology offers the potential to provide students with new ways to

develop their problem solving, critical thinking, and communication skills,
transfer them to different contexts, reflect on their thinking and that of their
peers, practice addressing their misunderstandings, and collaborate with
peers all on topics relevant to their lives and using engaging tools.

The technologies used in many modern classrooms allow teachers to

move beyond the traditional textbook by using main sources, demonstrate
abstract concepts in ways students can grasp, bring the miniscule world to the
human eye, simulate processes that could not be otherwise demonstrated,
bring people from distant places into the classroom, take students, virtually, to
almost anywhere, allow students to collaborate with others in their class, in

59
another state or another country. It gives teachers the opportunity to assist
students, who have the technology in their hands to reach out to the world, to
understand that with that unprecedented power comes responsibility.

There are also many other examples of web-based forums through

which students and their peers from around the world can interact, share,
debate, and learn from each other.

The nature of the Internet’s countless sources, many of which provide

inconsistent information and contribute substantive source bias, provide
students with the opportunity to learn to assess sources for their reliability and
validity. It gives them an opportunity to practice filtering out information from
unreliable sources and synthesizing information from legitimate ones.

9. Foster students’ creativity

A common definition of creativity is “the cognitive ability to produce

novel and valuable ideas.” Creativity is prized in the economic, civic, and
global spheres because it sparks innovations that can create jobs, address
challenges, and motivate social and individual progress. Like intelligence and
learning capacity, creativity is not a fixed characteristic that people either have
or do not have. Rather, it is incremental, such that students can learn to be
more creative. In contrast to the common misconception that the way to
develop creativity is through uncontrolled, let the kids run wild techniques or
only through the arts creative development requires structure and
intentionality from both teachers and students and can be learned through the
disciplines.

Creative instruction can be used to promote achievement across

content areas, establish long-term learning (Woolfolk, 2007, as cited in
Beghetto & Kaufman, 2010), encourage creative thinking and problem solving
(Treffinger, 2008), and foster motivation and engagement. Creative thinking
lessons build on critical thinking and go beyond simple recall to consider
"what if" possibilities and incorporate real-life problem solving; they require
students to use both divergent and convergent thinking. As Robinson has
noted, "Creativity is not only about generating ideas; it involves making

60
judgments about them. The creative process includes elaborating on the initial
ideas, testing and refining them and even rejecting them" (2011, Chapter 6).

In a classroom that promotes creativity, students are grouped for

specific purposes, rather than randomly, and are offered controlled product
choices that make sense in the content area. Creative lesson components are
not just feel-good activities. They are activities that directly address critical
content, target specific standards, and require thoughtful products that allow
students to show what they know. In the creative classroom, teachers
encourage students to become independent learners by using strategies such
as the gradual release of responsibility model (Fisher & Frey, 2008).

Creativity is not just for low-performing schools; using creative

strategies and techniques helps all students think deeply and improve
achievement. Creativity is not only for disengaged learners; it is motivating for
all learners. Creativity is not just for students in the arts; it is for students in all
classrooms in all content areas. Creativity is not just for high-achieving
students; it supports struggling students and those with special needs as well.
Creative thinking is not just for those students who are good at creative
thinking; it is for all students. Promoting creativity in the classroom is not just
for some teachers but for all teachers.

Other relative essential components for effective teaching and learning

Although learning is a complex process, in its most basic form, there

are some processes that must take place in order for learning to occur. The
learner must be attentive, must be able to connect the information to prior
knowledge and understanding, and finally, the learner must draw appropriate
conclusions.

Attention: Attention is the fundamental building block for how individuals

think, how teachers create plans and teach each other to apply them, how
groups socialize, and how students transform their lives. Learning occurs
when students pay attention in the discussion, focusing in the subject matters
make the learning broad-gauge.

61
 The first thing an instructor must do is to gain the attention of the
learner. This is not a joke or a shout at the beginning of class, this is the need
for the learner to see relevance and meaning in learning the information being
presented. This relevance and meaning must go beyond taking and passing
the course for degree completion. The learner must be able to personally
connect course content in meaningful and relevant ways. The instructor must
be able to convince students that the effort they put forth in learning the
course material will be worthwhile. Often, topics can be approached by
presenting a real-life scenario or problem for which the information can be
utilized to solve the problem.

Processing Information: Just because learners must process new

information repeatedly, in a variety of ways, before they can master it,
instruction should include a mixture of written words, visuals, audio,
manipulative, action, and practice with the content that students are expected
to master. It is best to focus the instruction on a few major concepts that are
learned deeply rather than teaching many concepts superficially. All learners
will compare new information with previous experiences and knowledge.
Effective instructors will incorporate this into learning activities by giving the
students an opportunity to reflect, compare, and question the new information.
Small group discussions are effective for giving learners the opportunity to
draw from past experience and knowledge and to make links to the new
information being presented.

Conclusions and Understanding: All learners have their own unique

perspective and experiences, and this affects what knowledge they are able
to retain and use. The instructor’s role is to move learners through the new
material in an orderly and organized manner, giving them classroom
opportunities to practice new skills and to draw their own conclusions.
Learners experiment with and/or test new information before deciding if it is
useful to them enough to make the effort to learn it. When instructors develop
learning activities that encourage students to experiment and use information
to draw their own conclusions, students see the relevance in learning the
material.

APPLICATION:

62
 Now for application of what you have learned, write your preparation and a
scenario where you will assume as teacher and your about to deliver the
lesson to your students. Show your way on how to be an effective teacher for
the 21st century learners. Use A4 bond paper, Arial 12-point font with 1.5
spacing and 1-inch margin on all sides (Refer to the syllabus for the rubric).

VII. REFLECTION/ANALYSIS
The statements below are the nine science of learning in the 21 st century
teaching and learning context, complete the statements grounded on the
previous discussion:

Make it relevant …

Teach through the disciplines …

Simultaneously develop lower and higher order thinking skills …

Encourage transfer of learning …

Teach students to learn how to learn …

Address misunderstandings directly …

63
 Promote teamwork as a process and outcome …

Make full use of technology to support learning …

Foster students’ creativity …

VIII. QUIZ
MULTIPLE CHOICE: Encircle ONLY the letter that corresponds to your answer.

1. It is the highest in the revised taxonomy of learning by Anderson and

Krathwohl?

a. Synthesis c. Evaluating
b. Creating d. Application

2. It is the cognitive ability to produce novel and valuable ideas and considered
as prized in the economic, civic, and global spheres because it sparks
innovations that can create jobs, address challenges, and motivate social and
individual progress.
a. Innovation c. Creativity
b. Transfer of learning d. Technology

64
3. It is the ability to pursue and persist in learning, to organize one's knowledge,
including through effective management of time and information, both
individually and in groups.
a. Learning to learn c. Foster students’ creativity
b. Transfer of learning d. Promote teamwork as a process and
Outcome
4. It is used in many modern classrooms, and allows teachers to move beyond
the traditional textbook by using primary sources, demonstrate abstract
concepts in ways students can grasp, bring the minuscule world to the human
eye.
a. Teach through the discipline c. Foster students’ creativity
b. Transfer of learning d. Technology
5. It could be established by showing how theory can be applied in practice,
establishing local cases, relating material to everyday applications, or finding
applications in current newsworthy issues.

a. Relevance c. Creativity
b. Technology d. Teamwork
6. This is the fundamental building block for how individuals think, how teachers
create plans and teach each other to apply them, how groups socialize, and
how students transform their lives.

a. Relevance c. Creativity
b. Technology d. Attention
7. This skill requires firstly the acquisition of the necessary fundamental skills
such as literacy, numeracy, and ICT skills that are necessary for further
learning.

a. Learning to learn c. Foster students’ creativity

b. Transfer of learning d. Promote teamwork as a process and
Outcome
8. This science of learning shows that students learn better with peers and there
are many ways in which teachers can design instruction to encourage
learning with others.
a. Learning to learn c. Foster students’ creativity
b. Transfer of learning d. Promote teamwork as a process and
Outcome
65
 9. It is said to be the number of extracted points in the science of learning and
how students learn 21st-century skills.

a. Eight c. Ten
b. Nine d. Eleven
10. It is the meaning of the acronym LOTS.
a. Lower Order Thinking Skills c. Low Order Thinking Skills
b. Lowest Order Thinking Skills d. Last Order Thinking Skills

IX. READINGS

Refer to the readings indicated in the syllabus.

I. UNIT 1: INTRODUCTION OF KEY CONCEPTS

II. LESSON 3: CRITICAL ATTRIBUTES OF THE 21ST CENTURY EDUCATION
III. DURATION: 3 HOURS
IV. INTRODUCTION:
A 21st-century education is about giving students the skills they need to succeed
in this new world, considering the new normal that we are all living today, and
helping them grow the certainty to practice those skills they learned. With so much
information readily available, 21st-century skills focus more on making sense of that
information, sharing, and using it in creative ways.

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, we need to
develop essential knowledge, skills, attitudes, and values to be able to cope with
these changes and to help the students address them as well.

Conceivably we may have mentioned that the curriculum of the 21 st-century is

different from that of earlier decades. Teaching strategies may have also come up in
the discussion about changes in 21st-century education. These are but some of the
changes and characteristics of 21st-century education that teachers and students
66
face today and in the future. Educators have identified factors or attributes critical to
21st education. As modern-day teachers, we need to be aware. We must strive to
understand the essential attributes of 21 st-century education so that we may be able
to integrate them in the teaching and learning process.

V. OBJECTIVES:
At the end of this lesson, students are expected to:
1. Enumerate the critical attributes of 21st-century education;
2. Explain the critical attributes of 21st-century education; and
3. Organize teaching and learning activities in connection with the critical
attributes of 21st-century education.

VI. LESSON PROPER:

ACTIVITY:
Our activity is called ORGANIZING THOUGHTS.
Write an essay using the topic.

“Education has changed over the years.”

Write your answer here:

VOCABULARY DEVELOPMENT:
Given the lesson key words on the first column write your own
description and check using internet or dictionary:
67
 Lesson key words Your description Internet/Dictionary
meaning

Critical

Attributes

Education

Rigorous

Integrated

Interdisciplinary

Multimedia

Lifelong-learning

21st century

Project-based

ANALYSIS:

The first column is the critical attributes of 21 st-century education; what do you
think are the teaching and learning activities (TLA) to achieve each detail?
Write your answer in the spaces in the second column, then analyze if the
TLA’s are being practiced in your classroom, write yes or no in the third
column.

Critical Attributes of Suggested Teaching and Are you currently doing

21st Century Learning Activities to these suggested activities
Education Achieve the Attribute in your school? (Yes/No)

1. Integrated and
Interdisciplinary

2. Technologies
and Multimedia

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3. Global
Classrooms

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

5. Student-
Centered

6. 21st Century
Skills

7. Project-based
and Research-
driven

8. Relevant, Engage learners in Yes

Rigorous, and collaborative projects that
Real-world will challenge them to find
ways to solve real-world
problems, such as
pollution, global warming,
drug addiction, and the
like.

ABSTRACTION:

This illustration helps you to understand our lesson:

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Source: 21st Century Schools (2011)

Critical Attributes of the 21st Century Education

In today’s educational landscape, teachers need to think globally. Whether

you teach in private or government schools, as teachers, we need to develop
a new generation of students who think and act globally. Therefore, it is
imperative to know more about the critical attributes of 21 st-century education.

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 multiple 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 enhancing 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) and
multimedia (e.g., using audio- and video-based instruction) to improve
teaching and learning activities. The ability to find, evaluate, utilize, and create
70
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, you need to
develop your digital literacy skills to 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.

It means that teachers should facilitate students’ acquisition of KSAVs that

go beyond academics. Learning should take place not only to pass exams but
also to transfer knowledge to real-life situations. The curriculum should be
planned so that the students will continue to learn even outside the school’s
portals.

5. Student-Centered
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 standard in 21st-century classrooms, where diverse student
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factors are taken into account when planning and delivering education. 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 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
necessary 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 helping
your students develop these skills.

7. Project-Based and Research-Driven

Among the critical attributes of 21st-century education is data, information,

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

8. Relevant, Rigorous, and Real-world

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 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
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 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.

APPLICATION:

Now for application of what you have learned, identify different teaching and
learning activities that you experienced in the classroom from the previous
discussions/lessons with your professor. Try to analyze and discuss its
connections to the eight critical attributes of 21 st-century education. Use A4
bond paper, Arial 12-point font with 1.5 spacing, and 1-inch margin on all
sides (Refer to the rubric).

VII. REFLECTION/ANALYSIS
Study the first column of the table below which provides a list of the new parameters
in education in the 21st century. Your task is to give examples of the “new things” in
education listed in the first column. You may write your answer in the second
column. The last item, New Spaces/Dimensions of Learning, has been done for you.
Work on the rest of the examples.

What’s New in Education Your Examples

New approaches to teacher

The new content of learning

New acquisition of learning

New types of learners

New spaces/dimensions of Classes can now be held online instead of only

learning within classrooms

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VIII. QUIZ
MULTIPLE CHOICE: Circle ONLY the letter that corresponds to your
answer.

1. It is one of the critical attributes of 21st-century education that promotes the

skills needed to be productive members of today’s society.
a. Student-Centered c. Project-Based and Research-Driven
b. 21st Century Skills d. Relevant, Rigorous, and Real-world

2. 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.
a. Student-Centered c. Project-Based and Research-Driven
b. 21st Century Skills d. Global classrooms
3. This critical attribute implies that the school will need to acquire and use
computers and various multimedia equipment to enhance learning to the best
extent possible.

a. Student-Centered c. Technologies and Multimedia

b. 21st Century Skills d. Relevant, Rigorous, and Real-world
4. This critical attribute implies that teachers need to review the school
curriculum and identify strategies or ways on how different subjects can be
effectively linked to enhancing the learning experiences of students.
a. Student-Centered c. Integrated and Interdisciplinary
b. 21st Century Skills d. Relevant, Rigorous and Real-world
5. This critical attribute implies that as 21st century teacher, you need to be
updated on the current trends, developments, and issues in your school,
community, and in the world.
a. Student-Centered c. Integrated and Interdisciplinary
b. 21st Century Skills d. Relevant, Rigorous and Real-world
6. This critical attribute implies that teachers should act as facilitators of learning
not as sages on the stage but as guides on the side.
a. Student-Centered c. Integrated and Interdisciplinary
b. 21st Century Skills d. Relevant, Rigorous and Real-world
7. This critical attribute implies that learning should take place not only for the
purpose of passing exams, but also for transferring knowledge to real life
situations.
74
 a. Student-Centered c. Integrated and Interdisciplinary
b. 21st Century Skills d. Creating/Adapting to Constant Personal
and Social Change, and Lifelong
Learning
8. It is referred to as the ability to find, evaluate, utilize, and create information
using technologies and multimedia or digital technology in general.

a. Digital Literacy c. Multimedia Literacy

b. Technology Literacy d. Information Literacy

9. This critical attribute implies that teachers of the 21st century need to be
knowledgeable about research to guide their learning through self-directed
activities, such as learning projects within and outside their classrooms.
10. Student-Centered c. Project-Based and Research-Driven
11. 21st Century Skills d. Global classrooms
12. It is the meaning of the acronym TLA.
a. Teaching and Learning Attributes c. Teacher and Learner Attributes
b. Teacher and Learners Activities d. Teaching and Learning Activities

V. READINGS

Refer to the readings indicated in the syllabus.

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I. UNIT 1: INTRODUCTION OF KEY CONCEPTS

II. LESSON 4: BASIC STRATEGIES FOR DEVELOPING LITERACY

(COMPREHENSION STRATEGIES)

III. DURATION: 3 HOURS

IV. INTRODUCTION:

This lesson explores strategies in developing literacy and their benefits. Examine
descriptions of each type of design and its instructional implications for literacy
development. It will extend the learner’s ability to interpret and create texts with
context, accuracy, confidence, fluency, and efficacy. As we all know, literacy today is
diverse and complex. It is recognized as being social, community-based, culturally-
defined, varied, and potentially transformational.

The ability to comprehend manuscript is the ultimate goal of the lesson, knowing
the precise measure to make everything more apparent to the view of the students
and recognize better the content of the materials being used in the discussion.
Comprehension is a prerequisite for acquiring content knowledge and expressing
ideas and opinions through discussion and writing. It can be evident when students
can interpret and evaluate events, dialogue, images, and information and connect
them to what they already know.

The lesson about comprehension strategies offers a unique learning environment

that inspires students to develop their comprehension skills at their level. Students
are more engaged in texts, as they are encouraged to recognize better and increase
comprehension based on the strategies being undertaken in this unit.

V. OBJECTIVES:

At the end of this lesson, students are expected to:

1. Enumerate the six comprehension strategies;

76
2. Demonstrate comprehension in reading passages; and
3. Discuss and respond to the content of the text orally and in writing.

VI. LESSON PROPER:

ACTIVITY
Read the passage carefully and answer the questions below:
Philosophy of Education is a label applied to study the purpose,
process, nature, and ideals of education. It can be considered a branch of
both philosophy and education. Education can be defined as the teaching and
learning of specific skills, and the imparting of knowledge, judgment, and
wisdom, and is broader than the societal institution of education about which
we often speak. Many educationalists consider it a weak and woolly field, too
far removed from the practical applications of the real world to be useful. But
philosophers dating back to Plato and the Ancient Greeks have given the area
much thought and emphasis, and there is little doubt that their work has
helped shape the practice of education over the millennia.
Plato is the earliest crucial educational thinker, and education is an
essential element in "The Republic" (his most important work on philosophy
and political theory, written around 360 B.C.). In it, he advocates some rather
extreme methods: removing children from their mothers' care and raising
them as wards of the state, and differentiating children suitable to the various
castes, the highest receiving the most education, so that they could act as
guardians of the city and care for the less able. He believed that education
should be holistic, including facts, skills, physical discipline, music, and art.
Plato believed that talent and intelligence are not distributed genetically and
thus is be found in children born to all classes. However, his proposed system
of selective public education for an educated minority of the population does
not follow a democratic model.
Aristotle considered human nature, habit, and reason to be equally
important forces to be cultivated in education, the ultimate aim of producing
good and virtuous citizens. He proposed that teachers lead their students
systematically. That repetition is used as a critical tool to develop good habits,
unlike Socrates' emphasis on questioning his listeners to bring out their ideas.
He emphasized the balancing of the theoretical and practical aspects of
subjects taught, among which he explicitly mentions reading, writing,
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mathematics, music, physical education, literature, history, and a wide range
of sciences, as well as play, which he also considered essential. During the
Medieval period, the idea of Perennialism was first formulated by St. Thomas
Aquinas in his work "De Magistro." Perennialism holds that one should teach
those things deemed to be of everlasting importance to all people
everywhere, namely principles and reasoning, not just facts (which are apt to
change over time). One should teach first about people, not machines or
techniques. It was initially religious, and it was only much later that a theory of
secular Perennialism developed. During the Renaissance, the French skeptic
Michel de Montaigne (1533 - 1592) was the first to look at education critically.
Unusually for his time, Montaigne was willing to question the conventional
wisdom of the period, calling into question the whole edifice of the educational
system, and the implicit assumption that university-educated philosophers
were necessarily wiser than uneducated farmworkers, for example.

Q1. What is the difference between the approaches of Socrates and

Aristotle?
a. Aristotle felt the need for repetition to develop good habits in
students; Socrates felt that students need to be constantly questioned
b. Aristotle regarded the need for rote-learning; Socrates emphasized
on dialogic learning
c. There was no difference
d. Aristotle stressed on the importance of paying attention to human
nature; Socrates emphasized upon science
Q2. Why do educationists consider philosophy a ‘weak and woolly’
field?
a. It is not practically applicable
b. Its theoretical concepts are easily understood
c. It is irrelevant for education
d. None of the above
Q3. What do you know by the term ‘Perennialism’, in the context of the
given comprehension passage?
a. It refers to something which is of ceaseless importance
b. It refers to something which is quite an unnecessary
c. It refers to something abstract and theoretical

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 d. It refers to something which existed in the past and no longer exists
now
Q4. Were Plato’s beliefs about education democratic?
a. He believed that only the rich have the right to acquire education
b. Yes
c. He thought that only a select few are meant to attend schools
d. He believed that all pupils are not talented
Q5. Why did Aquinas propose a model of education which did not lay
much emphasis on facts?
a. Facts are not necessary
b. Facts do not lead to holistic education
c. Facts change with the changing times
d. Points are frozen in time

VOCABULARY DEVELOPMENT:
Given the lesson keywords on the first column, write your description and
check using the internet or dictionary:

Lesson key
Your description Internet/Dictionary meaning
words

Comprehension

Strategy

Synthesize

Visualize

Inferences

Literacy

Importance

Connection

Predicting

Monitoring

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ANALYSIS:

The first column deals with the comprehension strategies; what do you think
are the teaching and learning activities (TLA) for each design? Write your
answer in the spaces in the second column, then analyze if the TLA’s are
being practiced in your classroom, write yes or no in the third column.

Suggested Teaching Are you currently

Comprehension and Learning doing these suggested
Strategies Activities for each activities in your
strategy school? (Yes/No)

1. Make
connections

2. Ask questions

3. Visualize

4. Determine text
importance

5. Make inferences

6. Synthesize

ABSTRACTION:

This illustration helps you to understand our lesson:

Make
Connections

COMPREHENSION Ask
STRATEGIES Visualize
Questions

Determine
Text Make Synthesize
Importance Inferences

80
Six Comprehension Strategies

Thoughtful readers use relevant prior knowledge to predict when reading, and
when deciding what they think might occur next. When reading, they bring
knowledge from their own life experiences and any knowledge about the text,
and form predictions based on this prior knowledge before and during
reading. To form predictions, students may compare their forecasts with ideas
in the text, evaluate and modify their predictions as they read. Reflect on their
predictions and what they have read, and create new understandings.

1. Make Connections.

Readers connect the topic or information to what they already know about
themselves, about other texts, and the world.

Students are encouraged to make personal connections from the text with:
something in their own life, another text, or something occurring globally.
Students focus on making connections in various activities. It appears as
students associate what they are reading, understanding, and seeing with
familiar situations and texts. For example, students predict what the book is
about from an image of the front cover, using their skills in making
connections. It can be followed up in classroom discussions by asking
students to compare the books they read with other books and real-life
situations. For example, asking children to explain to the class when you have
experienced a similar feeling to a character in the book you read’. Or ‘Does
the front cover remind you of something you have experienced in your life?’

2. Ask Questions
Questioning is an essential strategy in developing comprehension.
Questioning helps students become more engaged in their reading; explore
the text on a deeper level; clarify the meaning of words, phrases and what
happens in the text itself; become more critical thinkers, and be more
reflective. Think-aloud is when readers identify and talk out loud about the
process occurring in their head as they read. Students observe teachers
modeling their thinking aloud, and can begin to change their thinking to help
achieve more transparent comprehension. Teachers model thinking out loud
about anything related to understanding when reading. It is a comprehension

81
strategy that includes all the other comprehension strategies. The teacher
uses this think aloud to explain the thinking necessary for questioning,
predicting, visualizing, summarizing, and what they know about text structures
and features all the required strategies for becoming smart, thinking readers.

3. Visualize
Visualizing is a powerful cognitive tool. When used in conjunction with
the other comprehension strategies, visualizing is a powerful way to
understand and comprehend the text the student is reading. Think of
visualizing as running a ‘movie’ of the text in your head, where you feel like
you are actually in the text; the text comes to life. Students are encouraged to
get a mental image of the text by using their senses to feel, hear, see, taste,
and touch in the same way as what the characters are. It helps them relate to
what the characters think and understand the text at a much deeper level. It is
also much more enjoyable to make connections and feel like you are a part of
the excitement of what you are reading. When students enjoy reading, they
simply read more.

4. Determine Text Importance

Determining text importance is a strategy that readers use to distinguish
between what information in a text is most important versus what is interesting
but not necessary for understanding. This practical reading strategy enables
students to differentiate between the most and least important information
presented in textbooks and nonfiction reading. Although teachers find this
strategy difficult for many students to execute accurately, it is essential to
comprehending complicated nonfiction text. As teachers, we need to explicitly
and systematically teach our students how to extract the necessary
information they read.

When students are allowed to combine facts and ideas to solve a given
problem, higher-order thinking and reasoning skills are utilized.

When we teach this strategy to students, we tell them they need to

become detectives and search for the most critical points of the text. We
remind them that along the way, there will be distractors, or less important
information, given to make the selection more exciting or more evident to the
reader. This information, however, is not essential to understanding the point
of the nonfiction text.
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 To help students build their skills and confidence in this strategy, we must
provide explicit instruction and ample opportunities for guided practice. This
systematic instruction will give students many opportunities to practice before
using the design independently.

5. Make Inferences
They teach students how to infer while reading is a fundamental reading
strategy that will help them take their meaning of a text more profoundly. 
When students conclude, they find clues in the text and use what they already
know from personal experience or past knowledge to understand what the
text is about entirely.  Reasonable inferences are backed up by supporting
details from both the text and personal background.

WHAT DO YOU NEED TO KNOW BEFORE TEACHING THE INFERRING

READING STRATEGY?

It is essential to help students to distinguish inferring from stating the obvious. 

For example, a student looking at the picture of the baby could state the
obvious by saying the baby is crying.  However, a correct inference might
include that the baby is tired or hungry.  Using background knowledge of why
babies cry, combined with the details in the picture, makes this a plausible
inference.
It is also vital to help students understand the difference between inferences
and predictions.  Although they are relatable, they are not the same.  When
students predict, they guess what will happen next based on what they
already know from the text and their background knowledge.  When students
infer, they think what is currently happening. A sensible inference for why the
baby is presently crying is that the baby is hungry or tired, while a rational
prediction might be that the mom or dad of the baby will come and pick the
baby up to soothe him.
Finally, although inferences are subjective, students can draw incorrect
inferences.  For example, if a student looked at the picture of the crying baby
and said “the baby is probably upset because his brother just made fun of
him,” that would be incorrect because the baby in this picture is too young to
understand that he was being made fun of.

83
 Setting this foundation will be essential to your students’ master of this
reading strategy.

6. Synthesize
Readers combine new information with existing knowledge to form original
ideas, new lines of thinking, or new creations.

Synthesizing is one of the most challenging reading strategies for students

to master, only because it requires students to use multiple skills and
techniques together. The prefix “syn” means together.  Synthesizing a text is
the process of pulling together background knowledge, newly learned ideas,
connections, inferences, and summaries into a complete and original
understanding of the text.  When students synthesize, they are aware of how
their thinking changes and evolves as they read a text.

We must teach our students to synthesize.  We want them to do more than

just provide a retelling of a text that they read.  Instead, we want them to
internalize it and grow and change as thinkers because of the texts that they
read.  To do this, students need to stop often to evaluate and reflect on what
they are reading.  Through synthesizing, readers form new ideas and
opinions.

APPLICATION:

Now for applying what you have learned, identify different teaching and
learning activities that you experienced in the classroom from the previous
discussions/lessons with your professor. Try to analyze and discuss its
connections to the six comprehension strategies. Use A4 bond paper, Arial
12-point font with 1.5 spacing, and 1-inch margin on all sides (Refer to the
rubric).

VII. REFLECTION/ANALYSIS
Study the first column of the table below, which provides a list of the
comprehension strategies. Your task is to determine what teachers do or provide

84
teaching methods to link with each design in the first column. You may write your
answer in the second column.

Comprehension Strategies Teaching Methods

Make Connections

Ask Questions

Visualize

Determine Text Importance

Make Inferences

Synthesize

VIII. QUIZ
MULTIPLE CHOICE: Circle ONLY the letter that corresponds to your answer.
1. The new forms of literacies are treated as equally important to the traditional
definition of literacy.
a. False b. Partly true c. True d. Confusing
2. Which of the following is not a characteristic of 21 st-century classrooms?
a. Teacher-centered c. project-based and research-driven
b. Technologies and multimedia d. global classrooms driven
2. The definition of literacy is confined only to reading and writing. What
word/words should be replaced to make the statement correct?
a. Definition b. literacy c. confined only d. reading and writing
3. 21st-century skills serve as the foundation of traditional literacies. How would
you describe this statement?
a. True b. partly true c. Confusing d. False
4. The ability to make judgments and decisions, use systems thinking, reason
effectively, and solve problems.
a. Collaboration b. communication c. critical thinking d. creativity
5. It is a form of literacy that deals with reading and writing skills of letters in a
particular language.
a. Literacy b. traditional literacy c. early literacy d. emergent
literacy

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6. It deals with the earliest behaviors of literacy in form of the skills, knowledge,
and attitudes that are manifested before the actual conventional level of
literacy is attained.
a. Functional literacy c. conventional literacy
b. basic literacy d. emergent literacy
7. All of the following comprise functional literacy except:
a. Reading b. writing c. calculation d. speaking
8. Basic literacy/skills are identified as:
a. Listening and speaking
b. Reading and writing
c. Listening and reading
d. Speaking and writing
9. Which does not characterize a 21st-century classroom?
a. Students listen intently as the teacher demonstrates the concept of the
lesson.
b. Students watch a video tutorial related to the lesson.
c. Students are grouped together to solve the problem.
d. Students go out of the classroom to explore the environment.
10. A learner who is eco literate exemplifies knowledge on the following except:
a. climate change and pollution
b. loss of natural habitats and biodiversity
c. impacts of environmental problems on human lives
d. effect of nutritious food on human health
11. It is impossible to imagine education in the 21st century not being immersed
in technology. How can you correct the statement?
a. Change the word impossible to possible
b. Don’t change anything at all
c. Change not being immersed to immersed
d. Change 21st century to the previous century
12. It is a characteristic that demonstrates originality and inventiveness in work
and understands the real world limits to adopting new ideas. 
a. creativity b. critical thinking c. collaboration d. communication
13. Aside from technology, one change in 21st century teaching and learning is
_______.
a. Instruction b. classroom policies c. classroom arrangement d.
materials
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14. Which of the following does not exemplify a project-based and research-
driven 21st century classroom?
a. emphasis on data c. stresses teamwork
b. focus on information d. evidence-based decision making
15. In 21st century learning, knowledge, competencies, and skills developed in
learners in the past centuries may no longer be attuned to the needs of the
current times. What needs to be changed to make this statement correct?
a. May no longer be attuned c. in the past centuries
b. In 21st century learning d. Nothing needs to change
16. This competency is based on the reality that societies and workplaces have
now become more information-driven.
a. Cyber literacy c. globalization
b. media literacy d. social literacy
17. To cope with the challenges and demands of the 21st century, the following
needs to be changed except:
a. subjects b. Knowledge c. skills d. attitudes and values
18. Which of the following does NOT demonstrate globalization and multicultural
literacy?
a. culture of respect for cultural diversity
b. global citizen perspective
c. understanding of how world events
d. bias toward other cultures
19. This type of literacy entails acquiring knowledge about climate change,
pollution, loss of natural habitats and biodiversity, and the impacts of
environmental problems on human lives.
a. Social literacy b. emotional literacy c. ecoliteracy d. financial literacy
20. It is a skill that must be acquired by which are attuned to the norms of your
current society. It must also be developed to be able to manage the stresses
of a fast-paced 21st-century society effectively.
a. Ecoliteracy c. financial literacy
b. social/emotional literacy d. media literacy
21. This type of literacy requires teachers and students to develop familiarity and
skills in using computers, the internet and other information technologies.
b. Ecoliteracy b. cyberliteracy c. media literacy d. social literacy
22. Financial literacy covers the following aspects except:

87
 a. economics b. financial management c. technology d.
entrepreneurship
24. Students are taught to discern real news from fake news. It is an example of
what type of literacy?
a. digital literacy b. ICT literacy c. cyberliteracy d. media literacy
25. Which is not a trait of globalization and multicultural literacy?
a. Students value their mother tongue to the point that they do not learn other
languages to preserve their identity and culture.
b. Students develop a culture of respect for cultural diversity.
c. Students have global perspectives, and are mindful that their local actions
can have an impact on the broader international arena.
d. Students understand how world events may also affect their community at
the local level.

VII. READINGS. Refer to the readings indicated in the syllabus.

VIII. UNIT POSTTEST

MULTIPLE CHOICE: Encircle ONLY the letter that corresponds to your answer.

1. The new forms of literacies are treated as equally important to the traditional
definition of literacy.
a. False b. Partly true c. True d. Confusing
2. Which of the following is not a characteristic of 21 st-century classrooms?
a. Teacher-centered c. project-based and research-driven
b. Technologies and multimedia d. global classrooms driven
3. The definition of literacy is confined only to reading and writing. What
word/words should be replaced to make the statement correct?
a. Definition b. literacy c. confined only d. reading and writing
4. 21st-century skills serve as the foundation of traditional literacies. How would
you describe this statement?
a. True b. partly true c. Confusing d. False
5. The ability to make judgments and decisions, use systems thinking, reason
effectively, and solve problems.
a. Collaboration b. communication c. critical thinking d. creativity
6. It is a form of literacy that deals with reading and writing skills of letters in a
particular language.
a. Literacy b. traditional literacy c. early literacy d. emergent
literacy

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7. It deals with the earliest behaviors of literacy in form of the skills, knowledge,
and attitudes that are manifested before the actual conventional level of
literacy is attained.
a. Functional literacy c. conventional literacy
b. basic literacy d. emergent literacy
8. All of the following comprise functional literacy except:
a. Reading b. writing c. calculation d. speaking
9. Basic literacy/skills are identified as:
a. Listening and speaking
b. Reading and writing
c. Listening and reading
d. Speaking and writing
10. Which does not characterize a 21st-century classroom?
a. Students listen intently as the teacher demonstrates the concept of the
lesson.
b. Students watch a video tutorial related to the lesson.
c. Students are grouped to solve a problem.
d. Students go out of the classroom to explore the environment.
11. A learner who is eco literate exemplifies knowledge on the following except:
a. climate change and pollution
b. loss of natural habitats and biodiversity
c. impacts of environmental problems on human lives
d. effect of nutritious food on human health
12. It is impossible to imagine education in the 21st century not being immersed
in technology. How can you correct the statement?
a. Change the word impossible to possible
b. Don’t change anything at all
c. Change not being immersed to immersed
d. Change the 21st century to the previous century
13. It is a characteristic that demonstrates originality and inventiveness in work
and understands the real world limits to adopting new ideas. 
a. creativity b. critical thinking c. collaboration d. communication
14. Aside from technology, one change in 21st-century teaching and learning is
_______.
a. Instruction b. classroom policies c. classroom arrangement d.
materials
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15. Which of the following does not exemplify a project-based and research-
driven 21st century classroom?
a. emphasis on data c. stresses teamwork
b. focus on information d. evidence-based decision making
16. In 21st-century learning, knowledge, competencies, and skills developed in
learners in the past centuries may no longer be attuned to the needs of the
current times. What needs to be changed to make this statement correct?
a. May no longer be attuned c. in the past centuries
b. In 21st century learning d. Nothing needs to change
17. This competency is based on the reality that societies and workplaces have
now become more information-driven.
a. Cyber literacy c. globalization
b. media literacy d. social literacy
18. To cope with the challenges and demands of the 21st century, the following
needs to be changed except:
a. subjects b. Knowledge c. skills d. attitudes and values
19. Which of the following does NOT demonstrate globalization and multicultural
literacy?
a. culture of respect for cultural diversity
b. global citizen perspective
c. understanding of how world events
d. bias toward other cultures
20. This type of literacy entails acquiring knowledge about climate change,
pollution, loss of natural habitats and biodiversity, and the impacts of
environmental problems on human lives.
a. Social literacy b. emotional literacy c. ecoliteracy d. financial literacy
21. It is a skill that must be acquired by which are attuned to the norms of your
current society. It must also be developed to be able to manage the stresses
of a fast-paced 21st-century society effectively.
a. Ecoliteracy c. financial literacy
b. social/emotional literacy d. media literacy
22. This type of literacy requires teachers and students to develop familiarity and
skills in using computers, the internet, and other information technologies.
a. Ecoliteracy b. cyberliteracy c. media literacy d. social literacy
23. Financial literacy covers the following aspects except:
a. economics b. financial management c. technology d. entrepreneurship
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24. Students are taught to discern real news from fake news. It is an example of
what type of literacy?
a. digital literacy b. ICT literacy c. cyberliteracy d. media literacy
25. Which is not a trait of globalization and multicultural literacy?
a. Students value their mother tongue to the point that they do not learn other
languages to preserve their identity and culture.
b. Students develop a culture of respect for cultural diversity.
c. Students have global perspectives and are mindful that their local actions
can have an impact on the broader international arena.
d. Students understand how world events may also affect their community at
the local level.

26. It refers to specific core competencies such as collaboration, digital literacy,

critical thinking, and problem-solving that advocates believe schools need to
teach to help students thrive in today's world.
a. 21st century skills c. 21st century learning
b. Critical thinking skills d. Core competencies

27. It is the cognitive ability to produce novel and valuable ideas and considered
as prized in the economic, civic, and global spheres because it sparks
innovations that can create jobs, address challenges, and motivate social and
individual progress.
a. Innovation c. Creativity
b. Transfer of learning d. Technology

28. It is the ability to pursue and persist in learning, to organize one's

understanding, including effective management of time and information, both
individually and in groups.
a. Learning to learn c. Foster students’ creativity
b. Transfer of learning d. Promote teamwork as a process and
Outcome

29. It is used in many modern classrooms, and allow teachers to move beyond
the traditional textbook by using primary sources, demonstrate abstract
concepts in ways students can grasp, bring the little world to the human eye.
a. Teach through the discipline c. Foster students’ creativity
b. Transfer of learning d. Technology

30. It could be established by showing how theory can be applied in practice,

establishing in local cases, relating material to everyday applications, or
finding applications in current newsworthy issues.
a. Relevance c. Creativity
b. Technology d. Teamwork

31. It is the fundamental building block for how individuals think, how teachers
create plans and teach each other to apply them, how groups socialize, and
how students transform their lives.
a. Relevance c. Creativity
b. Technology d. Attention

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32. This skill requires firstly the acquisition of the necessary fundamental skills
such as literacy, numeracy, and ICT skills that are necessary for further
learning.
a. Learning to learn c. Foster students’ creativity
b. Transfer of learning d. Promote teamwork as a process and
Outcome

33. This science of learning shows that students learn better with peers, and there
are many ways in which teachers can design instruction to encourage
learning with others.
a. Learning to learn c. Foster students’ creativity
b. Transfer of learning d. Promote teamwork as a process and
Outcome
34. It is one of the critical attributes of 21st-century education that promotes the
skills needed to be productive members of today’s society.
a. Student-Centered c. Project-Based and Research-Driven
b. 21st Century Skills d. Relevant, Rigorous, and Real-world
35. 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.
a. Student-Centered c. Project-Based and Research-Driven
b. 21st Century Skills d. Global classrooms

36. This critical attribute implies that the school will need to acquire and use
computers and various multimedia equipment to enhance learning to the best
extent possible.
a. Student-Centered c. Technologies and Multimedia
b. 21st Century Skills d. Relevant, Rigorous, and Real-world

37. This critical attribute implies that teachers need to review the school
curriculum and identify strategies or ways on how different subjects can be
effectively linked to enhancing the learning experiences of students.
a. Student-Centered c. Integrated and Interdisciplinary
b. 21st Century Skills d. Relevant, Rigorous, and Real-world
38. This critical attribute implies that as 21st-century teacher, you need to be
updated on the current trends, developments, and issues in your school,
community, and world.
a. Student-Centered c. Integrated and Interdisciplinary
b. 21st Century Skills d. Relevant, Rigorous, and Real-world
39. This critical attribute implies that teachers should act as facilitators of learning,
not as sages on the stage but as guides on the side.
a. Student-Centered c. Integrated and Interdisciplinary
b. 21st Century Skills d. Relevant, Rigorous, and Real-world
40. It refers to the ability to find, evaluate, utilize, and create information using
technologies and multimedia or digital technology in general.

a. Digital Literacy c. Multimedia Literacy

b. Technology Literacy d. Information Literacy

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41. This critical attribute implies that teachers of the 21st century need to be
knowledgeable about research to guide their learning through self-directed
activities, such as learning projects within and outside their classrooms.
a. Student-Centered c. Project-Based and Research-Driven
b. 21st Century Skills d. Global classrooms

42. It is one of the most challenging reading strategies for students to master,
only because it requires students to use multiple skills and techniques
together.
a. Visualize c. Ask questions
b. Make connections d. Synthesize
43. It is a fundamental reading strategy that will help students take their meaning
of a text more in-depth.  They find clues in the text and use what they already
know from personal experience or past knowledge to understand what the
text is about fully.
a. Visualize c. Ask questions
b. Make inferences d. Synthesize

44. It is a strategy that readers use to distinguish between what information in a

text is most important versus interesting but not necessary for understanding.

a. Determine text importance c. Ask questions

b. Make inferences d. Synthesize

45. It is to get a mental image of the text by using their senses to feel, hear, see,
taste, and touch in the same way as what the characters are.
a. Visualize c. Ask questions
b. Make inferences d. Synthesize
46. It is an essential strategy in developing comprehension. It helps students
become more engaged in their reading; explore the text on a deeper level;
clarify the meaning of words, phrases, and what happens in the text itself;
become more critical thinkers, and be more reflective.
a. Visualize c. Ask questions
b. Make inferences d. Synthesize
47. This strategy encourages students to make personal connections from the
text with something in their own life, another text, or something occurring in
the world.
a. Make connections c. Ask questions
b. Make inferences d. Synthesize
48. This strategy sought the students to internalize and grow and change as
thinkers because of the texts that they read.  This makes the students
evaluate and reflect on what they are reading.
a. Make connections c. Ask questions
b. Make inferences d. Synthesize

49. It is said to guess what will happen next based on what they already know
from the text and their background knowledge.
a. Visualizing c. Predicting
b. Questioning d. Inferring

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50. It is said to be guessing about what is currently happening and backed up by
supporting details from both the text and personal knowledge.
a. Visualizing c. Predicting
b. Questioning d. Inferring

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 UNIT 2:
TEACHING STRATEGIES FOR THE
DEVELOPMENT OF LITERACY SKILLS

I. UNIT 2: TEACHING STRATEGIES FOR THE DEVELOPMENT OF

LITERACY SKILLS AND TEACHING RESOURCES
II. LESSON 1: STRATEGIES FOR THE DEVELOPMENT OF EMERGENT
LITERACY SKILLS AND TEACHING RESOURCES
III. DURATION: 3 HOURS
IV. INTRODUCTION:
Children begin to learn about objects and vocabulary associated with certain
activities at home. Active participation in all steps of a home routine can reinforce
concepts and language skills. Practices can also help a child develop sequencing
skills (first/then; start/finish), and some tasks can be arranged in left to right order,

95
such as setting the table, folding clothes, or placing materials for play. But what is
emergent literacy? Emergent literacy includes acquiring knowledge, skills, and
attitudes that a child develops about reading and writing throughout the early
childhood period, starting at birth and before the onset of conventional reading and
writing instruction (which usually happens at school entry). Emergent literacy
includes such dimensions of oral language (both speaking and listening),
understanding that print can carry meaning, basic alphabet knowledge, and early
phonological awareness. Emergent literacy is also described as the first stage in
reading development towards literacy acquisition. This developmental milestone
focuses on the acquisition of skills and tools necessary for reading. Furthermore, like
any other developmental process, mastery of emergent literacy skills opens the gate
for later knowledge of more complex literacy skills in the early primary grades and
eventually reading comprehension. Specifically, emergent literacy emphasizes the
following:
⮚ Oral language refers to children’s ability to understand and use language
through listening to, speaking of, and acquiring new vocabulary.
⮚ Print awareness deals with children’s understanding of the functions of
printed symbols such as letters, words, and pictures and how these relate to
meaning.
⮚ Book knowledge pertains to children’s understanding of what a book is and
how they are exposed.
⮚ Alphabet knowledge is about children’s ability to identify and say the names
of letters in the alphabet.
⮚ Phonological awareness refers to children’s ability to identify and
manipulate sounds and understand that various sounds are combined to form
words.
Literacy is the ability to use and understand written words or symbols to
communicate. Language and literacy learning begins prenatally. It means that before
the child bustles into the world of reality, he or she learns the language of his or her
mother inside the womb. The child begins to learn the sounds and rhythms of his or
her home language in the womb and can begin the love for reading by being read to
as a newborn.
Teaching literacy is a multifaceted challenge among prospective and real
teachers like you and me. We do not only have to help our students master specific
curriculum goals, but we also have to deal with the sometimes difficult task of
engaging young adults in listening and reading. Occasionally, we may find that every
96
student in a classroom requires different material and that individuals vary
significantly in ability level depending on their earlier experiences with language
instruction. It is for this reason that we need to study some strategies for the
development of emergent literacy skills and teaching resources.

V. OBJECTIVES:
At the end of the lesson, students shall:
1. Identify the strategies for the development of emergent literacy skills;
2. Explain how these strategies may be used as teaching resources; and
3. Think of another strategy for helping children develop their emergent literacy
skills.

VI. PRETEST:
MULTIPLE CHOICE: Circle ONLY the letter of the correct answer.
1. It is essential to stimulate and integrate a wide range of children’s intellectual,
physical, social, and creative abilities.
a. Play c. Manipulative
b. Picture d. Story
2. It refers to the ways that children learn about books and print text through
everyday activities.
a. Lifelong process c. Learning to write
b. Learning to read d. Emergent literacy
3. Caleb tries to memorize the stories he grew up hearing and filling in words at
certain times. Caleb demonstrates:
a. Learning to read c. Learning to write
b. Emergent literacy d. Lifelong process
4. It is the ability to use and understand written words or symbols to communicate.
a. Learning c. Writing
b. Reading d. Literacy
5. It is a visual capture of an object.
a. Manipulative c. Story
b. Picture d. Play
6. It refers to children’s ability to understand and use language through listening to,
speaking of, and acquiring new vocabulary.
a. Oral language c. Book knowledge
b. Print awareness d. Phonological awareness
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7. It is an activity engaged in for enjoyment and recreation, especially by children.
a. Storytime c. Picture
b. Play d. Manipulative
8. _____ materials include photographs, paintings, diagrams, illustrations used in
teaching are essential to a good language program.
a. Visual c. Physical
b. Audio d. Manipulative
9. It refers to children’s ability to identify and manipulate sounds and understand
that various sounds are combined to form words.
a. Book knowledge c. Phonological awareness
b. Alphabet knowledge d. Print awareness
10. Reading starts with kids tuning in to the sounds of spoken words. This statement
is:
a. True c. No answer
b. False d. Undecided
11. These are high-frequency words that help children learn to read because once
they understand them.
a. Sight words c. Common words
b. Frequency words d. Difficult words
12. It refers to children’s ability to hear and manipulate individual phonemes.
a. Phonological awareness c. Onset-rime segmentation
b. Phonemic awareness d. Sight words
13. It is the beginning sound that can be heard when words are sounded out.
a. Onset c. Onset-rime segmentation
b. Rime d. Metacognition

14. It includes the ability to hear and manipulate larger units of sound.
a. onset-rime segmentation c. Phonological awareness
b. Phonemic awareness d. Sight words
15. It happens when two syllables come together to make a new sound different from
the original sound.
a. Onset c. One-letter onset
b. Rime d. Blend
16. It refers to a system of teaching reading that builds on the alphabetic principle.
a. Phonics instruction c. Comprehension instruction
b. Vocabulary instruction d. Fluency instruction
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17. It means that when the onset is removed, the rime can still be attached to another
onset if they are identical.
a. Analytic phonics c. Synthetic phonics
b. Analogy phonics d. Embedded phonics
18. This method is taught when there is a focus on real-world reading experiences,
when the need to teach phonics arises, and when repetition and immersion over
time appear.
a. Analytic phonics c. Synthetic phonics
b. Analogy phonics d. Embedded phonics
19. It means that teaching vocabulary is planned or intentional.
a. Explicit c. Illicit
b. Implicit d. Elicit
20. It helps children remember what they have read and identify critical points in the
text.
a. Generating questions c. Answering questions
b. Recognizing story structure d. Summarizing
21. It refers to our reading, writing, and numeric abilities.
a. Literacy c. Reading
b. Numeracy d. Writing
22. It deals with the practical skills needed to read, write, and count for real-life
purposes to function effectively in our community.
a. Literacy c. Functional reading
b. Functional literacy d. Functional writing
23. UNESCO stands for United National Educational, Scientific, and Cultural _____.
a. Operation c. Orientation
b. Obligation d. Organization
24. Functional literacy is about practical skills used in reading, writing, and _____ for
real-life purposes.
a. Numeracy c. Reading literacy
b. Literacy d. Writing literacy
25. Materials are viewed as dispensers of knowledge. This view is true with:
a. Functional literacy c. Traditional approach to literacy
b. Functional knowledge d. None of the above
26. The keyword for functional literacy is involvement in _____.
a. Creative thinking c. Reasoning
b. Decision making d. Critical thinking
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27. It refers to our ability to transcend traditional ideas, rules, patterns, relationships,
or the like, and to create meaningful new ideas, forms, methods or
interpretations.
a. Creativity c. Critical thinking
b. Reasoning d. Collaboration
28. It is the process of forming conclusions, judgments or inferences based on facts.
a. Creativity c. Critical thinking
b. Reasoning d. Collaboration
29. This thinking refers to the ability to analyze information objectively and make a
reasoned judgment. It involves evaluating sources, such as data, facts,
observable phenomena, and research findings.
a. Creativity c. Critical thinking
b. Reasoning d. Collaboration
30. It is about working well with others.
c. Creativity c. Critical thinking
d. Reasoning d. Collaboration
31. It refers to a broad set of knowledge, skills, work habits, and character traits that
are believed—by educators, school reformers, educators, employers, and others
—to be critically important to success in today’s world collegiate programs and
contemporary careers and workplaces.
a. 21st-century skills c. Functional literacy
b. 20th-century skills d. Life skills
32. These are the abilities and behaviors that help you deal effectively with the
events and challenges of everyday life.
a. 21st-century skills c. Literacy skills
b. Learning skills d. Life skills
33. These include critical thinking, creative thinking, collaboration, and
communication, otherwise known as the four Cs.
a. 21st-century skills c. Literacy skills
b. Learning skills d. Life skills
34. These skills are the abilities we use when giving and receiving different kinds of
information.
a. Technology c. Communication
b. Information d. Self-awareness
35. The steadiness of mind characterizes it under pressure.
a. Equanimity c. Resilience
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 b. Self-control d. Self-awareness
36. It is an essential tool of inquiry.
a. Creative thinking c. Logical thinking
b. Critical thinking d. Collaborative thinking
37. It is about a mix of materials that includes magazine articles, student-generated
materials, hypermedia productions, visuals, etc.
a. Participatory literacy c. Literacy
b. Functional literacy d. Numeracy
38. The keyword for participatory literacy is:
a. Collaboration c. Decision making
b. Cooperation d. Comprehension
39. We are social beings. This statement is:
a. False c. No answer
b. Not sure d. True
40. It is thinking “out of the box.”
a. Critical thinking c. Logical thinking
b. Creative thinking d. Normal thinking
41. It enables you to work well with others. It includes understanding various
perspectives, managing priorities from everyone in the group, and meeting
expectations as a reliable member of a team.
a. Collaboration c. Communication
b. Cooperation d. Creativity
42. It refers to the abilities we use when giving and receiving different kinds of
information.
a. Collaboration c. Communication
b. Cooperation d. Creativity
43. It is a process of identifying issues and problems and then finding the right
solutions to implement.
a. Decision making c. Communication
b. Comprehension d. Problem solving
44. It is one of the critical components of emotional intelligence. It is an ability to
recognize your own emotions and their effects.
a. Self-control c. Self-reliance
b. Self-awareness d. Self-consciousness

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45. The steadiness of mind characterizes it under pressure. It is the quality of being
calm and even-tempered under pressure; it is a balanced state of mind
distinguished by the lack of strong attachments.
a. Equanimity c. Self-awareness
b. Self-reliance d. Self-control
46. It understands that we trust our judgment and abilities and that we value
ourselves and feel worthy, regardless of any imperfections or of what others may
believe about us.
a. Self- control c. Self-confidence
b. Self-awareness d. Self-reliance
47. It deals with our ability to possess decisiveness, integrity, honesty, motivation,
initiative, and proactivity.
a. Resilience c. Communication
b. Leadership d. Cooperation
48. This technique prompts students to compare and contrast.
a. Cooperative learning c. Mind maps
b. Brainstorming d. Venn diagram
49. It deals with engaging with children so that they develop the knowledge and
emotional well-being so that they become productive individual members of
society.
a. Parenting c. Communication
b. Decision making d. Problem-solving
50. Developing our critical thinking skills, therefore, requires an understanding of how
words can express our _____.
a. Experiences c. Thoughts
b. Learning d. Credentials

VII. LESSON PROPER:

ACTIVITY
The name of our activity is: Make a sentence using the letters of this
word as the first letter of each word in a sentence.
This creative exercise works well for you and adults and is a great idea to
develop your linguistic skills. Take a short word, say, for example, WHOSE.

102
 Now make a sentence using the letters of this word as the first letter of
each word in a sentence. Given an example, we could make a sentence: Who
has once seen Ella?

With the following words, what sentences can be made?

1. WIN
___________________________________________________
2. DEAD
___________________________________________________
3. ENTER
___________________________________________________
4. ENGAGE
___________________________________________________
4. DIET

VOCABULARY DEVELOPMENT
Our vocabularies for this lesson include:
1. SOJOURN
2. POSH
3. UNREQUITED
4. DAIQUIRI
5. MNEMONICS
(Refer to the format given in the syllabus)

Visual materials such as photographs, paintings, diagrams, illustrations

used in teaching are essential to a good language program. Their purpose is
to enhance and hone the visual perception of children.

Specifically, pictures and other visual materials constitute the most

effective, most plentiful, and least expensive teaching medium. It is also the
medium that is least utilized.
The old saying that “a picture is worth a thousand words” may be true
because one appropriate picture can be a catalyst that brings about the

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production of thousands of words and a multitude of creative and analytical
thinking.
Some strategies for the development of emergent literacy skills and teaching
resources may include:
1. Pictures---Used appropriately and sequentially, photos can not only
illustrate a topic but also can provide the experience base children require
to profit from reading and writing and numerous other learning
experiences, including those associated with art programming.
Abbreviated as pic, a picture is a visual capture of an object. The
photograph of a young lady holding an umbrella is an excellent example
of something that can be considered a picture. Pictures can be created
using devices such as a digital camera, scanner, smartphone, or are
works of art created on the computer. If a visual object is made on the
computer and not captured by another device, it may be called clip art,
graphic, illustration, render, or screenshot.
The use of pictures creates a lot of advantages. For example, if we are
teaching making inferences with pictures, the learners may quickly get the
meaning and develop the ability to make inferences with the help of
pictures. To “infer” information from a text requires higher-order thinking,
with which a lot of learners are not yet familiar. That is why guiding and
supporting them in thinking in a higher-order is essential for their
understanding of a text on a deeper level. And such may be made with the
aid of pictures.

Even in real-life situations, it is so difficult to understand something

without any picture. If our friends are narrating a story, and there are no
pictures, we may not be able to grasp the story entirely. Our mind finds it
difficult to decipher what is and what is not.
Many teachers have disclosed that using pictures in the classroom has led
to increased student interactivity and discussion. Teaching with pictures
can also help develop students’ visual literacy skills, contributing to their
overall critical thinking skills and lifelong learning.
2. Manipulatives---Aside from pictures, we can also use manipulatives in
teaching. Manipulatives are physical objects that are used as teaching
tools to engage students in the hands-on learning of mathematics. They
can be used to introduce, practice, or remediate a concept. For example,
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 in teaching math concepts, manipulatives become physical tools of
teaching, engaging the learners visually and physically with objects such
as coins, blocks, puzzles, and markers.
With encouragement from their teachers and parents, young learners
can develop the necessary skills for life-long success and confidence in
math just by interacting with the world around them. There are many fun
and easy ways to introduce essential math skills to young learners without
using the drill-and-practice method. Much of what we do with young
learners will not feel like traditional math at all. Math lessons are a
common classroom application of manipulatives because they easily allow
the learners to physically apply the concepts of addition, subtraction,
division, and multiplication. For example, learners could 'play store' with
'money' created in a separate class project. Developmentally, the best
methods for encouraging young learners to develop math skills include:
⮚ Using hands-on or concrete materials
⮚ Promoting discovery through exploration
⮚ Posing questions that spark intellectual and verbal involvement
⮚ Promoting problem-solving skills
3. Storytime---Storytime is the time at which stories are told or narrated.
Stories are accounts of past events of imaginary or real people told for
entertainment or morals. They have a profound effect on the imagination
of young learners. They calm a busy child and engages their mind into a
world of magic and sweet dreams. The bedtime story is the best way to
end the children's day and lead them into a night of great rest. Reading
bedtime stories to kids is a beautiful way to spend the end of each day
and create memories that will last forever.
Reading stories may introduce children to vocabulary development, the
concept of print, phonological awareness, alphabet knowledge,
comprehension, and handling book handling skills.
4. Play is an activity engaged in for enjoyment and recreation, especially by
children. Play provides opportunities for children to learn and make sense
of and construct ideas about the social and natural world – the people,
places, objects, and experiences that they encounter every day. It is
essential to stimulate and integrate a wide range of children’s intellectual,
physical, social, and creative abilities.

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ANALYSIS
Visual media surround today’s learners in their everyday lives. With
their heavy use of the Internet, they are accustomed to accessing information
in both textual and visual forms. The use of images in the classroom is a
pedagogical strategy to engage students who have grown up in a media-rich
environment. Digital technology has made images more readily available and
more comfortable to incorporate into teaching and learning materials.
However, parents must guide their children as to the proper use of digital
technology.
Aside from digital images, pictures, manipulatives, short stories, and plays
may be utilized to introduce strategies for the development of emergent
literacy skills among children. These strategies discussed may also be used
as rich resources for teaching.

ABSTRACTION
For this lesson, the graphic organizer below may be of help.

Emergent literacy

Oral language
Print
awareness
Strategies
Book
for the knowledge
developmen Alphabet
t of knowledge
emergent Phonological
literacy awareness
skills and
teaching
resources
Strategies for the
development of emergent
literacy skills

Pictures
Manipulatives
Stories
APPLICATION Play
1. Choose one strategy.

106
 2. In one whole sheet of paper, write how you can use such a strategy in
teaching emergent literacy among children.

VIII. REFLECTION/INSIGHTS:
In your Journal, think of another strategy for the development of emergent
literacy skills among children. Explain how it works.

IX. QUIZ:
MULTIPLE CHOICE: Circle ONLY the letter of the correct answer.
1. It is essential to stimulate and integrate a wide range of children’s intellectual,
physical, social, and creative abilities.
c. Play c. Manipulative
d. Picture d. Story
2. It refers to the ways that children learn about books and print text through
everyday activities.
c. Lifelong process c. Learning to write
d. Learning to read d. Emergent literacy
3. Caleb tries to memorize the stories he grew up hearing, and filling in words at
certain times. Caleb demonstrates:
c. Learning to read c. Learning to write
d. Emergent literacy d. Lifelong process
4. It is the ability to use and understand written words or symbols to communicate.
c. Learning c. Writing
d. Reading d. Literacy
5. It is a visual capture of an object.
c. Manipulative c. Story
d. Picture d. Play
6. It refers to children’s ability to understand and use language through listening to,
speaking of, and acquiring new vocabulary.
c. Oral language c. Book knowledge
d. Print awareness d. Phonological awareness
7. It is an activity engaged in for enjoyment and recreation, especially by children.
c. Storytime c. Picture
d. Play d. Manipulative
8. _____ materials include photographs, paintings, diagrams, illustrations used in
teaching are essential to a good language program.
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 c. Visual c. Physical
d. Audio d. Manipulative
9. It refers to children’s ability to identify and manipulate sounds and understand
that various sounds are combined to form words.
c. Book knowledge c. Phonological awareness
d. Alphabet knowledge d. Print awareness
10. Reading starts with kids tuning in to the sounds of spoken words. This statement
is:
c. True c. No answer
d. False d. Undecided

X. READINGS
Refer to the readings indicated in the syllabus.

I. UNIT 2: TEACHING STRATEGIES FOR THE DEVELOPMENT OF

LITERACY SKILLS AND TEACHING RESOURCES
II. LESSON 2: BEGINNING READING SKILLS AND TEACHING
RESOURCES
III. DURATION: 3 HOURS
IV. INTRODUCTION:
One of the best ways to increase the reading skills of beginning readers is to
introduce them to as many sight words as possible. Sight words are high-frequency
words that help children learn to read because once they know them; they will be
able to read texts and books that utilize the sight words. There are many step
readers available that mainly use sight words that are good for young readers. These
books often give students the confidence they need to progress to higher levels of
reading.

V. OBJECTIVES
At the end of this lesson, students shall:
1. Identify the skills for beginning readers;
2. Evaluate the materials used for beginning reading; and
3. Write a daily life situation in which you need and apply reading
comprehension.

VI. LESSON PROPER

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ACTIVITY
Within a family, write out several words and ask the members what part
they will need to remove to create new rhymes. When they tell you to remove
the onset, you can cut off the first letter. They then can place the rime into the
pocket chart and ask them to write out new onsets to create rhyming words
with the original onset-rime. Write your answers here.

VOCABULARY DEVELOPMENT
Our vocabulary words in this lesson include:
1. CATCH-22
2. DESTITUTE
3. INDUBITABLE
4. INDOMITABLE
5. LOW-KEY

Most beginning readers are observed to be inconsistent. Sometimes, they

may know a word one day but not the next day. Also, they may be interested
in a pretended reading today, and tomorrow such interest is gone. They may
read a particular word correctly on one page, but they have to stop and sound
it out again on the next page. When we listen to a beginning reader, we may
hear short, choppy words with little attention to punctuation. Sometimes a new
reader can tell us very little about what they have just read.

At the beginning stage of reading, all of these reading behaviors are to be

expected. Beginning readers are building their fluency. It means they are
working to make several skills, such as matching a letter to a sound and
decoding, more smooth, accurate, and automatic. Without fluency, each word
must be decoded, and that takes time and energy. It means that other reading
behaviors such as reading with expression and comprehension, have less
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focus. Beginning readers must master phonemic awareness. For this reason,
children must receive proper and adequate phonics instruction, fluency
instruction, vocabulary instruction, and comprehension.

Phonemic awareness. Phonemic awareness and phonological awareness

are often used interchangeably. Phonemic awareness refers to children’s
ability to hear and manipulate individual phonemes. Before children learn to
read print, they must become more aware of how the sounds work together to
form words. They must understand that words are made up of speech
sounds, or phonemes (the smallest parts of sound in a spoken word that
make a difference in a word's meaning. On the other hand, phonological
awareness includes this ability, but it also can hear and manipulate larger
units of sound, such as onsets and rimes and syllable. The onset is the
beginning sound that can be heard when words are sounded out.

The rime is the part of the word that is left after the onset is removed. It is the
beginning sound that can be heard when words are sounded out. When the
two parts are separated, it is called onset-rime segmentation. There are two
types of onset: one-letter onset and two-letter onset.

One-letter onsets are not blends or chunks. One-letter onsets are

single letters at the beginning of a rime. One-letter onsets are a single
syllable. For example, the “d” in the dog is a one-letter onset, as well as the
“h” in the horse. The letter stands alone from the rest of the rime. Other
examples are: best, bag, beard, book, cat, card, cook, dig, deep, etc. Two-
letter onsets are made up of blends that typically start a sentence. A blend is
when two syllables come together to make a new sound different from the
original sound. The English language has 35 double letter blends. The
following is a series of blends that make up some of the two-letter onsets: ch,
tr, sh, th, bl, pl, sn, br and pr. With an onset-rime such as brook, the onset-
rime is the “br.” Examples are church, trend, shake, thanks, bleak, plant,
snake, brand, and proud.

It is necessary to identify the difference between a two-letter onset and

a one-letter onset when it is time to segment. It is vital to use segmentation to

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help children build rhyming words and patterns. For example, when children
add another onset to the rime, they have created a rhyming pair.
For instance, if we say "dog," and drop off the "d" and be left with "og." When
children add "l" and say the word "log," they have found a pair of rhyming
words. It is an essential early reading skill for children to be able to segment
onset rimes. When children find difficulty in segmenting the onset rimes, they
often have trouble learning to read later. Consequently, children must be
taught correct, proper, and adequate phonics instruction.

Phonics instruction. Phonics refers to a system of teaching reading that

builds on the alphabetic principle. Such a system should involve the teaching
of correspondences between letters or groups of letters and their
corresponding pronunciations. Decoding deals with the process of
converting printed words to spoken words. Readers use phonics skills,
letter/sound correspondences to pronounce words, and then attach meaning
to them.
Phonemic awareness and phonics are never the same. However, in teaching,
phonemic awareness and phonics are always together. It means that
phonemic awareness is an essential element of phonics. When we teach
phonics, children should develop phonemic awareness.
We can teach phonics to a varying degree. There are at least five methods
used in phonics instruction.
● Analogy phonics. This method uses an analogy when the already
known words match or are identical to unfamiliar words. It means that
when the onset is removed, the rime can still be attached to another
onset if they are similar. For example, the known word sick is identical
to the word kick.
● Analytic phonics. Here, we teach children how to analyze letter-sound
relations in previously learned words to avoid pronouncing sounds in
isolation. For example, we say suit /süt/, but we say suite /swēt/.
● Embedded phonics. This method is taught when:
✔ there is a focus on real-world reading experiences
✔ when the need to teach phonics arises
✔ repetition and immersion over time arise
● Phonics through spelling. Here, children segment words into
phonemes and unique letters for those phonemes.
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 ● Synthetic phonics. In this method, children convert letters into sounds
(phonemes) and then blend them to form recognizable words.
Fluency instruction
It is construed that parents must be the first ones to provide opportunities for
developing reading fluency among children. For example, parents should read
with and for children. However, in school, during the formal reading
instruction, teachers should model proper reading, allow children to read
aloud some phrases repeatedly.

Vocabulary instruction
Knowledge of vocabulary is a requisite of comprehension. For teaching
vocabulary among children, the following may be of help:
● Explicit instruction. When we say explicit, it means that teaching
vocabulary is planned or intentional. Under explicit vocabulary
instruction, we have the following techniques:
✔ Pre-teaching Vocabulary Words. One of the best ways to teach
children language is to introduce unfamiliar words in the text
before reading it.
✔ Repeated Exposure to Words. This technique simply means that
the more children are exposed to unfamiliar words, the more
likely they will learn them.
✔ Keyword Method. This technique is similar to pre-teaching
because before children read the text, they must be first
introduced with unfamiliar words. Here, we have to present the
keywords and phrases before reading the text.
✔ Word Maps. Here, we have to preview the text. Then we classify
(what class or group does the word belong to), cite qualities
(what is the word like), and examples.
✔ Root Analysis. Since many of the words in the English language
are derived from Latin or Greek roots and prefixes, we may start
with them.
✔ Restructuring Reading Materials. When we restructure reading
materials, we have to provide synonyms or simple words to
replace unfamiliar words.

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 ● Implicit instruction means spontaneous, natural, and unplanned
vocabulary instruction. Under this, we have:
✔ Incidental. When difficult words are used in a text, Incidental
vocabulary learning occurs because children will have to look for
their meanings for understanding.
✔ Context Skills are used when children know how to use clues
about the meanings of unfamiliar words. By merely looking at
clues such as captions, pictures, illustrations, examples may be
considered as clues that help children understand the text or
meanings of unfamiliar words.
Comprehension instruction
The teaching of comprehension may help children to become independent
because the moment they understand the text, they will read even without
adult supervision. There are at least seven ways of teaching comprehension.
They are:
● Summarizing helps children remember what they have read and
identified critical points in the text.
● Recognizing story structure helps children identify the parts of the
content in the story, such as characters, setting, events, problems, or
resolution.
● Graphic and semantic organizers illustrate concepts and relationships
between concepts using graphs, tables, charts, maps or illustrations.
● Answering questions may be helpful because when children can
answer, it means that they understand the text.
● Generating questions may also be of help in children’s comprehension.
It is done by checking whether they understand the text or they do not.
Succinctly, if they cannot answer, they do not understand. In classes,
they may also be encouraged to ask questions to check
comprehension.
● Monitoring comprehension means that children know what to read,
what they read, and when they do not.
● Metacognition can be defined as "thinking about thinking” or “cognition
about cognition." Children who are good readers use metacognitive
strategies to think about what they read, why they read, and have
control over their reading.

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 ANALYSIS
Teaching reading is not an easy task. It is a joint task between parents
and teachers. Parents should model proper reading models as teachers hone
the reading skills of their children. There are a lot of strategies for teaching
reading. Beginning readers must master phonemic awareness because this
seems the foundation for reading. It is for this reason that children must
receive proper and adequate phonics instruction, fluency instruction,
vocabulary instruction and comprehension instruction.

ABSTRACTION
The following graphic organizer may help you understand the lesson.

Phonemic awareness

Onset

rime

Beginning Reading Skills

and Teaching Resources

APPLICATION
In your journal, write a daily life situation in which you need and apply
reading comprehension.

VII. REFLECTION/INSIGHTS
In your journal, write a personal plan of developing your reading
comprehension.

VIII. QUIZ
MULTIPLE CHOICE: Circle ONLY the letter of the correct answer.
1. These are high-frequency words that help children learn to read because
once they understand them.
c. Sight words c. Common words
d. Frequency words d. Difficult words
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 2. It refers to children’s ability to hear and manipulate individual phonemes.
c. Phonological awareness c. Onset-rime segmentation
d. Phonemic awareness d. Sight words
3. It is the beginning sound that can be heard when words are sounded out.
c. Onset c. Onset-rime segmentation
d. Rime d. Metacognition

4. It includes the ability to hear and manipulate larger units of sound.

a. onset-rime segmentation c. Phonological awareness
b. Phonemic awareness d. Sight words
5. It happens when two syllables come together to make a new sound different
from the original sound.
c. Onset c. One-letter onset
d. Rime d. Blend
6. It refers to a system of teaching reading that builds on the alphabetic principle.
c. Phonics instruction c. Comprehension instruction
d. Vocabulary instruction d. Fluency instruction
7. It means that when the onset is removed, the rime can still be attached to
another onset if they are identical.
c. Analytic phonics c. Synthetic phonics
d. Analogy phonics d. Embedded phonics
8. This method is taught when there is a focus on real-world reading
experiences, when the need to teach phonics arises, and when repetition and
immersion over time appear.
a. Analytic phonics c. Synthetic phonics
b. Analogy phonics d. Embedded phonics
9. It means that teaching vocabulary is planned or intentional.
c. Explicit c. Illicit
d. Implicit d. Elicit
10. It helps children remember what they have read and identified critical points in
the text.
c. Generating questions c. Answering questions
d. Recognizing story structure d. Summarizing

IX. READINGS
Please refer to the readings indicated in the syllabus.
115
I. UNIT 2: TEACHING STRATEGIES FOR THE DEVELOPMENT OF
LITERACY SKILLS AND TEACHING RESOURCES
II. LESSON 3: DEVELOPING FUNCTIONAL LITERACY
(PARTICIPATORY APPROACH)

III. DURATION: 3 hours

IV. INTRODUCTION:

Literacy refers to our reading, writing, and numeric abilities. But what do we
mean by reading? We may be able to read the words in a text, but do we grasp its
meaning? In other words, reading without comprehension is never reading at all.
How about writing? We may write or type sentences, but do we express complete,
coherent, or meaningful thoughts?

Then, there is functional literacy. Functional literacy refers to the practical

skills needed to read, write, and numeracy for real-life purposes, so we can function
effectively in our community. This definition comes from the United National
Educational, Scientific, and Cultural Organization (UNESCO).

V. OBJECTIVES:

At the end of the lesson, you shall:

1. Differentiate between traditional and functional literacy;

2. Explain the elements of functional literacy; and

3. Evaluate the role of functional literacy in everyday life situations.

VI. LESSON PROPER

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ACTIVITY

This time, our activity is: Writing down Expectations.

1. Create a group chat (GC).

2. Post expectations in the GC.
3. Then, focus on the ideas.
4. Discuss among yourselves how you can achieve such expectations.

VOCABULARY DEVELOPMENT
Our vocabulary words for this lesson include:
1. CORPS
2. CORPSE
3. SUIT
4. SUITE
5. PINICKY

Functional literacy is vital in our everyday life. Without the basic ability to
understand simple reading material, we cannot grasp the meaning of texts for
academic purposes.

If we have weak reading, writing, and numeric abilities, we find ourselves at

the losing end. Without our ability to read and understand simple text or
instruction, we cannot function effectively. For example, we buy medicine at a
drugstore; we forgot what the doctor said regarding the dosage. How do we
read and understand the label?

Another example: during this pandemic, we are eligible to receive financial

assistance from the government. So we apply; now, how do we understand
instructions if our reading and writing abilities are weak?

In teaching, we must provide a wide array of opportunities for students to help

them learn to succeed in life.

In reading, there is what we call the traditional approach in which we

think that reading materials are huge repositories of learning. Materials are

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viewed as dispensers of knowledge. Today, with the advent of technology
where the information lies at the tip of our fingers, the participatory approach
to literacy is gaining its popularity. Participatory literacy is about a mix of
materials that includes magazine articles, student-generated materials,
hypermedia productions, visuals, and so on. It means providing students the
opportunity for people to be involved in deciding how something is done. In
other words, participatory literacy includes elements of creativity, reasoning,
critical thinking, and collaboration.

Since creating and sharing content has been a part of technology, we

can encourage students to focus their attention on making contributions to
blogging, social networking, or virtual world that rely upon creativity,
reasoning, critical thinking, and collaboration. Creativity is our ability to
transcend traditional ideas, rules, patterns, relationships. Creativity is our
meaningful ideas, forms, methods, or interpretations. The reasoning power is
about forming conclusions, judgments, or inferences based on facts. Critical
thinking refers to our ability to analyze information objectively and make a
reasoned judgment. It involves evaluating sources, such as data, facts,
observable phenomena, and research findings. Collaboration is about working
well with others.

Participatory does not mean making students participate. The keyword is

being involved in decision making. For example, if our teacher shares the
lesson via Fb, we encourage students to comment to share their thoughts and
creativity.

ANALYSIS
Functional literacy is used in our everyday life situations. It is where we
apply our skills in writing, reading, and using numbers. Without these skills,
we may not be able to function effectively in our community.

We are all social beings, and we need economic welfare. A healthy society, in
turn, needs healthy and literate individuals. To make literacy worthwhile, it
must be functional. Functional literacy signifies not only knowledge of 3R’s
(reading, writing ,and arithmetic), but it also indicates our ability of to
discharge our economic, social, and civic duties in an efficient manner.
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 Functional literacy enables us to understand social issues about health,
security, or education, among others. It is functional literacy that forms not
only our cognition but also our attitude to participate and collaborate
effectively in all aspects of development in society. Functional literacy allows
us to understand diversity of customs and culture on both national and
international dimensions.

ABSTRACTION
The graphic organizer below may help us understand this lesson.

Functional literacy

Elements of creativity, reasoning, critical thinking and

collaboration

APPLICATION
In one whole sheet of paper, write a paragraph about how you apply
functional literacy in the community.

VII. REFLECTION/INSIGHTS

In your Journal, write how you improve your literacy so that you become
functional and productive member of this society.

VIII. QUIZ

MULTIPLE CHOICE: Circle ONLY the letter of the correct answer.

1. It refers to our reading, writing, and numeric abilities.

c. Literacy c. Reading
d. Numeracy d. Writing
2. It deals with the practical skills needed to read, write and count for real-life
purposes to function effectively in our community.
c. Literacy c. Functional reading

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 d. Functional literacy d. Functional writing
3. UNESCO stands for United National Educational, Scientific, and Cultural
_____.
c. Operation c. Orientation
d. Obligation d. Organization
4. Functional literacy is about practical skills used in reading, writing, and _____
for real-life purposes.
c. Numeracy c. Reading literacy
d. Literacy d. Writing literacy
5. Materials are viewed as dispensers of knowledge. This view is true with:
c. Functional literacy c. Traditional approach to literacy
d. Functional knowledge d. None of the above
6. The keyword for functional literacy is involvement in _____.
c. Creative thinking c. Reasoning
d. Decision making d. Critical thinking
7. It refers to our ability to transcend traditional ideas, rules, patterns,
relationships, or the like, and to create meaningful new ideas, forms, methods
or interpretations.
c. Creativity c. Critical thinking
d. Reasoning d. Collaboration
8. It is the process of forming conclusions, judgments or inferences based on
facts.
c. Creativity c. Critical thinking
d. Reasoning d. Collaboration
9. This thinking refers to the ability to analyze information objectively and make a
reasoned judgment. It involves evaluating sources, such as data, facts,
observable phenomena, and research findings.
e. Creativity c. Critical thinking
f. Reasoning d. Collaboration
10. It is about working well with others.
g. Creativity c. Critical thinking
h. Reasoning d. Collaboration

IX. READINGS

Refer to the readings indicated in the syllabus.

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I. UNIT 2: TEACHING STRATEGIES FOR THE DEVELOPMENT OF
LITERACY SKILLS AND TEACHING RESOURCES
II. LESSON 4: THE 21ST-CENTURY LITERACY SKILLS AND TEACHING
RESOURCES
III. DURATION: 3 hours

IV. INTRODUCTION

Everything changes; nothing remains the same all the time. Things have
changed over time; an example is that one day, the concept was an outhouse, so it
was stuck or a concept in our brain for so long. The next day the indoor toilet was
invented, and the outhouse concept faded. A concept changes; ideas evolve, and
our outlook also changes. Time changes; our needs also change. In this world, as
the demands of companies and industries change, we must adapt to the changing
conditions by developing our skills. Therefore, we must be equipped with 21st-
century skills.

V. OBJECTIVES

At the end of this lesson, you shall:

1. Explain the 21st-century skills;
2. Evaluate the role of the 21st-century skills in literacy, learning and life; and
3. Create HOTS activities.

VI. LESSON PROPER

ACTIVITY

Try to analyze the situation and give your initial reaction. Write it in your
Journal.

Before the pandemic, there is a guy in your class who is always mean
to you. He still bumps you when he walks by, and he calls your nickname. He
knocks stuff out of your hands and makes you feel stupid. You do not think
you can take it anymore. What could you do?

VOCABULARY DEVELOPMENT

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 Our vocabulary words this time include:
1. NUTTY
2. NATTY
3. SRAGGLE
4. STRUGGLE
5. FLAUNT
(Refer to the format indicated in the syllabus)

When we say 21st-century skills, we are referring to a broad set of

knowledge, skills, work habits, and character traits that are believed—by
educators, school reformers, educators, employers, and others—to be critically
important to success in today’s world, particularly in collegiate programs and
contemporary careers and workplaces. Generally speaking, 21st-century skills
can be applied in all areas of life and in all personal life settings throughout life.

These specific skills deemed to be “21st-century skills” may be defined,

categorized, and determined differently from person to person, place to place, or
school to school. The term reflects a general—if somewhat loose and shifting—
consensus.

The following list provides a brief illustrative overview of the knowledge, skills,
work habits, and character traits commonly associated with 21st-century skills:

● Critical thinking, problem-solving, reasoning, analysis, interpretation,

synthesizing information
● Research skills and practices, interrogative questioning
● Creativity, artistry, curiosity, imagination, innovation, personal
expression
● Perseverance, self-direction, planning, self-discipline, adaptability,
initiative
● Oral and written communication, public speaking and presenting,
listening
● Leadership, teamwork, collaboration, cooperation, facility in using
virtual workspaces
● Information and communication technology (ICT) literacy, media and
internet literacy, data interpretation and analysis, computer
programming
● Civic, ethical, and social-justice literacy
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 ● Economic and financial literacy, entrepreneurialism
● Global awareness, multicultural literacy, humanitarianism
● Scientific literacy and reasoning, the scientific method
● Environmental and conservation literacy, ecosystems understanding
● Health and wellness literacy, including nutrition, diet, exercise, and
public health and safety

The concept of “21st-century skills” encompasses a wide range and

amorphous body of knowledge and skills that are not easy to define, and that
has not been officially codified. However, these skills may be divided into
three broad categories: learning skills, literacy skills, and life skills.

Learning Skills
When we say learning skills, these include critical thinking, creative
thinking, collaboration, and communication, otherwise known as the four C’s.
We must develop these skills when we are trying to learn something.
● Critical thinking is an essential tool of inquiry. It is the process of
independently analyzing, synthesizing, and evaluating information to
guide behavior and beliefs. Critical thinking is not related to good
thinking. Critical thinking is a pervasive and self-rectifying human
phenomenon. The ideal critical thinker is habitually inquisitive, well-
informed, trustful of reason, open-minded, flexible, fair-minded in
evaluation, honest in facing personal biases, prudent in making
judgments, willing to reconsider, clear about issues, orderly in complex
matters, diligent in seeking relevant information, reasonable in the
selection of criteria, focused on inquiry, and persistent in seeking
results which are as precise as the subject and the circumstances of
inquiry. There is an element of biased reasoning in the process.

To understand reasoning, it is necessary to pay careful attention to the

relationship between thought and language. The relationship seems to be
straightforward: “thought is expressed in and through language.” But this idea
is an oversimplification of the process. We often fail to say what we mean.
Others misunderstand us; we all use words not merely to express our

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 thoughts. Developing our critical thinking skills, therefore, requires an
understanding of how words can express our opinions.

● Creative thinking is looking at something in a different way. It is the

same as “thinking outside the box.” More often, creativity involves what
is known as lateral thinking or the ability to perceive patterns that are
not obvious. Creativity means being able to come up with something
new. For example, we can make a unique decoration from pieces of
colored paper that are considered trash.

Normally, we use reasoning to solve problems. It is known as logical thinking

that is used to solve problems in a direct, straightforward way (also known as
vertical thinking). Lateral thinking, however, looks at things from a sideways
perspective (also known as horizontal thinking), to find answers that are not
immediately apparent.

● Collaboration skills enable us to work well with others. These skills

include understanding various perspectives, managing priorities from
everyone in the group, and meeting expectations as a reliable member
of a team.
● Communication skills allow us to understand and be understood by
others. These can include but are not limited to effectively
communicating ideas to others, actively listening in conversations,
giving and receiving critical feedback, and speaking in public.

Literacy skills are essential because these help us gain knowledge through
reading as well as using media and technology. These skills also help us
create knowledge through writing as well as developing media and technology.

● Information Literacy. Students need to work effectively with

information, using it at all levels of Bloom's Taxonomy (remembering,
understanding, applying, analyzing, evaluating, and creating).
Information literacy involves traditional skills such as reading,
researching, and writing; but new ways to read and write have also
introduced new skills:
● Consuming information. The current excess of information requires
students to gain new skills in handling it. When most information came
through official publications like books, newspapers, magazines, and

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 television shows, students encountered data that had been prepared by
professionals. Now, much information is organized by amateurs. Some
of that work is reliable, but much is not. Students must take on the role
of the editor, checking and cross-checking information, watching for
signs of bias, datedness, and errors. Students need to look at all
information as the product of a communication situation, with a sender,
subject, purpose, medium, receiver, and context.
● Producing information. In the past, students were mostly consumers
of information. When they made information, it was largely for a single
reader—the teacher—and was produced for a grade. It was, therefore,
not an authentic communication situation, and students felt that writing
was a purely academic activity. Now writing is one of the main ways
students communicate. It has real-world applications and
consequences. Students need to understand that what they write can do
great good or great harm in the real world and that how they write
determines how powerful their words are. Students need to take on the
role of professional writers, learning to be useful and ethical producers
of information.

As with information literacy, the key is to recognize the elements of the

communication situation—sender, message (subject and purpose), medium,
receiver, and context. These elements are constant regardless of the medium
used. By broadening the student's perspective to see all media as part of a
larger communication situation, we can equip students to receive and send
information in any medium effectively. Students must learn to recognize the
strengths and weaknesses of each medium and to analyze each message
they receive and send.

Technology Literacy
We are living through a technological revolution, with huge changes taking
place over brief periods. A decade ago, Facebook didn't exist, but now many
people could not live without it. The average cellphone is now more powerful
than computers from several years ago. We are surrounded by technology,
and most of it performs multiple functions. In Growing Up Digital: How the Net

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 Generation Is Changing Your World, the following are eight expectations
students have of technology.

● Freedom to express their views, personalities, and identities

● Ability to customize and personalize technology to their own tastes
● Ability to dig deeper, finding whatever information they want
● Honesty in interactions with others and with organizations
● Fun to be part of learning, work, and socialization as well as
entertainment
● Connecting to others and collaborating in everything
● Speed and responsiveness in communication and searching for
answers
● Innovation and change, not settling for familiar technologies but
seeking and using what is new and better.

6 Ways to help children develop pre-literacy skills

1. Expand their vocabulary

Developing a child’s language is crucial because he or she will find it much

easier to read and write words that are already known. Early reading requires
decoding or moving slowly from letter (and attached sound) to letter. If the parts
add up to something that sounds familiar, the whole process is a lot more fun.

Parents can help children learn words by teaching them how to describe the
world around them. Books are an excellent way to introduce vocabulary that may
not be in the child’s immediate environment, merely talking to children, so they
learn to recognize familiar words and what they stand for.

Keep in mind that many children’s books from your local library, especially Dr.
Seuss books, use a particular set of vocabulary words repeated over and over
again. These words come from the Dolch list and are among the most frequent
words in the English language.

Mastering this vocabulary can make life much easier for children who are
learning to read as it gives them a familiarity with most of the words on any given
page. It allows them to concentrate their cognitive resources on the new
vocabulary they encounter in a text.

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2. Foster a love of books

It is hard to learn to read, but it’s a whole lot harder if it is forced upon you.
Introducing children to books early on, so they associate them with positive
emotions and are interested in them, is vital. You want your child to be curious
about print and motivated to learn to read.

Having plenty of books in your home library is an excellent way to get the ball
rolling. You can read to new-borns, infants, and toddlers. The earlier you start
introducing books and making a routine of reading, the better.

Children’s books often include bright colors, pop-ups, and other tactile
learning tools so that you can stimulate the development of multiple skills at a
time. Reading with a baby is also an excellent opportunity to work on vocabulary.

Toddlers may enjoy going to the library, looking through books, reading them
together with their parents, and choosing their favorites to take home. If you can
get a toddler excited about reading, they are well on their way!

3. Show them plenty of print

There’s a lot to look at and see when you are new to this world. Parents can
help early literacy skills along by ensuring there’s plenty of print in their baby’s
field of vision. Looking at books, words on cereal boxes, posters, signs, even
clothing tags and pointing them out encourages children to pay attention to print.

As they grow older, they may begin to reach for and interact with their parents’
electronic devices, such as mobile phones, tablets and computers. There is
plenty of print to be found in gadgets, especially on their keyboards!

4. Teach ABC's

When children are exposed to enough print, at some point, they will begin to
identify common patterns, such as the letters of the alphabet. You can introduce
a child to the letters in his name as an initial foray into breaking a word into its
parts.

Additionally, children learn letters by looking at shapes, playing with puzzles,

talking about the different forms, and of course, studying the pages of the books
their parents read to them.

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 Reading alphabet books, singing the alphabet song, and even letting toddlers
play with keyboards will ensure children get plenty of practice identifying letters to
prepare them for writing and de-coding later on.

5. Play with sounds

Adults know that letters stand for sounds but consider the situation for
children. They can use and process spoken language, which means they
instinctively know the sounds it consists of, but that doesn’t mean they know how
to split the phonemes up along the arbitrary lines our spelling rules have
assigned them.

To learn to read, you need to be able to map sounds to letters to sound out
your first words. Phonics can be especially tricky for a language like English in
which different letters can stand for the same sound.

Songs, such as Old MacDonald Had a Farm, is excellent for working on

sound recognition, think (Ee-I-ee-I-oo), as are children’s books with exaggerated
animal sounds and other silly content that may not make much sense to the adult
eye.

6. Present narratives

Storytime at your local library may consist of someone reading to a group of

toddlers. You can see the children listening, some of them quite attentively, and
making sense of the story as they look at the pictures and process the language.
If the reader stops to ask questions and comment on the books, they can perform
a sort of comprehension check to be confident the children are following along.

Recognizing a narrative and being able to produce one by talking about one’s
day and organizing steps into a logical order assists children when it comes time
for them to learn to read and write.

Parents might encourage children to talk about what they’ve done during the
day or narrate activities as they’re happening.

The key is making sure they get plenty of practice telling and listening to
stories of all shapes, kinds, and sizes.

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Life Skills are the abilities and behaviors that help you deal effectively with the
events and challenges of everyday life. They are the skills that allow you to
handle everything from interactions with others to identifying and processing your
emotions.

Talking about life skills, we include flexibility, initiative, social skills,

productivity, and leadership. However, the expression “life skills” refers to the
skills we need to make the most out of life. Any skill that is useful in our life can
be considered a life skill. Tying our shoelaces, swimming, driving a car, cooking
our food, and using a computer are, for most of us, essential life skills. Aptly put,
the term “life skills” is usually used for any of the skills needed to deal
competently and effectively with the challenges and adjustments of life. The
following may be considered essential life skills: communication, decision
making, problem solving, self-awareness, equanimity, self-control, self-
confidence, resilience, leadership, interpersonal, study or learning, and parenting
skills.
• Communication skills. Communication skills are the abilities we use when
giving and receiving different kinds of information. Some examples include
communicating ideas, feelings or what is happening around us. Communication
skills involve listening, speaking, reading, writing, and viewing. It is also helpful to
understand the differences in how to communicate through face-to-face
interactions, phone conversations, and digital communications, like email and
social media.
• Decision-making skill is a process of arriving at a good or wise decision that
will benefit all.
• Problem-solving skill is a process of identifying issues and problems and
finding the right solutions to implement.
• Self-awareness skill is one of the critical components of emotional
intelligence. It is an ability to recognize your own emotions and their effects. If
you have this ability, you:
⮚ Know what emotions others are feeling at any given time, and why;
⮚ Understand the links between their emotions and their thoughts and
actions, including what they say;
⮚ Understand how their feelings will therefore affect their performance; and
⮚ Be guided in how they feel by their values.

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• Equanimity skills. Equanimity is an essential practice for our troubled and
problematic times. The steadiness of mind characterizes stability under pressure.
It is the quality of being calm and even-tempered under pressure; it is a balanced
state of mind distinguished by the lack of strong attachments. If we have
developed equanimity, we remain poised and calm even when under pressure or
beset with problems.
• Self-control skill is the ability to control ourselves in terms of having mastery
over our desires.
• Self-confidence skill is understanding that we trust our judgment and abilities.
We value ourselves and feel worthy, regardless of any imperfections or of what
others may believe about us.
• Resilience skill is our ability to adapt to challenging situations or adversity.
• Leadership skill is our ability to possess decisiveness, integrity, honesty,
motivation, initiative, and proactivity.
• Interpersonal skill includes communication, cooperation, and empathy.
• Study or learning skill refers to an array of skills, including the process of
organizing and taking in new information, retaining such information, and dealing
with careful analysis of facts.
• Parenting skill deals with engaging with children so that they develop the
knowledge and emotional well-being so that they become productive individual
members of society.

Any skill that is useful in your life can be considered a life skill. Tying your
shoelaces, swimming, driving a car, and using a computer are, for most people,
useful life skills. The term ‘life skills’ is usually used for any of the skills needed to
deal reasonably and effectively with the challenges of life.
Specific skills may be more or less relevant to you depending on your life
circumstances, culture, beliefs, age, geographic location, etc. However, in 1999,
the World Health Organization identified six critical areas of life skills:

● Communication and interpersonal skills. It broadly describes the skills

needed to get on and work with other people, and mainly transfer and
receive messages either in writing or verbally.

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● Decision-making and problem-solving. It describes the skills required to
understand problems, find solutions to them, alone or with others, and
then take action to address them.

● Creative thinking and critical thinking. It describes the ability to think in

different and unusual ways about problems, and find new solutions, or
generate new ideas, coupled with the ability to assess information carefully
and understand its relevance.

● Self-awareness and empathy, which are two key parts of emotional

intelligence. They describe understanding yourself and feel for other
people as if their experiences were happening to you.

● Assertiveness and equanimity, or self-control. These describe the

skills needed to stand up for yourself and other people and remain calm
even in the face of considerable provocation.

● Resilience and ability to cope with problems describe the ability to

recover from setbacks and treat them as opportunities to learn, or only
experiences.

It is also true that different life skills will be more or less relevant at other times
in your life. For example:

When at school or university, you'll need study skills. These may

include understanding how to organize yourself for study, do research, and
even write up a dissertation or thesis. These are not skills that everyone will
need, but writing skills are likely to be useful in various careers and jobs.

When buying a house, you may need to employ negotiation skills, and
you will certainly need plenty of patience and good temper. These skills are
also likely to be high on your ‘essential life skills’ list if you have children!

You will need to work on your employability skills to get a job, and will
also need to think about how you apply for a job, and how you might cope in
an interview;
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 When you have a job, you may need to develop leadership skills,
especially if you need to lead teams or groups;

When you start a family, you will need parenting skills. You may also
find that time management and organizing skills become much more critical.

TEACHING RESOURCES
Student-led activities are useful because these can help them learn
ideas faster. Students may act as leaders to form discussion groups,
brainstorm, or conduct conferences and role-playing.

Cooperative learning is another one. It is an instructional strategy that

enables students to work together on a standard task or assignment.

Student-driven, inquiry-based learning occurs in a classroom

environment where students are encouraged not only to develop their inquiry
but also to lead their research.

Teachers have to be concerned with the development of higher-order

thinking skills (HOTS). Considering Bloom’s taxonomy for this matter, we may
find the six levels: remembering, understanding, applying, analyzing,
evaluating, and creating. The last three levels are considered higher-order
thinking.

Here, we can use Venn diagrams that prompt students to compare

and contrast. For instance, we could ask students to analyze a character,
using a Venn diagram to sort traits belonging to the character, traits belonging
to the reader, and ones shared by both the character and reader. When we
use this technique, we encourage students to use their analysis. And analysis
is a form of higher-order thinking skill.

Cooperative Decision-making is another technique for evaluation purposes.

Your friends came over to your house for window shopping at the mall. One of
your friends brought another friend, so there are more people than you
planned. You want to pass out the drinks, but you only have five cans of soda,
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and you need 6 for everyone to have one. What could you do? This situation
accounts for cooperative decision-making.

ANALYSIS

While reading and writing are not typically taught until after preschool,
children can begin developing the skills they need to become strong readers
from a very young age. Early literacy skills are pre-literacy skills and include
looking at books, following narratives, recognizing print, learning vocabulary,
and identifying letters and sounds.

There are several types of literacy skills that, when learned in early
childhood, provide the foundation for reliable reading and writing capabilities.
These necessary skills make it possible for a person to process information to
be understood, written, or described orally. Vocabulary skills, narrative and
phonological skills, and the ability to understand printed words are essential.
Reading comprehension skills and writing skills are also necessary.
Vocabulary is one of the essential literacy skills. Reading involves
knowing thousands of words, and without this knowledge, following a story,
whether it is fiction or nonfiction, is impossible. Learning vocabulary starts at
an early age, and even preschool-age children can be taught words just by
having older people point out items at home, in the store, or outdoors, and
telling them what the things are.

Literacy skills include more than just knowing what things are. An
essential skill is also the ability to understand what letters and words sound
like. It is necessary for reading and writing, and it even assists in the creative
process because phonological skills make it possible to piece together parts
of words and make rhymes. The ability to put word and sound elements
together makes it easier to process reading material.
It is essential to know what each letter is and how each can be
arranged to form words. Letter recognition doesn’t always mean recognizing
the sound of each, but these two concepts together improve literacy skills
drastically. Understanding how print is organized on a page does this as well.
In the English language, this means knowing the left-to-right and top-to-
bottom organization of a narrative. Knowledge of sentence structure and

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punctuation are additional literacy elements that need to be learned and
understood.

Without any of these literacy skills, reading comprehension is

complicated. This lack of understanding also makes it hard to tell a story,
which is a skill in itself. Narrative skills rely on a person’s internal skill set to
say or write what happened at a particular event. They also help children
understand what they are learning when books are read to them or when they
are being taught to read. All of these literacy skills can be applied to many
analytical and computational tasks later on, and they are imperative for
anyone to be able to read and write well.

As a corollary, life skills are essential in today’s living. Especially,

nowadays that we experience this life-threatening COVID-19, we must not
only combat this pandemic but also acquire the ability to survive.

In teaching, we can be creative at the same time resourceful so that we

provide activities to hone the learning, literacy, and life skills of our students.

ABSTRACTION
This graphic organizer may help you understand this lesson.

Learning skills

Literacy skills
Defining the 21-st century skills

Life skills

APPLICATION

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 In a whole sheet of paper, write a concrete plan on how you develop
your life skills.

VII. REFLECTION/INSIGHTS

In your Journal, explain why learning, literacy, and life skills are essential.

VIII. POST TEST: MULTIPLE CHOICE: Circle ONLY the letter of the correct answer.

1. It refers to a broad set of knowledge, skills, work habits, and character traits
that are believed—by educators, school reformers, educators, employers, and others
—to be critically important to success in today’s world, particularly in collegiate
programs and contemporary careers and workplaces.
a. 21st-century skills c. Functional literacy
b. 20th-century skills d. Life skills
2. These are the abilities and behaviors that help you deal effectively with the
events and challenges of everyday life.
a. 21st-century skills c. Literacy skills
b. Learning skills d. Life skills
3. These include critical thinking, creative thinking, collaboration and
communication, otherwise known as the four C’s.
a. 21st-century skills c. Literacy skills
b. Learning skills d. Life skills
4. These skills are the abilities we use when giving and receiving different kinds
of information.
a. Technology c. Communication
b. Information d. Self-awareness
5. the steadiness of mind characterizes it under pressure.
a. Equanimity c. Resilience
b. Self-control d. Self-awareness
6. It is an important tool of inquiry.
a. Creative thinking c. Logical thinking
b. Critical thinking d. Collaborative thinking
7. This is about a mix of materials that includes magazine articles, student-
generated materials, hypermedia productions, visuals, and so on.
a. Participatory literacy c. Literacy
b. Functional literacy d. Numeracy
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8. The keyword for participatory literacy is:
a. Collaboration c. Decision making
b. Cooperation d. Comprehension
9. We are social beings. This statement is:
a. False c. No answer
b. Not sure d. True
10. This is thinking “out of the box.”
a. Critical thinking c. Logical thinking
b. Creative thinking d. Normal thinking
11. It enables you to work well with others. It includes understanding a variety of
perspectives, managing priorities from everyone in the group, and meeting
expectations as a reliable member of a team.
a. Collaboration c. Communication
b. Cooperation d. Creativity
12. This refers to the abilities we use when giving and receiving different kinds of
information.
a. Collaboration c. Communication
b. Cooperation d. Creativity
13. It is a process of identifying issues and problems and then finding the right
solutions to implement.
a. Decision making c. Communication
b. Comprehension d. Problem-solving
14. It is one of the key components of emotional intelligence. It is an ability to
recognize your own emotions and their effects.
a. Self-control c. Self-reliance
b. Self-awareness d. Self-consciousness
15. This is characterized by the steadiness of mind under pressure. It is the
quality of being calm and even-tempered under pressure; it is a balanced state of
mind distinguished by the lack of strong attachments.
a. Equanimity c. Self-awareness
b. Self-reliance d. Self-control
16. This is understanding that we trust our judgment and abilities and that we
value ourselves and feel worthy, regardless of any imperfections or of what others
may believe about us.
a. Self- control c. Self-confidence
b. Self-awareness d. Self-reliance
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17. It deals with our ability to possess decisiveness, integrity, honesty, motivation,
initiative and proactivity.
a. Resilience c. Communication
b. Leadership d. Cooperation
18. This technique prompts students to compare and contrast.
a. Cooperative learning c. Mind maps
b. Brainstorming d. Venn diagram
19. It deals with engaging with children in such a way that they develop the
knowledge and emotional well-being so that they become productive individual
members of the society.
a. Parenting c. Communication
b. Decision making d. Problem-solving
20. Developing our critical thinking skills, therefore, requires an understanding of
how words can express our _____.
a. Experiences c. Thoughts
b. Learning d. Credentials
21. This is essential to stimulate and integrate a wide range of children’s
intellectual, physical, social, and creative abilities.
a. Play c. Manipulative
b. Picture d. Story
22. It refers to the ways that children learn about books and print text through
everyday activities.
a. Lifelong process c. Learning to write
b. Learning to read d. Emergent literacy
23. Caleb tries to memorize the stories he grew up hearing and filling in words at
certain times. Caleb demonstrates:
a. Learning to read c. Learning to write
b. Emergent literacy d. Lifelong process
24. It is the ability to use and understand written words or symbols to
communicate.
a. Learning c. Writing
b. Reading d. Literacy
25. It is a visual capture of an object.
a. Manipulative c. Story
b. Picture d. Play

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26. It refers to children’s ability to understand and use language through listening
to, speaking of and acquiring new vocabulary.
a. Oral language c. Book knowledge
b. Print awareness d. Phonological awareness
27. This is an activity engaged in for enjoyment and recreation, especially by
children.
a. Storytime c. Picture
b. Play d. Manipulative
28. _____ materials include photographs, paintings, diagrams, illustrations used
in teaching are essential to a good language program.
a. Visual c. Physical
b. Audio d. Manipulative
29. It refers to children’s ability to identify and manipulate sounds and understand
that various sounds are combined to form words.
a. Book knowledge c. Phonological awareness
b. Alphabet knowledge d. Print awareness
30. Reading starts with kids tuning in to the sounds of spoken words. This
statement is:
a. True c. No answer
b. False d. Undecided
31. These are high-frequency words that help children learn to read because
once they learn them.
a. Sight words c. Common words
b. Frequency words d. Difficult words
32. It refers to children’s ability to hear and manipulate individual phonemes.
a. Phonological awareness c. Onset-rime segmentation
b. Phonemic awareness d. Sight words
33. It is the beginning sound that can be heard when words are sounded out.
a. Onset c. Onset-rime segmentation
b. Rime d. Metacognition
34. It includes the ability to hear and manipulate larger units of sound.
a. onset-rime segmentation c. Phonological awareness
b. Phonemic awareness d. Sight words
35. This happens when two syllables come together to make a new sound
different from the original sound.
a. Onset c. One-letter onset
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 b. Rime d. Blend
36. It refers to a system of teaching reading that builds on the alphabetic principle.
a. Phonics instruction c. Comprehension instruction
b. Vocabulary instruction d. Fluency instruction
37. It means that when the onset is removed, the rime can still be attached to
another onset if they are identical.
a. Analytic phonics c. Synthetic phonics
b. Analogy phonics d. Embedded phonics
38. This method is taught when there is focus on real-world reading experiences,
when the need to teach phonics arises, and when repetition and immersion over time
appear.
a. Analytic phonics c. Synthetic phonics
b. Analogy phonics d. Embedded phonics
39. It means that teaching vocabulary is planned or intentional.
a. Explicit c. Illicit
b. Implicit d. Elicit
40. It helps children remember what they have read and identified key points in
the text.
a. Generating questions c. Answering questions
b. Recognizing story structure d. Summarizing
41. It refers to our reading, writing and numeric abilities.
a. Literacy c. Reading
b. Numeracy d. Writing
42. It deals with the practical skills needed to read, write and count for real-life
purposes to function effectively in our community.
a. Literacy c. Functional reading
b. Functional literacy d. Functional writing
43. UNESCO stands for United National Educational, Scientific and Cultural
_____.
a. Operation c. Orientation
b. Obligation d. Organization
44. Functional literacy is about practical skills used in reading, writing, and _____
for real-life purposes.
a. Numeracy c. Reading literacy
b. Literacy d. Writing literacy
45. Materials are viewed as dispensers of knowledge. This view is true with:
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 a. Functional literacy c. Traditional approach to literacy
b. Functional knowledge d. None of the above
46. The keyword for functional literacy is involvement in _____.
a. Creative thinking c. Reasoning
b. Decision-making d. Critical thinking
47. This refers to our ability to transcend traditional ideas, rules, patterns,
relationships, or the like, and to create meaningful new ideas, forms, methods or
interpretations.
a. Creativity c. Critical thinking
b. Reasoning d. Collaboration
48. It is the process of forming conclusions, judgments or inferences based on
facts.
a. Creativity c. Critical thinking
b. Reasoning d. Collaboration
49. This thinking refers to the ability to analyze information objectively and make a
reasoned judgment. It involves evaluating sources, such as data, facts, observable
phenomena, and research findings.
a. Creativity c. Critical thinking
b. Reasoning d. Collaboration
50. It is about working well with others.
a. Creativity c. Critical thinking
b. Reasoning d. Collaboration

IX. READINGS

Refer to the readings indicated in the syllabus.

X. FINAL REQUIREMENT

Create at least two (2) HOTS activities.

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 UNIT 3:
21ST CENTURY SKILL CATEGORIES

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I. UNIT 3: 21ST-CENTURY SKILLS CATEGORIES

II. LESSON 1: LEARNING SKILLS (CRITICAL THINKING AND CREATIVITY)

III. DURATION: 1.5 hours

IV. INTRODUCTION:

Education is undergoing a revolutionized change regarding science &

technology, globalization, privatization, urbanization, industrialization, etc. Today’s
youth are facing many emerging issues such as global warming, famines, poverty,
suicide, population explosion as well as social, emotional, physical, and
psychological problems and COVID-19 as well. Since this COVID-19 arises in this
time, critical thinking and creativity among our learners must be developed. Critical
thinking plays an important role and attributes for success among educators in the
21st century. These educators are expected to keep abreast of academic and social
reforms and the diverse needs of learners who possess the power to objectively
analyze situations. They should come up with good problem-solving and sound
decision-making skills, which are necessary, especially in this time. Creativity is
defined as the use of the imagination or original ideas, especially in the production of
artistic work. (www.dictionary.com) Creativity always jibes with critical thinking to come
up with good ideas, especially in decision making and the like. (Ravindra Prajapati,
Ph.D., Fiji National University, Fiji Bosky Sharma, Fiji National University, Fiji
Dharmendra Sharma, Ph.D., Fiji National University, Fiji, Contemporary Issues in
Education Research – First Quarter 2017 Volume 10, Number 1)

V. OBJECTIVES:

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At the end of this lesson, you are expected to:

4. Discuss the concept of critical thinking and creativity;

5. Relate the significance of critical thinking and creativity in education; and
6. Craft a written engagement on becoming a global teacher in the 21 st century with
the power to think beyond.

VI. UNIT PRETEST

DIRECTIONS: Encircle only the letter of the correct answer.

1. It is the ability to analyze facts, generate and organize ideas, defend opinions,
make comparisons, draw inferences, evaluate arguments, and solve problems.
a. Collaboration c. Critical Thinking
b. Communication d. Communicative
2. According to this person, critical thinking is a way of reasoning that demands
adequate support for one’s belief and an unwillingness to be persuaded unless
support is forthcoming.
a. Mertes c. Tama
b. Chance d. Meyer
3. According to this person, critical thinking is reasonable reflective thinking focused
on deciding what to believe or do.
a. Ennis c. Chance
b. Meyer d. Mertes
4. According to this person, critical thinking is a conscious and deliberate process
that is used to interpret or evaluate information and experiences with a set of
reflective attitudes and abilities that guide thoughtful beliefs and actions.
a. Mertes c. Tama
b. Ennis d. Chance
5. This attribute expresses feelings, ideas, and opinions carefully.
a. Self-Awareness c. Objectivity
b. Concern for Others d. Judgement
6. This attribute sees the extent and integrity of evidence.
a. Concern for Others c. Judgement
b. Objectivity d. Self-Awareness
7. This attribute discusses the pros and cons of the given situations and plans of
action.
a. Credibility c. Objectivity
b. Open-Mindedness d. Self-Control

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8. This attribute builds conscious efforts to practice honesty and sincerity in any
undertaking.
a. Open-Mindedness c. Objectivity
b. Self-Control d. Credibility
9. It is characterized by the ability to perceive the world in new ways, to find hidden
patterns, to make connections between seemingly unrelated phenomena, and to
generate solutions.
a. Collaboration c. Critical Thinking
b. Communication d. Creativity
10. It means to work jointly with others or together, especially in an intellectual
endeavor.
a. Collaboration c. Creativity
b. Communication d. Critical Thinking
11. The one who encodes the message is ____.
a. Message c. Sender
b. Channel d. Receiver
12. It is the final stage of communication.
a. Sender c. Feedback
b. Receiver d. Medium
13. It is the pathway of communication.
a. Message c. Feedback
b. Medium d. Receiver
14. It is the idea or opinion on communication.
a. Channel c. Feedback
b. Sender d. Message
15. The one who decodes the message is _____.
a. Message c. Sender
b. Feedback d. Receiver
16. It is considered as the oldest communication model.
a. Aristotle’s Model c. Schramm’s Model
b. White’s Model d. Osgood’s Model
17. This model believes that there is no specific beginning in communication.
a. Osgood’s Model c. White’s Model
b. Schramm’s Model d. Aristotle’s Model
18. This type of communication needs our body language in the absence of our
voice.
a. Verbal Communication c. Non-verbal Communication
b. Communication d. Critical Thinking
19. This type of communication required our vocal cords or voice.
a. Non-verbal Communication c. Critical Thinking
b. Verbal Communication d. Communication
20. It is an example of verbal communication.
a. Silent Reading c. Declamation
b. Eye contact d. Watching movie
21. It is an example of non-verbal communication.
a. Eye contact c. Watching movie
b. Declamation d. Oral Reading
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22. It is based on the idea that learning is a naturally social act in which the
participants talk. It is through the talk that learning occurs.
a. Collaborative Learning c. Collaborative
b. Collaboration d. Collation
23. It includes the ability to identify, find, evaluate, and use information effectively.
a. Literacy c. Information Technology
b. Media Literacy d. Information Literacy
24. It is an example of information literacy elements under the generic skills.
a. Using information wisely c. Information use
b. Social Responsibility d. Critical Thinking
25. It is an example of information literacy elements under information skills.
a. Problem-solving c. Information use
b. Teamwork d. Community participation
26. Ms. Charity has a problem with her colleague in their department. A week after,
Ms. Charity posted something on her social media account stating that one of her
colleagues is pregnant without pointing the name of her colleague. Did Ms.
Charity use the media properly?
a. Yes, because it is her right to post anything on her social media.
b. No, because she doesn’t have the right to tell those things on her social
media, and she does not confirm it yet.
c. Yes, because Ms. Charity did not pinpoint the name on her post.
d. No, because it is not her duty to post it.
27. It 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.
a. Literacy c. Media Literacy
b. Information Literacy d. Technology Literacy
28. It is a term used to describe an individual’s ability to assess, acquire, and
communicate information in a wholly digital environment.
a. Media Literacy c. Technology Literacy
b. Information Literacy d. Literacy
29. It considers the most powerful nowadays.
a. Cloud Computing c. Virtual Collaboration
b. Social Media d. Digital Database
30. Meetings can occur in the students’ bedroom or their backyard through websites
like Google Hangouts and Skype.
a. Digital Database c. Cloud Computing
b. Virtual Collaboration d. Social Media
31. No one person can provide all we need to know on a subject.
a. Sharing to Build Knowledge c. Digital Database
b. Basic Educational Tech. Tools d. Virtual Collaboration
32. It is used to determine whether the information is reliable or not.
a. Evaluate Information c. Digital Database
b. Virtual Collaboration d. Cloud Computing
33. Cyberbullying is one of these elements.
a. Virtual Collaboration c. Digital Citizenship
b. Cloud Computing d. Social Media
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34. Dancing is an example of this.
a. Initiative c. Habit
b. Communication d. Flexibility
35. For you to develop your flexibility, this is the first step you must do.
a. Evaluate work c. Create something
b. Navigate information d. Set goals
36. The following are examples of flexibility EXCEPT ONE.
a. Cleaning house c. Jogging
b. Exercise d. Sleeping
37. This element is being disposed to contemplate the problems as subjects within
the range of one’s experience.
a. Skills c. Knowledge
b. Attitude d. Thinking
38. This element is needed for the methods of logical inquiry and reasoning.
a. Attitude c. Thinking
b. Knowledge d. Skills
39. In this model, there are two primary models involved
a. Schramm c. Osgood
b. Aristotle d. Eugene White
40. It refers to the imparting or exchanging of information.
a. Communication c. Verbal Communication
b. Communicative d. Non-verbal Communication
41. It is an example of technology.
a. Instagram c. Computer
b. Facebook d. Twitter
42. This social media developed to upload photos and videos with security and
confidentiality.
a. Facebook c. Instagram
b. Twitter d. Multiply
43. These are the ways people talk, play, and work together that help
us understand each other and get along better.
a. Skills c. Skills with technology
b. Social Skills d. Flexibility
44.This is an example of social skills that need to be developed.
a. Goal setting c. Application
b. Decision making d. Planning
45. It is a suite of related skills that combines the other life skills.
a. Management c. Leader
b. Managerial d. Leadership
46.He is known as the “people of the mass” during his time.
a. Elpidio Quirino c. Diosdado Macapagal
b. Manuel Roxas d. Ramon Magsaysay
47.He is the longest president in our history.
a. Ferdinand Marcos c. Benigno Aquino III
b. Cory Aquino d. Joseph Estrada
48.The first lady president of the Philippines.
a. Gloria Macapagal Arroyo c. Imelda Marcos
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 b. Corazon Aquino d. Joy Belmonte
49.He is the 16 President of the Third Republic of the Philippines.
th

a. Fidel Ramos c. Benigno Aquino III

b. Manuel Roxas d. Rodrigo Roa Duterte
st
50.He is the 1 President of the Third Republic of the Philippines.
a. Elpidio Quirino c. Manuel Roxas
b. Ramon Magsaysay d. Diosdado Macapagal
VII. LESSON PROPER

ACTIVITY
There are two activities that you need to do. Please read the instructions
carefully. Answer this activity IN PAIR or INDIVIDUALLY.

1. There are four fours below. You just need to use these four fours to get
an answer of 20. You will use MDAS (Multiplication, Division, Addition
and Subtraction) in any order for as long as you will get an explanation
of 20 using four fours. Show your solution. Use the space provided.

4 ______ 4 ______ 4 ______ 4 = 20

Solution:

2. Read the following carefully. Write your answers on the blank based on
how you read the words.

OICURMPT -___________________________________
___________________________________

4GB -___________________________________
___________________________________

VOCABULARY DEVELOPMENT

Define the following word and write the answers on the blanks.
1. Credibility
___________________________________________________________
___________________________________________________________
2. Creative
___________________________________________________________
___________________________________________________________
3. Imaginative
___________________________________________________________
___________________________________________________________
4. Control

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 ___________________________________________________________
___________________________________________________________
5. Product
___________________________________________________________
___________________________________________________________

ANALYSIS

What are creativity and critical thinking? How could these factors affect your
daily life as future educators? Write your answers on the blanks.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

ABSTRACTION

This graphic organizer will help you understand our lesson.

Judgment

Self-
Control/Self Objectivity
Awareness The Educator:

A Critical
Thinker
Concern for
Open-Mindedness
Others

Credibility

ATTRIBUTES CHARACTERISTICS
Teachers should Teachers think critically when
possess: they:

Self-Awareness/ - analyze their strengths and

Control weaknesses.
- recognize their own beliefs and

148
 Self-Control points of view towards a course of
action.
- gather facts and investigate them
before making decisions.
- take challenges as opportunities
for growth and development.
- resist corruption of practices and
values.

Concern for Others - express feelings, ideas, and

opinions carefully.
- give comments and suggestions
using the sandwich effect.
(strengths-weaknesses-
assurance for improvement)
- share their time, talent, and
resources in the service others.

Objectivity - gather facts, not mere opinions.

- use reasons and not feelings
when confronting situations.
- use systematic guidelines/criteria
when giving reactions/comments.

Open-Mindedness - conduct active engagement from

others’ points of view.
- discuss the pros and cons of the
given situations and plans of
action.

Judgment - consider varied

alternatives/sources.
- see the extent and integrity of
evidence.
- recognize series of observations
before giving decisions and
conclusion.

Credibility - report issues with authenticity and

conviction.
- build conscious efforts to practice
honesty and sincerity in any
undertaking.

What is Critical Thinking?

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 The following, as noted by Huitt W. (1998), are some definitions of critical
thinking:

● … the ability to analyze facts, generate and organize ideas, defend

opinions, make comparisons, draw inferences, evaluate arguments and
solve problems (Chance, 1986, p.6);
● … a way of reasoning that demands adequate support for one’s belief
and an unwillingness to be persuaded unless support is forthcoming
(Tama, 1989, p.64);
● … a conscious and deliberate process which is used to interpret or
evaluate information and experiences with a set of reflective attitudes
and abilities that guide thoughtful beliefs and actions (Mertes, 1991,
p.24);
● … active, systematic process of understanding and evaluating
arguments. It is an argument that provides an assertion about the
properties of some object or the relationship between two or more
items and evidence to support or refute the claim. Critical thinkers
acknowledge that there is no single correct way to understand and
evaluate arguments and that all attempts are not necessarily
successful (Mayer & Goodchild, 1990, 0.4);
● … the intellectually disciplined process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing, and evaluating
information gathered from or generated by, observation, experience,
reflection, reasoning, or communication, as a guide to belief and action
(Scriven & Paul, 1992);
● Rational reflective thinking focused on deciding what to believe or do
(Ennis, 1992).
According to Huitt, W. (1998) and Thomas & Simon (1994), critical thinking
is an essential issue in education today. The information age has focused
attention on useful review as a vital element of life’s success.
Edward Glasser proposed that the ability to think critically involves three
elements:
1. An attitude of being disposed to consider in a thoughtful way the
problems as subjects that come within the range of one’s experience.
2. Knowledge of the methods of logical inquiry and reasoning.

150
3. Some skills in applying those methods developing critical thinking in
children and adult learners, individually or in a group problem solving
and decision making contexts, continue to address these same three
central elements.
Strategies and Tactics in Developing Critical Thinking
To cultivate the power to think beyond, teachers are encouraged to
guide the students to:
Track down and evaluate their meaningful learning experiences.
Help each other in making decisions.
Include factual data and a series of observations before reaching a
conclusion.
Never react to any situation without careful analysis.
Know and examine their strengths and weaknesses.
Read appropriate and relevant printed materials.
Examine their varied roles and responsibilities.
Answer questions substantively.
Share some processes on how they arrive at an answer or solution/s to
problems.
Open up with their feelings and ideas on certain situations.
Negotiate diverse opinions and come up with a common understanding.
Creativity is the act of turning new and imaginative ideas into reality.
Creativity is characterized by the ability to perceive the world in new ways,
to find hidden patterns, to make connections between seemingly unrelated
phenomena, and to generate solutions. Creativity involves two processes:
thinking, then producing. (https://www.creativityatwork.com/2014/02/17/what-is-
creativity/)
If you have ideas but do not act on them, you are imaginative but not
creative.
“Creativity is a combinatorial force: it is our ability to tap into our ‘inner’
pool of resources – knowledge, insight, information, inspiration and all the
fragments populating our minds – that we have accumulated over the
years just by being present, alive and awake to the world and to combine
them in extraordinary new ways.” - Maria Popova, Brainpickings
“Creativity is the process of bringing something new into being. Creativity
requires passion and commitment. It brings to our awareness what was

151
previously hidden and points to new life. The experience is one of
heightened consciousness: ecstasy.” - Rollo May, The Courage to Create 
“A product is creative when it is (a) novel and (b) appropriate. A novel
product is original, not predictable. The bigger the concept and the more
the product stimulates further work and ideas, the more the product is
creative.” - Sternberg & Lubart, Defying the Crowd

What are the creativity skills?

To assess the extent to which the creativity skills of children and young
people are being enhanced, it is essential to have a clear definition of what
they are. Creativity skills have been defined, debated, deconstructed, and
reassembled over several decades, but there is now a growing
international consensus as to what they are. While there are some
differences in the words individual advocates of creativity might use, these
differences are small. After reviewing the international literature, and
having conducted some inspections of creative learning practice in
Scottish schools, Education Scotland's Impact Report on Creative
Learning identified four core creativity skills which apply across Curriculum
for Excellence:

Constructively inquisitive, by:

 Being curious
 Registering patterns and anomalies
 Making use of previous knowledge
 Researching productively
 Formulating good questions

Open-minded, by:
 Using lateral thinking
 Using divergent thinking
 Hypothesizing
 Exploring multiple viewpoints
 Being flexible, adaptable, and functioning well with uncertainty

Able to harness imagination, by:

 Exploring, synthesizing, and refining multiple options
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  Generating and refining ideas
 Inventing

Able to identify and solve problems by:

 Understanding and defining problems
 Crafting, delivering, and presenting solutions
 Demonstrating initiative, discipline, persistence, and resilience
 Evaluating the impact and success of solutions
 Identifying and implementing next steps in refinement or
development process

APPLICATION
Now for application of what you have learned, do the task below. Use
A4 bond paper, Arial 12-point font with 1.5 spacing, and 1-inch margin on all
sides. (Refer to the syllabus for the rubric)

Write an essay about what is happening today in our country, particularly the
COVID-19, and how you can help our government to lessen the burden that
we are facing today.

VIII. REFLECTION/ANALYSIS

Keep a Learning Journal/Learning Dossier and regularly use reflective

practice to support more meaningful discussions about career development and your
personal growth on the use of critical and creative thinking.

IX. QUIZ

MULTIPLE CHOICE: Encircle ONLY the letter that corresponds to the correct
answer.

1. It is an active, systematic process of understanding and evaluating arguments.

An argument provides an assertion about the properties of some objects or the
relationship between two or more objects and evidence to support or refute the
assertion.
a. Creativity c. Critical Thinking
b. Thinking d. Creative Thinking

153
2. It is his definition of creativity, “A product is creative when it is novel and
appropriate. A novel product is original, not predictable. The bigger the concept
and the more the product stimulates further work and ideas, the more the product
is creative.”
a. Rollo May c. Maria Popova
b. Sternberg & Lubart d. Brainpickings
3. It is the act of turning new and imaginative ideas into reality.
a. Creativity c. Thinking
b. Critical Thinking d. Critical
4. This attribute expresses feelings, ideas, and opinions carefully.
a. Judgement c. Credibility
b. Open-mindedness d. Concern for others
5. This attribute builds conscious efforts to practice honesty and sincerity in any
undertaking.
a. Concern for others c. Open-mindedness
b. Judgement d. Credibility
6. This attribute gathers facts and analyzes them before making decisions
a. Judgement c. Self-Awareness/Self-Control
b. Objectivity d. Open-mindedness
7. This attribute sees the extent and integrity of evidence.
a. Open-mindedness c. Objectivity
b. Judgement d. Credibility
8. This element is being disposed to consider thoughtfully the problems as subjects
that come within the range of one’s experience.
c. Skills c. Attitude
d. Knowledge d. Thinking
9. This element needs in applying those methods developing critical thinking in
children and adult learners, individually or in a group problem solving and
decision making contexts.

a. Knowledge c. Attitude
b. Thinking d. Skills
10. This element is needed for the methods of logical inquiry and reasoning.
c. Knowledge c. Thinking
d. Attitude d. Skills

154
X. READINGS

Search for at least three readings about the topic discussed and write on the
space provided your understanding based on what you have read.

I. UNIT 3: 21ST CENTURY SKILLS CATEGORIES

155
II. LESSON 2: LEARNING SKILLS (COLLABORATION AND
COMMUNICATION)

III. DURATION: 1.5 hours

IV. INTRODUCTION:

“Wise men speak because they have something to say; Fools because they
have to say something.” – Plato
Communication always comes in our way, in our everyday life, this must be
our daily routine from the time we wake up until the time we go to sleep. It is one of
our essentials since 90% of our tasks/activities/work need communication.
Communication is not that easy as how we think of it, because it is a two-way
process that one has to deliver the message and the other one has to receive it.
What if the receiver did not interpret the message correctly? What if the sender did
not provide the message well? There will be confusion and misinterpretation, which
leads to misunderstanding. Communication is everywhere. We just have to use it
correctly and in a properly manner to avoid these conflicts.

Collaboration is to work jointly with others or together, especially in an

intellectual endeavor, the situation of two or more people working together
to create or achieve the same thing.
All creatures on earth have developed proper ways in which to convey and connect
their emotions and thoughts. However, as humans, we can use words and language
to transfer specific meanings that sets us apart from the animal kingdom or lower
levels of creatures.

V. OBJECTIVES:

At the end of this lesson, you are expected to:

1. Identify communication and its component and the importance of collaboration

about communication;
2. Explain the different models of communication; and
3. Analyze the essence of communication and collaboration.

VI. LESSON PROPER:

156
ACTIVITY
Create at least five words (or more) from the word
“COMMUNICATION” for one minute. Write the answers in the box.

VOCABULARY DEVELOPMENT

Define the following words and write the meaning on the blanks.
1. Communication
2. Elements
3. Model
4. Collaborate
5. Relation

ABSTRACTION
This graphic organizer helps you to understand our lesson.

Sender

Message

The Elements of Medium/Channel

Communication

Receiver

Feedback/Reply

What is communication?

157
 Communication is defined as the imparting or exchanging of
information. There are two types of communication which are (1) verbal
and (2) non-verbal. Verbal communication refers to our ability to
communicate using our voice or vocal cords, while the Non-verbal refers to
our ability to communicate using our gestures or body language. There are
different elements of communication, namely: (1) sender, (2) message (3)
medium/channel (4) receiver, and (5) feedback/reply. These elements will
help you to understand better how the communication flows. The sender
is the one who transmit the message or the idea he/she wants to convey.
The message is the idea, feeling, suggestion, guidelines, orders or any
content which is intended to be communicated. The passage or route
through which encoded message is passed by the sender to the receiver
is called medium or channel. The one who receives and decodes the
message of the sender is called the receiver. The last one is the
feedback or reply. It is the response by the receiver. It marks the
completion of the communication process. These elements will help you in
effective communication and will serve as your guide in communicating to
one another.
To further explain communication, there are different models of
communication created by various experts.
The Aristotle’s Model of Communication is considered as the oldest
model of communication. It is also known as the “one-way mode of
communication” because of the elements, namely: (1) speaker, (2) speech
(3) occasion (4) audience, and (5) effect. As you notice in the elements,
there is no feedback or reply, leading the model into a one-way form of
communication.

Occasion

Speech Audience Effect

Speaker

Aristotle’s Model of Communication

After the Aristotle’s Model of Communication, we now have the
Shannon-Weaver’s Model of Communication. This model was created by

158
Claude Shannon and Warren Weaver (Flores, 2016). According to Flores
(2016), this is also often called the “Telephone Model,” since it was
developed because of the technology of the telephone and the experience
of “noise” coming from the switchboard.

The originator of the message is the Sender or the information

source selects the desired message while the Encoder is the
transmitter, converting the message into signals. Take note that the
sender’s messages are converted into signals like waves or Binary
data compactable to transmit the messages through cables or
satellites. For example: In telephone, the voice is converted into wave
signals, and it transmits through cables. The Decoder is the reception
place of the signal, which converts signals into the message. It is also a
reverse process of encoding. The receiver converts those binary data
or waves into a message which is comfortable and understandable for
the receiver. Otherwise, the receiver cannot receive the exact
message, affecting the effective communication between the sender
and receiver. The Receiver is the destination of the message from the
sender. Based on the decoded message, the receiver gives feedback
to the sender. If the message is distracted by noise, it will affect the
communication flow between the sender and receiver. The messages
are transferred from encoder to decoder through channel. During this
process, the messages may distract or affected by physical noise. Like
horn sounds, thunder and crowd noise or encoded signals may distract
the channel during the transmission process, which involves the
communication flow. The receiver may not receive the correct
message. The model deals with external noises only, which affect the
messages or signals from external sources. For example: If any

159
 problems occur in the network, which directly affects mobile phone
communication or distracts the messages.

When it comes to Schramm’s model of communication, there are two

primary models involved. The first one is built on the theories of Osgood,
which is why this is also known as the Osgood-Schramm’s Model of
Communication.

Osgood-Schramm’s Model of Communication

In this model, pay attention to the role of the interpreter. Encoding and
decoding are not automatic processes both go through the filter of the
interpreter. Therefore, the message may succeed or fail based on the
interpreter’s appreciation of the message. There are times when the
sender and receiver may apply different meanings to the same message,
and this term is called “semantic noise” (Communicative Theories.Org).
His second model, on the other hand, builds this theory about the
interpreter into the different fields of experience of the sender and the
receiver.

The last model the White’s Model of Communication, also known as

“Eugene White’s Stages of Oral Communication,” was created by Eugene

160
White. According to him, it is possible to begin at any of the stages
outlined in his model. People are under the mistaken impression that when
we communicate, we usually start thinking, but that is not necessarily the
case. Since it is a circular model, oral communication is a continuous
process with no real beginning or end. The most important contribution
from Eugene White’s model is the concept of feedback, which can only be
processed by the speaker if he/she has been monitoring the audience or
the listener. Hence, the speaker must also pay attention to the listener’s
verbal and non-verbal cues (Flores, 2016).

White’s Stages of Oral Communication

Reference: (Uychoco, Marikit Tara A., Santos, Maria Lorena,
Communication for Society: Purposive Communication, pages 2-9, Rex
Book Store, Inc., 2018)

Collaboration or Collaborative Learning is an educational approach to

teaching and learning that involves groups of students working together to
solve a problem, complete a task, or create a product. According to
Gerlach, "Collaborative learning is based on the idea that learning is a
naturally social act in which the participants talk among themselves
(Gerlach, 1994). It is through the talk that learning occurs."
There are many approaches to collaborative learning. A set of
assumptions about the learning process (Smith and MacGregor, 1992)
underlies them all:
1. Learning is an active process whereby students assimilate the
information and relate this new knowledge to a framework of prior
experience.
161
 2. Learning requires a challenge that opens the door for the learner to
engage his/her peers actively, and to process and synthesize
information rather than simply memorize and regurgitate it.
3. Learners benefit when exposed to diverse viewpoints from people
with varied backgrounds.
4. Learning flourishes in a social environment where the conversation
between learners takes place. During this intellectual gymnastic, the
learner creates a framework and meaning to the discourse.
5. In the collaborative learning environment, the learners are
challenged both socially and emotionally as they listen to different
perspectives and are required to articulate and defend their ideas.
In so doing, the learners begin to create their unique conceptual
frameworks and not rely solely on an expert's or a text's framework.
Thus, in a collaborative learning setting, learners have the
opportunity to converse with peers, present and defend ideas,
exchange diverse beliefs, question other conceptual frameworks,
and be actively engaged.
(http://archive.wceruw.org/cl1/CL/moreinfo/MI2A.htm )

ANALYSIS

What is the importance of communication in our daily life, especially in this

time of pandemic?
Among the models discussed in the lecture, what model is the most
appropriate to use? Why did you say so?
Is collaboration necessary in communication? Justify your answer.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
162
 ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________________

APPLICATION
Now for applying what you have learned, draw, or illustrate your
version of the communication model about collaboration. Use A4 bond paper,
Arial 12-point font with 1.5 spacing, and 1-inch margin on all sides (Refer to
the rubric).

VII. REFLECTION/ANALYSIS

Keep a Learning Journal/Learning Dossier and regularly use reflective

practice to support more meaningful discussions about career development, and
your personal growth on communication and its importance in our daily life (oral or
written) and how collaboration affects communication.

VIII. QUIZ

MULTIPLE CHOICE: Encircle ONLY the letter that corresponds to the correct
answer.
1. It refers to the imparting or exchanging of information.
c. Communication c. Verbal Communication
d. Communicative d. Non-verbal Communication
2. It refers to the absence of our vocal cords or voice.
a. Verbal Communication c. Non-verbal Communication
b. Communication d. Communicative
3. It refers to the use of our vocal cords or voice.
a. Communicative c. Communication
b. Verbal Communication d. Non-verbal Communication
4. The one who receives the message is _____.
a. Receiver c. Message
b. Sender d. Channel
5. The one who delivers the message is _____.
a. Receiver c. Message
b. Feedback d. Sender
163
 6. It is the response by the receiver.
a. Message c. Channel
b. Feedback d. Sender
7. It is the idea, feeling, suggestion, guidelines, orders, or any content which is
intended to be communicated.
a. Message c. Sender
b. Reply d. Channel
8. This person is the proponent of the one-way model of communication.
a. Eugene White c. Osgood
b. Aristotle d. Schramm
9. This person believes that it is possible to begin at any of the stages outlined in
his model.
a. Schramm c. Eugene White
b. Osgood d. Aristotle
10. In the model of this person, there are two primary models involved
c. Eugene White c. Osgood
d. Aristotle d. Schramm

IX. READINGS

Search for at least three readings about the topic discussed and write on the
space provided your understanding based on what you have read.

I. UNIT: 21st CENTURY SKILL CATEGORIES

II. LESSON 3: LITERACY SKILLS (Information and Media Literacy)

III. DURATION: 1.5 hours

IV. INTRODUCTION:

Information literacy includes the ability to identify, find, evaluate, and use
information effectively. From effective search strategies to evaluation techniques,
students learn how to assess the quality, credibility, and validity of websites, and
give proper credit. Information Literacy has also been referred to as digital literacy or
media literacy. Regardless of the terminology, be it digital literacy or media literacy,
having information literacy skills are the fundamentals to thrive in a digital space.
“Education either functions as an instrument which is used to facilitate the integration
of the younger generation into the logic of the present system and bring about
conformity, or it becomes the practice of freedom, how men and women deal

164
critically and creatively with reality and discover how to participate in the
transformation of their world.” - Paulo Freire

V. OBJECTIVES:

At the end of this lesson, you are expected to:

1. Identify information literacy and media literacy;

2. Explain the difference between information literacy and media literacy; and
3. Evaluate the essence of information literacy and media literacy.

VI. LESSON PROPER:

ACTIVITY
Below are the attached photos from the Facebook page of the Philippine
Inquirer. Read the context and answer the following questions. Write the
answers on the blanks.

1. What is the news all about?

___________________________________________________________
___________________________________________________________
2. Is the news reliable? How did you say so?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. How did you know if the news is real or fake?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
4. What are your measuring tools/devices/techniques in defining the news
as real or fake?
___________________________________________________________
___________________________________________________________
165
 ___________________________________________________________
___________________________________________________________

VOCABULARY DEVELOPMENT
Define the meaning of each word. Write the answers on the blanks.
1. Literacy
___________________________________________________________
___________________________________________________________
2. Technology
___________________________________________________________
___________________________________________________________
3. Information
___________________________________________________________
___________________________________________________________
4. Repertoire
___________________________________________________________
___________________________________________________________
5. Media

ABSTRACTION
This graphic organizer helps you to understand our lesson.

Figure 1. Concept of information literacy (Lau, 2014)

Source: (https://link.springer.com/chapter/10.1007/978-3-030-34258-6_3 )

Learning how to use

information tools to Learning thinking
access organized process associated
and with knowledge
distributes data creation and
information information

166
Learning
information
literacy
Learning the Learning how to
intellectual norms communicate with
of the subject people to access and
domain associated exchange data
with the production information

Figure 2. Key areas of information literacy

Source: Importance of Information Literacy skills for an Information
Literate
Society by Prasanna Ranaweera

Information Literacy
Information literacy is a person's ability to know when information is
needed, locate the information, evaluate the information, and use it
effectively. It goes beyond just being able to search for something on the
internet or in a book. It involves determining whether or not the information
obtained is accurate and reliable, and the ability to apply the information
where needed.
Information literacy elements were defined by Bundy (2004) under three
main elements:
1. Generic skills
a. Problem-solving
b. Collaboration
c. Teamwork
d. Communication
e. Critical thinking
2. Information skills
a. Information seeking
b. Information use
c. Information technology fluency
3. Values and beliefs
a. Using information wisely and ethically
b. Social responsibility & community participation

167
Bruce (1997) has defined several concepts influencing and coexisting with
information literacy.
1. Computer literacy
2. IT literacy
3. Library skills
4. Information skills
5.Leaning to learn

According to the Californian University Information literacy fact sheet

(2000); an information literate individual can:
_ Determine the extent of information needed
_ Access the required information effectively and efficiently
_ Evaluate the information and its sources critically
_ Incorporate selected information into one's knowledge base
_ Use information effectively to accomplish a specific purpose
_ Understand the economic, legal, and social issues
surrounding the use of information and access and use information
ethically and legally

"Despite the information literacy's wider significance within the educational

environment, information literacy has evolved from library education
practices, and therefore the debate presented is based on the examination
of the literature generated by the library and information science (LIS)
disciplines. As the literature clearly illustrates, information literacy has
developed to address the requirements generated by the phenomena such
as information overload caused by the rapid developments in digital
technologies, by the needs of the information society for competent
information consumers, and to meet the requirements of the knowledge
economy for a responsive and informed workforce". (Andretta 2005, 5p)

The information literacy concept evolved from several basic library

concepts such as library instructions, bibliographic education, user
education, and information literacy programs.

Importance of Information Literacy

Information literacy allows us to cope with the data smog by equipping
us with the necessary skills to recognize when we need information, where
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to locate it, and how to use it effectively and efficiently. Consequently, it
will help decision making and productivity, which is beneficial to society.

Due to the information explosion and data smog, all students and society
face many difficulties in locating, evaluate, use, and communicate
information. Due to the expansion of internet services, we receive a lot of
information not assessed, unlike the printed sources. Hence the
authenticity, validity, and reliability of this information are in doubt.

Student-centered, inquiry-based, problem-solving, and critical thinking

proactive learning environment with the help of information literacy skills,
will develop deep learners in the society. Furthermore, information skills
are vital to the success in education, occupation, and day to day
communication of all citizens. In the twenty-first century, lifelong learning
has become one of the main themes in the higher education sector.
Therefore, the students need to be educated with regard to the
abilities and skills of how to learn by developing the aspects of reasoning
and critical thinking. Information literacy skills will help students to achieve
this target in a broader sense, in student-centered learning. Traditionally,
we assume that the students will gain information literacy skills
automatically by themselves. But it is not. Information literacy skills need to
be inculcated among the students by the teachers and librarians. Learning
mainly focuses on achieving knowledge, skills, and attitudes associated
with particular subject areas. Irrespective of the disciplinary stream, every
student should be able to access, use, and communicate information
creatively. The Information literacy curriculum plays a significant role in
cultivating these skills among the university and school students. Library
professionals can implement the curriculum with the help of academic and
administrative staff.

Who needs Information Literacy?

Information literacy skills are helpful to everybody, especially students,
to succeed academically and in their future job opportunities. Teachers
and lecturers are significantly in need of information literacy skills to carry
out their occupations efficiently and successfully. Everybody in society
requires information literacy skills.
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 Information literate individuals improve the society's quality of life in
general and academically. Information literacy helps us in our day to day
life such as buying a house, choosing a school, making an investment,
voting for the election, and many more. Information literacy skills are of
prime importance to achieve everybody's academic goals. Truly
information literacy is the foundation of the democratic society.

A society that is capable of accessing, evaluating, using, and

communicate information effectively and efficiently is called an information
literate society. When we educate our children with the necessary
information literacy skills, society becomes information literate.

Media Literacy

Media Literacy 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.

Media and Information Literacy (MIL) adds:

• the identification of an information need
• knowledge of where and how to access information
• knowledge of how to retrieve information, evaluate, store and
ethically use information
• Media and information literacy emphasize an expanded definition of
literacy, one that includes print, screen-based and electronic media
• Media and information texts include any produced forms of
communication, including advertising, websites, videogames, films, t-
shirts, and billboards.
• Media and Information Literacy includes analysis and production
• Involves teaching THROUGH and ABOUT the media
• Recognizes the importance of TEXT and CONTEXT
• Includes programs that are THEMATIC, and GENRE-based including
such topics as:
• Selling Images and Values: Advertising
• Television and Film
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 • Popular Music
• New(er) Technologies
• Media “Languages.”
• Ideology and Representation
• Audience

ANALYSIS
1. Compare and contrast information literacy and media literacy using
Venn Diagram. Use the space below.
2. What are the uses of information literacy and media literacy in your
field as a future educator? How will these help you in your daily lives?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

APPLICATION
Now for application of what you have learned, create at least three
situations in which you use effective ways of information and media literacy
and explain why did you say that these are effective. Use A4 bond paper,
Arial 12-point font with 1.5 spacing, and 1-inch margin on all sides (Refer to
the rubric).

VII. REFLECTION/ANALYSIS

Keep a Learning Journal/Learning Dossier and regularly use reflective

practice to support more meaningful discussions about career development
and your personal growth on the use of information and media literacy.

VIII. QUIZ

MULTIPLE CHOICE: Encircle ONLY the letter that corresponds to the correct
answer.

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1. It 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.
a. Literacy c. Media Literacy
b. Media d. Information Literacy
2. These are helpful to everybody, especially students, to succeed academically
and in their future job opportunities.
a. Information Literacy c. Information
b. Information Literacy Skills d. Skills
3. Problem-solving is under this element.
a. Values and beliefs c. Generic Skills
b. Information Skills d. Media Skills
4. Social responsibility & community participation is under this element.
a. Values and beliefs c. Information Skills
b. Generic Skills d. Media Skills
5. Information technology fluency is under this element.
a. Information Skills c. Values and beliefs
b. Generic Skills d. Media Skills
6. It goes beyond just being able to search for something on the internet or in a
book.
a. Media Literacy c. Media
b. Information Literacy d. Technology
7. It allows us to cope with the data smog by equipping us with the necessary
skills to recognize when we need information, where to locate it, and how to
use it effectively and efficiently.
a. Media Literacy c. Media
b. Information Literacy d. Technology
8. This person defined several concepts influencing and coexisting with
information literacy.
a. Andretta c. MIL
b. California University d. Bruce
9. It involves teaching through and about the media.
a. MIL c. Information Literacy
b. Media Literacy d. Media Information
10. This literate individual improves the society's quality of life in general and
academically.

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 a. Technology c. Literacy
b. Media d. Information

IX. READINGS

Search for at least three readings about the topic discussed and write on the
space provided your understanding based on what you have read.

I. UNIT 3: 21st CENTURY-SKILL CATEGORIES

II. LESSON 4: LITERACY SKILLS (Technology Literacy)

III. DURATION: 1.5 hours

IV. INTRODUCTION:

“People are the common denominator of progress. So...no improvement is possible

with unimproved people, and advance is certain when people are liberated and
educated.” - John Kenneth Galbrait

In our generation today, especially the millennial ones, we always get

attached in our technology. From the time we wake up in the morning until before we
go to sleep, we are engaged in our technology. For instance, we always look on our
cellphones if there are important messages or if you are working, you always look on
your cellphone to see if messages are coming from your boss or to your colleague
that needs your attention. Others are looking at their e-mail address account if there
are emails that need to be addressed. Technology today becomes essential,
especially that we are facing COVID-19. These technologies help us to communicate
with one another conveniently. But the question is, how do we use these
technologies? Are we using it correctly? Or are we misusing it? How will we know if
we are using these technologies correctly and incorrectly?

V. OBJECTIVES:

At the end of this lesson, you are expected to:

1. Identify technology literacy;

2. Demonstrate the proper use of technology; and

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3. Understand the importance of technology and how it must be used in our daily
life.

VI. LESSON PROPER:

ACTIVITY
Fill in the chart below. Limit your answers only to 10.

Technology that you Percentage that you How are you using
are using everyday use technology per technology per day?
day
Ex. Television 10% Watching movies ate
least 6 hours per day
every weekends.
1.

2.

3.

4.

5.

6.

7.

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 8.

9.

10.

VOCABULARY DEVELOPMENT

Define the meaning of each word. Write the answers on the blanks.
1. Cyberbullying
___________________________________________________________
___________________________________________________________
2. Legality
___________________________________________________________
___________________________________________________________
3. Digital Literacy
___________________________________________________________
___________________________________________________________
4. Database
___________________________________________________________
___________________________________________________________
5. Virtual
___________________________________________________________
___________________________________________________________

Technology Literacy
Technology Literacy is a term used to describe an individual’s ability
to assess, acquire, and communicate information in a wholly digital
environment. Students who possess technology literacy can efficiently
utilize various digital devices (e.g., computers, smartphones, tablets) and
interfaces (e.g., e-mail, internet, social media, cloud computing) to
communicate, troubleshoot, and problem solve in both academic and non-
academic surroundings. It also refers to a familiarity with digital information
and devices, increasingly essential in a modern learning environment.
Technology literacy is similar to digital literacy, in that an individual who is
technologically or digitally literate is well-versed in thinking critically and

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communicating by utilizing technology. These individuals understand how
to consume, create, authenticate, and share digital content, and can easily
adapt to new technologies.

Digital literacy is one of those EdTech buzzwords floated by experts as

being granular to 21st-century students. It is everywhere, but figuring out
what it means can be daunting. Literacy is simply the ability to read and
write, so digital literacy should be achieving those goals using technology in
the classroom. Here are the eight transformative technology in the
classroom skills required of the digitally literate student.

1. Social Media
The power of social media cannot be denied. Although its usage continues
to be controversial in some circles, including education, its immediacy and
reach are hard to beat as a communication tool. Most students are aware
of the benefits of social media – now it is your job to harness it by
equipping students with the right knowledge to use it properly.
2. Cloud Computing
Today’s classwork means starting a report at school and finishing it at
home. It requires switching seamlessly between the Chromebook in the
classroom and the student’s computer at home. It means sharing a report
with team members without worrying that you do not have email
addresses. Cloud computing makes all that happen. It is accessible from
anywhere with an internet connection, on any device, by whoever you give
access. Whether that is one document a week, people expect you to be
that versatile.
3. Basic Educational Technology Tools
Digital literacy implies the same reading-writing skills but without paper,
pencils, books, or lectures. It’s purpose-built and student-driven. As a
teacher, you’ll want to provide the following:

● Digital devices such as laptops, iPads, Chromebooks, or desktops

for daily use.
● A digital class calendar with due dates, activities, and other events
● Student email or some method of communicating quickly with
students outside class time.
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 ● An annotation tool (like Acrobat, Notability, or iAnnotate), to take
notes.
● A device to assess student learning while it’s happening
● A class website or blog to share class activities with parents and
other stakeholders
● Student digital portfolios to curate and collect student work for viewing
and sharing.
● Vocabulary tool so students can quickly decode words they don’t
understand in their reading.

4. Digital Databases
Digital databases are the new library. They are infinite, everywhere, and
welcome visitors at all hours. Students should learn how to roam
these virtual halls as soon as they are expected to research classwork. It
includes online access to their school library and dedicated databases like
the Smithsonian and the History Channel.

5. Virtual Collaboration
Student study groups used to be hindered by finding a time that worked for
all participants, agreeing on a meeting place, and then actually getting
there. Virtual collaboration has none of those problems. Documents can
be shared with all stakeholders and accessed at will. Many digital
tools allow students to collaborate on a document from separate personal
devices. Meetings can occur in the students’ bedroom or their backyard
through websites like Google Hangouts and Skype. A wide variety of
resources can be shared without lugging an armful of materials to the
meeting and ultimately forgetting to bring half of them home. These get-
togethers can even be taped and shared with absent members or re-
watched for review.
6. Sharing to Build Knowledge
No one person can provide all we need to know on a subject. When
everyone shares their knowledge and insights, the group grows
incompetency. That used to be attempted awkwardly with class
presentations. Now, all it takes is a virtual curation of student work,
presented through webpages, wikis, a YouTube stream, or another
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 approach that fits the unique student group. Quickly and easily, everyone’s
work can be shared.
7. Evaluate Information Found Outline
Because students get so much more of their information online, they need
the tools to evaluate reliability and veracity  of what they find. This includes
questions such as:
● Is the site legitimate or a hoax?
● Is the author an expert in this subject?
● Is the information current or dated?
● Is the data neutral or biased?

8. Digital Citizenship
Because students spend so much time online, they need to learn how to
act in that neighborhood. It includes topics detailing the rights and
responsibilities of digital citizens, such as:
● Cyberbullying
● The legality of online material
● Buying items online
● Digital footprints
● Privacy and safety while traveling the digital world

ANALYSIS
How do we use our technology? Are we using it properly? Justify.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
APPLICATION
Now for application of what you have learned, cite at least 5 news that
you read through social media (Facebook, Twitter, and others) and tell
whether the information is fake or not and why did you say so. Use A4 bond
paper, Arial 12-point font with 1.5 spacing, and 1-inch margin on all sides
(Refer to the rubric).

178
VII. REFLECTION/ANALYSIS

Keep a Learning Journal/Learning Dossier and regularly use reflective

practice to support more meaningful discussions about career development and your
personal development on the use of technology in your daily life.

VIII. QUIZ

MULTIPLE CHOICE: Encircle ONLY the letter that corresponds to the correct
answer.

1. It is a term used to describe an individual’s ability to assess, acquire and

communicate information in a fully digital environment.

a. Literacy c. Media

b. Technology Literacy d. Media Literacy

2. This is one of those EdTech buzzwords floated by experts as being granular to

21st-century students

a. Digital Literacy c. Literacy

b. Digital d. Media Literacy

3. It means sharing a report with team members without worrying that you do not
have email addresses.

a. Basic Education Technology Tools c. Cloud Computing

b. Digital Database d. Virtual Collaboration

4. Student study groups used to be hindered by finding a time that worked for all
participants, agreeing on a meeting place, and then actually getting there.

a. Basic Education Technology Tools c. Cloud Computing

b. Virtual Collaboration d. Digital Database

179
5. No one person can provide all we need to know on a subject.

a. Sharing to Build Knowledge c. Virtual Collaboration

b. Digital Citizenship d. Digital Database

6. This includes topics detailing the rights and responsibilities of digital citizen.

a. Cyberbullying c. Digital Database

b. Evaluate Information Found Outline d. Digital Citizenship

7. These are the new library.

a. Evaluate Information Found Outline c. Digital Database

b. Digital Citizenship d. Cloud Computing

8. Digital devices such as laptops, iPads, Chromebooks, or desktops for daily use.

a. Digital Citizenship c. Cloud Computing

b. Basic Education Technology Tools d. Digital Database

9. The power of this cannot be denied.

a. Social Media c. Digital Database

b. Technology d. Cloud Computing

10. This makes all that happen.

a. Social Media c. Cloud Computing

b. Digital Database d. Technology

IX. READINGS

Search for at least three readings about the topic discussed and write on the
space provided your understanding based on what you have read.

180
I. UNIT 3: 21st CENTURY SKILL CATEGORIES

II. LESSON 5: LIFE SKILLS (Flexibility and Initiative)

III. DURATION: 1.5 hours

IV. INTRODUCTION:

Adolescence, a vital stage of growth and development, marks the transition

from childhood to adulthood. Rapid physiological changes and psychosocial
maturation characterize it. Youth is also the stage when young people extend their
relationships beyond parents and family and are intensely influenced by their peers
and the outside world in general.

As adolescents mature cognitively, their mental process becomes more

analytical. They are now capable of abstract thinking, better articulation, and
developing an independent ideology. These are genuinely the years of creativity,
idealism, buoyancy, and a spirit of adventure. But these are also the years of
experimentation and risk-taking, of giving in to negative peer pressure, of making
uninformed decisions on crucial issues, especially relating to their bodies and their
sexuality. Adolescence is thus a turning point in one’s life, a period of increased
potential but also one of greater vulnerability.

V. OBJECTIVES:

At the end of this lesson, you are expected to:

1. Define flexibility and initiative;

2. Demonstrate flexibility and initiative in a situation given; and
3. Analyze the importance of flexibility and initiative in our daily life, especially in this
pandemic times.

VI. LESSON PROPER:

ACTIVITY
Do each exercise for 5 minutes and answer the following questions:

● Sit-up
● Push up
● Walk
● Run

Questions:
1. How many sit-ups did you make in 5 minutes? _____________
181
 2. How many push-ups did you make in 5 minutes? ___________
3. How many steps (walk) did you make in 5 minutes? _________
4. How many rounds (run) did you make in 5 minutes? _________

VOCABULARY DEVELOPMENT
Define the following words. Write the answers on the blanks.
1. FLEXIBILITY
___________________________________________________________
__________________________________________________________
2. EXERCISE
___________________________________________________________
__________________________________________________________
3. INITIATIVE
___________________________________________________________
__________________________________________________________
4. ADAPT
___________________________________________________________
__________________________________________________________
5. ADJUSTMENT
___________________________________________________________
__________________________________________________________

Flexibility
Given the rapid rate of change in our world, the ability to adjust and
adapt is critical to success. Students need to learn to quickly analyze what is
going on around them and make adjustments on the fly while keeping their
goals at the forefront of their minds. Flexibility is not spinelessness. A spine
needs to be flexible to allow the person to move while remaining upright with
eyes on the prize.
The inquiry process requires and rewards flexibility. Instead of following
a set course or a rigid set of instructions, students must make constant course
corrections as they do the following:
● set goals
● seek answers
● navigate information
● collaborate with others
● create something
● evaluate their work
● improve it
● share it with the world
The entrepreneurial spirit is founded on the initiative—the willingness to step
forward with an idea and take the risk of bringing it to fruition. The changing
economic landscape requires entrepreneurs. Students need to learn how to
set goals for themselves, plan how they will reach their goals, and enact their
plans. Once students feel comfortable with charting their own course, they will
readily launch into activity.

182
 The inquiry process equips the learners to take the initiative. When the
teacher steps back into a facilitating role, the teacher requires students to step
forward. Students take the industry when they:
● question,
● plan,
● research,
● create,
● improve, and
● present.
(https://k12.thoughtfullearning.com/FAQ/what-are-life-skills )

ANALYSIS
Why are flexibility and initiative necessary in our daily life?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________________
APPLICATION
Now for applying what you have learned, watch at least one video on
YouTube using flexibility and initiative, and write how the characters on the
video used flexibility and initiative. Use A4 bond paper, Arial 12-point font with
1.5 spacing, and 1-inch margin on all sides (Refer to the rubric).

VII. REFLECTION/ANALYSIS

Keep a Learning Journal/Learning Dossier and regularly use reflective

practice to support more meaningful discussions about career development and your
personal development on the importance of flexibility and initiative in your daily life.

VIII. QUIZ

Draw the following. Use the space provided for each number. (2 points each)

1. Push up 4. Run

2. Sit up 5. Dance

3. Walk

IX. READINGS
183
 Search for at least three readings about the topic discussed and write on the
space provided your understanding based on what you have read.

I. UNIT 3: 21st CENTURY SKILL CATEGORIES

II. LESSON 6: LIFE SKILLS (Social Skills and Productivity)

184
III. DURATION: 1.5 hours

IV. INTRODUCTION:

Social skills are the ways people talk, play, and work together that help us
understand each other and get along better. There are lots of different social skills
you use every day, often without even thinking about them.

Whenever we work or play, we put together words, tone, body position, facial
expressions, and actions to let each other know what we want or how we feel. Social
skills are the ways we put those words, body clues, and activities together. When we
all use good social skills, we work and play together in a more peaceful, considerate
way.

When you smile to show you are welcoming, when you filter your words or
hold back nasty comments when you look at someone’s body position to figure out
how they are feeling when you pause yourself and wait for your turn. These are all
ways of using social skills. Each time you stop and think about how you are doing or
saying will affect someone else; you are using social skills.

V. OBJECTIVES:

At the end of this lesson, you are expected to:

1. Define social skills and productivity;
2. Demonstrate social skills and productivity in a situation given; and
3. Analyze the importance of social skills and productivity in our daily life,
especially in this time of the pandemic.

VI. LESSON PROPER

ACTIVITY
Draw and color a poster regarding COVID-19 and explain your drawing. Use
the box below to draw.

Explanation:
______________________________________________________________
______________________________________________________________
______________________________________________________________
185
______________________________________________________________
______________________________________________________________
______________________________________________________________

VOCABULARY DEVELOPMENT
Define the following words. Write the answers on the blanks.
1. SOCIAL
___________________________________________________________
__________________________________________________________
2. SKILLS
___________________________________________________________
__________________________________________________________
3. PRODUCT
___________________________________________________________
__________________________________________________________
4. SOCIAL SKILLS
___________________________________________________________
__________________________________________________________
5. PRODUCTIVITY
___________________________________________________________
__________________________________________________________

Social Skills
Human being has always been social creatures, connecting to and
depending on a tribe of some hundred others. Technology now allows
people to belong to multiple tribes—students at the same school, friends
on Facebook, colleagues on LinkedIn, fans on fan sites, gamers on
massively multiplayer online games. In all of these environments, social
skills are critical. Whether students are having a face-to-face meeting or
are tweeting with hundreds of strangers, there are real human beings with
honest thoughts, feelings, and needs on the other end. And, as work
environments become more collaborative, social skills are the key to
success.
The best way for students to develop social skills is to collaborate with
others. When students work together on a project, they have common
goals and interests; they are required to develop social skills such as
these:
● Cooperation
● Compromise
● Decision making
● Communicating
● Using emotional intelligence
● Using constructive criticism
● Trusting others
● Delivering on promises
● Coordinating work

186
 Productivity
During the recent recession, the productivity of the American worker
reached an all-time high. Those who kept their jobs did so in part by
producing more than they needed to before. The increase in productivity
among workers in the U.S. means that more is being made by fewer
people, which means that the job market is even more competitive after
the recession than during it. Workers who have lower productivity are
being left behind.
By using the inquiry process and developing projects, students learn the
habits of productivity:
● Goal setting
● Planning
● Time management
● Research
● Development
● Evaluation
● Revision
● Application

(https://k12.thoughtfullearning.com/FAQ/what-are-life-skills )

ANALYSIS
In this pandemic time, how will you show your social skills and productivity?
How will you develop it?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

APPLICATION
Now for application of what you have learned, cite at least five news
that you read through social media (Facebook, Twitter, and others) and tell
whether the information is fake or not and why did you say so. Use A4 bond
paper, Arial 12-point font with 1.5 spacing, and 1-inch margin on all sides
(Refer to the rubric).

VII. REFLECTION/ANALYSIS

Keep a Learning Journal/Learning Dossier and regularly use reflective

practice to support more meaningful discussions about career development and your
personal development about social skills and productivity in your daily life.

VIII. QUIZ

187
If you will be given a chance to make a vaccine for COVID-19, what kind of vaccine
will you develop? Express your answer by drawing or writing an essay. Use the
space provided below.

Rubrics for scoring the quiz:

Relevance of the idea to question 5 points
Writing neat and legibly (for essay) /
Drawing neatly (for illustration) 5 points
Total points 10 points

IX. READINGS

Search for at least three readings about the topic discussed and write on the
space provided your understanding based on what you have read.

I. UNIT 3: 21ST CENTURY SKILL CATEGORIES

II. LESSON 7: LIFE SKILLS (LEADERSHIP)

III. DURATION: 1.5 hours

IV. INTRODUCTION:

Leadership is often defined as a process wherein an individual influences and

encourages others to achieve the organizational objectives and directs the
organization so that it becomes more coherent and cohesive to work.

188
Moreover, a person who can bring out the change is the one who possesses the
ability to be a leader. A good leader is the one who always looks out after others
before himself and is proactive. Proactive refers to a leader’s tendency of being three
steps ahead of others, thinking of all the possibilities of a scenario.

Leadership is all about developing people, in turn, helping them to reach their
maximum potential. In the simplest of terms, Leadership is an art of motivating the
people to help achieve a common goal.

V. OBJECTIVES:

At the end of this lesson, you are expected to:

1. Define leadership;
2. Describe leadership based on a given situation; and
3. Analyze the importance of leadership

VI. LESSON PROPER

ACTIVITY

Look at the picture below and answer the following questions. Write the
answers on the blank.

1. Who is the person on the picture?

________________________________________________________
2. How do you rate his leadership from 2016 up to the present?
___________________________________________________________
__________________________________________________________
3. Are you in favor of his leadership? Justify your answer.
___________________________________________________________
___________________________________________________________
__________________________________________________________

VOCABULARY DEVELOPMENT

189
 Define the meaning of each word. Write the answers on the blanks.
1. LEADER
___________________________________________________________
__________________________________________________________
2. MANAGER
___________________________________________________________
__________________________________________________________
3. LEADERSHIP
___________________________________________________________
__________________________________________________________
4. MANAGEMENT
___________________________________________________________
__________________________________________________________

Leadership
Leadership is a suite of related skills that combines other life skills.
Good leaders take the initiative, have strong social skills, are flexible, and are
productive. They also do the following:
● Identify goals
● Inspire others to share those goals
● Organize a group so that all members can contribute according to their
abilities
● Resolve conflicts among members
● Encourage the group to reach their goals
● Help group members solve problems and improve performance
● Give credit where it is due
That list pretty well describes what you do daily as a teacher—because you
are the leader of your class. However, if students are perpetually in the role of
followers, they never have to learn these skills. They need to become the
teacher occasionally, and inquiry allows them to do so. Group projects also
require students to take on leadership responsibilities. Inquire provides many
tasks that can be done in groups.

ANALYSIS

How do you define leadership in your own words?

______________________________________________________________
______________________________________________________________
____________________________________________________________

Have you been a leader before? If yes, what challenges did you encounter,
and how did you come up with it? If no, what do you think are the dilemma or
problems a leader encounters, and how do they come up with it?
______________________________________________________________
______________________________________________________________
______________________________________________________________
190
 ______________________________________________________________
______________________________________________________________
______________________________________________________________

APPLICATION
Now for application of what you have learned, answer the question
below. Use A4 bond paper, Arial 12-point font with 1.5 spacing and 1 inch
margin on all sides (Refer to the rubric).

QUESTION: Based on what is happening in our country today due to COVID-

19, how will you describe the leadership of our President? And if you were the
leader of our country facing the same dilemma that our President is
experiencing now, what are your plans/strategies/actions that can do to solve
this case?

VII. REFLECTION/ANALYSIS

Keep a Learning Journal/Learning Dossier and regularly use reflective practice to

support more meaningful discussions about career development and your personal
development about leadership in your daily life.

VIII. QUIZ

If you were the President of the Philippines, how will you face the challenge of
COVID-19 in our country and what are your plans/strategies/actions regarding this
matter? Elaborate your answer.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________________
______________________________________________________________
____________________________________________________________

Rubrics for scoring the quiz

Relevance of the idea to question 5 points

Writing neat and legibly 5 points

191
Total points 10 points

IX. READINGS

Search for at least 3 readings about the topic discussed and write on the space
provided your understanding based on what you have read.

X. UNIT POSTTEST

DIRECTIONS: Encircle the letter of the correct answer.

1. It is the ability to analyze facts, generate and organize ideas, defend

opinions, make comparisons, draw inferences, evaluate arguments, and
solve problems.
a. Collaboration c. Critical Thinking
b. Communication d. Communicative
2. According to this person, critical thinking is a way of reasoning that
demands adequate support for one’s belief and an unwillingness to be
persuaded unless support is forthcoming.
a. Mertes c. Tama
b. Chance d. Meyer
3. According to this person, critical thinking is reasonable reflective thinking
focused on deciding what to believe or do.
a. Ennis c. Chance
b. Meyer d. Mertes
4. According to this person, critical thinking is a conscious and deliberate
process which is used to interpret or evaluate information and experiences
with a set of reflective attitudes and abilities that guide thoughtful beliefs
and actions.
a. Mertes c. Tama
b. Ennis d. Chance
5. This attribute expresses feelings, ideas and opinions carefully.
a. Self-Awareness c. Objectivity
b. Concern for Others d. Judgement
6. This attribute sees the extent and integrity of evidence.
a. Concern for Others c. Judgement
b. Objectivity d. Self-Awareness
7. This attribute discusses the pros and cons of the given situations and
plans of action.
a. Credibility c. Objectivity
b. Open-Mindedness d. Self-Control
8. This attribute builds conscious efforts to practice honesty and sincerity in
any undertaking.
a. Open-Mindedness c. Objectivity
b. Self-Control d. Credibility
192
9. It is characterized by the ability to perceive the world in new ways, to find
hidden patterns, to make connections between seemingly unrelated
phenomena, and to generate solutions.
a. Collaboration c. Critical Thinking
b. Communication d. Creativity
10. It means to work jointly with others or together especially in an intellectual
endeavor.
a. Collaboration c. Creativity
b. Communication d. Critical Thinking
11. The one which encodes the message is _____.
a. Message c. Sender
b. Channel d. Receiver
12. It is is the final stage of communication.
a. Sender c. Feedback
b. Receiver d. Medium
13. It is the pathway of communication.
a. Message c. Feedback
b. Medium d. Receiver
14. It is the idea or opinion in communication.
a. Channel c. Feedback
b. Sender d. Message
15. The one who decodes the message is _____.
a. Message c. Sender
b. Feedback d. Receiver
16. It is considered as the oldest communication model.
a. Aristotle’s Model c. Schramm’s Model
b. White’s Model d. Osgood’s Model
17. This model believes that there is no specific beginning in communication.
a. Osgood’s Model c. White’s Model
b. Schramm’s Model d. Aristotle’s Model
18. This type of communication needs our body language in the absence of
our voice.
a. Verbal Communication c. Non-verbal Communication
b. Communication d. Critical Thinking
19. This type of communication required our vocal cords or voice.
a. Non-verbal Communication c. Critical Thinking
b. Verbal Communication d. Communication
20. It is an example of verbal communication.
a. Silent Reading c. Declamation
b. Eye contact d. Watching movie
21. It is an example of non-verbal communication.
a. Eye contact c. Watching movie
b. Declamation d. Oral Reading
22. It is based on the idea that learning is a naturally social act in which the
participants talk. It is through the talk that learning occurs.
a. Collaborative Learning c. Collaborative
b. Collaboration d. Collation
193
23. It includes the ability to identify, find, evaluate, and use information
effectively.
a. Literacy c. Information Technology
b. Media Literacy d. Information Literacy
24. It is an example of information literacy elements under the generic skills.
a. Using information wisely c. Information use
b. Social Responsibility d. Critical Thinking
25. It is an example of information literacy elements under the information
skills.
a. Problem-solving c. Information use
b. Teamwork d. Community participation
26. Ms. Charity has a problem with her colleague in their department. A week
after, Ms. Charity posted something on her social media account stating
that one of her colleagues is pregnant without pointing the name of her
colleague. Did Ms. Charity use the media properly?
a. Yes, because it is her right to post anything on her social media.
b. No, because she doesn’t have the right to tell those things on her
social media, and she does not confirm it yet.
c. Yes, because Ms. Charity did not pinpoint the name on her post.
d. No, because it is not her duty to post it.
27. It 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.
a. Literacy c. Media Literacy
b. Information Literacy d. Technology Literacy
28. It is a term used to describe an individual’s ability to assess, acquire, and
communicate information in a wholly digital environment.
a. Media Literacy c. Technology Literacy
b. Information Literacy d. Literacy
29. It considers as the most powerful nowadays.
a. Cloud Computing c. Virtual Collaboration
b. Social Media d. Digital Database
30. Meetings can take place in the student’s bedroom or their backyard
through websites like Google Hangouts and Skype.
a. Digital Database c. Cloud Computing
b. Virtual Collaboration d. Social Media
31. No one person can provide all we need to know on a subject.
a. Sharing to Build Knowledge c. Digital Database
b. Basic Educational Tech. Tools d. Virtual Collaboration
32. It is used to determine whether the information is reliable or not.
a. Evaluate Information c. Digital Database
b. Virtual Collaboration d. Cloud Computing
33. Cyberbullying is one of these elements.
a. Virtual Collaboration c. Digital Citizenship
b. Cloud Computing d. Social Media
34. Dancing is an example of this.
a. Initiative c. Habit
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 b. Communication d. Flexibility
35. For you to develop your flexibility, this is the first step you must do.
a. Evaluate work c. Create something
b. Navigate information d. Set goals
36. The following are examples of flexibility EXCEPT ONE.
a. Cleaning house c. Jogging
b. Exercise d. Sleeping
37. This element is being disposed to consider thoughtfully the problems as
subjects that come within the range of one’s experience.
a. Skills c. Knowledge
b. Attitude d. Thinking
38. This element is needed for the methods of logical inquiry and reasoning.
a. Attitude c. Thinking
b. Knowledge d. Skills
39. In this model, there are two primary models involved
a. Schramm c. Osgood
b. Aristotle d. Eugene White
40. It refers to imparting or exchanging of information.
a. Communication c. Verbal Communication
b. Communicative d. Non-verbal Communication
41. It is an example of technology.
a. Instagram c. Computer
b. Facebook d. Twitter
42. This social media developed to upload photos and videos with security
and confidentiality.
a. Facebook c. Instagram
b. Twitter d. Multiply
43. These are the ways people talk, play, and work together that help
us understand each other and get along better.
a. Skills c. Skills with technology
b. Social Skills d. Flexibility

44.This is an example of social skills that need to be developed.

a. Goal setting c. Application
b. Decision making d. Planning
45. It is a suite of related skills that combines the other life skills.
a. Management c. Leader
b. Managerial d. Leadership
46.He is known as the “people of the mass” during his time.
a. Elpidio Quirino c. Diosdado Macapagal
b. Manuel Roxas d. Ramon Magsaysay
47.He is the longest president in our history.
a. Ferdinand Marcos c. Benigno Aquino III
b. Cory Aquino d. Joseph Estrada
48.The first lady president of the Philippines.
a. Gloria Macapagal Arroyo c. Imelda Marcos
b. Corazon Aquino d. Joy Belmonte
195
49.He is the 16th President of the Third Republic of the Philippines.
a. Fidel Ramos c. Benigno Aquino III
b. Manuel Roxas d. Rodrigo Roa Duterte
50.He is the 1 President of the Third Republic of the Philippines.
st

a. Elpidio Quirino c. Manuel Roxas

b. Ramon Magsaysay d. Diosdado Macapagal

UNIT 4:
21ST CENTURY LITERACIES

196
I. UNIT 4: 21ST-CENTURY LITERACIES

II. LESSON 1: GLOBALIZATION

III. DURATION: 1.5 hours

IV. INTRODUCTION:

Globalization implies the continuing expansion and intensification of

economic, political, social, cultural, and judicial relations across borders. It is
furthered by reductions in transportation and communication costs, the rise of new
information technologies, such as the internet and liberalizations in the markets for
goods, services, labor, capital, and technology. Although it also occurs within
existing legal structures, globalization, in many cases, involves political decisions
about deregulation, free trade, and the integration of markets. It changes the
lifestyles and living conditions for people worldwide, presenting new opportunities to
some, but risks and threats to others. Individuals, firms, governments, and
transnational organizations that are lifted out of the framework of the nation-state,
like the World Bank, United Nations, the European Union, and multinational firms, all
face challenges of how to respond to globalization. The present volume provides

197
essential information to private and public decision-makers choosing strategies for
production, investment, and public policy in the increasingly globalized society.
(https://link.springer.com/chapter/10.1007/978-3-662-49502-5_1

V. OBJECTIVES:

At the end of this lesson, you are expected to:

1. Define globalization;
2. Discuss the effect of globalization in our society; and
3. Recognize the importance of globalization in our daily life.

VI. UNIT PRETEST

DIRECTIONS: Encircle the letter of the correct answer.

1. It implies the continuing expansion and intensification of economic, political,

social, cultural, and judicial relations across borders.
a) globalization
b) multiculturalism
c) socialization
d) intercultural communication
2. It is developing worldwide production markets and broader access to a range of
foreign products for consumers and companies involving particularly movement
of material and goods between and within national boundaries.
a) political globalization
b) industrial globalization
c) economic globalization
d) cultural globalization
3. It means the sharing of ideas, attitudes, and values across national borders.
a) economic globalization

198
 b) cultural globalization
c) industrial globalization
d) political globalization
4. It means nurturing a religious community where people of all races, ethnicities,
and cultures see their cultural identities reflected and affirmed in every aspect of
congregational life—worship, fellowship, leadership, governance, religious
education, social justice, and others.
a) cultural
b) culture
c) intercultural
d) multiculturalism
5. It demonstrates a recognition and deeper appreciation of both their own and
others’ cultural differences and commonalities and is the first dimension that
exhibits a more intercultural mindset.
a) acceptance
b) minimization
c) denial
d) polarization
6. it is the stage where one accepts and acknowledges that there is such a thing as
cultural difference, but the difference is framed as a negative “us versus them”
proposition.
a) acceptance
b) denial
c) polarization
d) minimization
7. It is characterized by an ability not only to recognize different cultural patterns in
oneself and other cultures but also to effectively adapt one’s mindset or behavior
to suit the cultural context in an authentic way.
a) minimization
b) acceptance
c) polarization
d) adaptation
8. These are essential in building both personal and professional relationships.
a) social cognition
b) social skills
c) social development
199
 d) social information
9. It is a mental model, or representation, of any of the various things we encounter
in our daily lives.
a) schema
b) schemata
c) scheme
d) schedule
10. Individuals non-consciously mimic the postures, mannerisms, facial expressions,
and other behaviors of their interaction partners—is an example of how people
may engage in specific actions without conscious intention or awareness.
a) primed
b) impact bias
c) chameleon effect
d) affective forecasting
11. These are our general beliefs about a group of people, and, once activated, they
may guide our judgments outside of conscious awareness.
a) primed
b) stereotypes
c) automatic
d) chameleon effect
12. Language through speech, sign, or alternative forms of communication to
communicate wants, needs, thoughts, and ideas.
a) sensory processing
b) receptive language
c) behavior
d) expressive language
13. The ability to obtain, maintain and change one’s emotion, action, attention, and
activity level appropriate for a task or situation in a socially acceptable manner.
a) speech pattern
b) sensory processing
c) self-regulation
d) behavior
14. Do this with your child to help develop joint attention, turn-taking, shared
interests, and cooperation.
a) sympathy
b) social stories
200
 c) empathy
d) play
15. Which of the following BEST describes the essential skills and competencies that
allow individuals to engage with media and other information providers effectively
and develop critical thinking and life-long learning skills to socialize and become
active citizens?

a) information literacy
b) media literacy
c) digital literacy
d) media and information literacy
16. The following can be referred to as media EXCEPT:

a) content
b) producers
c) tools of communication
d) political activity
17. Social networking sites such as Facebook, Twitter, and Instagram are examples
of:

a) digital media
b) traditional media
c) content media
d) broadcast media
18. Which of the following is NOT an example of a print media?

a) books
b) flyers
c) newspaper
d) YouTube
19. As a critical media literacy skill, this involves examining whether there are an
implicit meaning and purpose or not in the messages communicated through the
media aside from the explicit definition and objectives that are perceived immediately
by the readers:

a) analyze
b) evaluate
c) communicate

201
 d) access
20. Mr. Antonio, a Biology teacher, created an infomercial about climate change. He
then posted and shared it with his students and colleagues through YouTube and
Facebook. Which media literacy skill is shown?

a) analyzing media
b) evaluating media
c) communicating media
d) accessing media
21. Which of the following question should you consider when examining the content
of any form of media?

a) Who is presenting the information? Is it a news organization, a corporation, or

an individual?
b) What might unconscious influences be at work?
c) What reaction is the message trying to provoke?
d) Do the visuals only present one side of the story
22. Which of the following shows the CORRECT sequence in the Information Skills
Problem Solving model?

a) Task Definition ---> Location and Access ---> Information Seeking Strategies --->
Use of Information ---> Synthesis---> Evaluation
b) Task Definition ---> Location and Access ---> Information Seeking Strategies --->
Synthesis---> Use of Information ---> Evaluation
c) Task Definition ---> Information Seeking Strategies ---> Use of Information --->
Synthesis---> Location and Access ---> Evaluation
d) Task Definition ---> Information Seeking Strategies ---> Location and Access --->
Use of Information ---> Synthesis---> Evaluation
23. Recently, drinking warm water, gargling saltwater, and the traditional steam
healing or “tuob” have been claimed to be effective against COVID-19. However,
neither of these treatments has been recommended by doctors as means to combat
COVID-19 due to a lack of scientific evidence. What type of information disorder is
this?

a) disinformation
b) misinformation
c) misinformation
d) fake news
202
24. Refer to the task of determining how a business will afford to achieve its strategic
goals and objectives

a) business planning
b) consumer planning
c) financial planning
d) investment planning

25. Financial goals can give you the confidence boost and foundational knowledge
you need to achieve larger goals that will take more time is best termed as:

a) long-term financial goals

b) short-term financial goals
c) mid-term financial goals
d) all of the above

26. established an emergency fund, and paid off your credit card debt is associated
with what type of financial goals?

a) long-term financial goals

b) short-term financial goals
c) mid-term financial goals
d) none of the above

27. The common rule of thumb that you should save 10% to 15% of every paycheck
in a tax-advantaged retirement account is the best example of what type of financial
goals?

a) long-term financial goals

b) short-term financial goals
c) mid-term financial goals
d) none of the above

28. Listed below are examples of financial goals that you can consider except:

a) Make a budget and living by it

b) Save an emergency fund
c) Pay off credit card debt
d) Buy all you want
29. The process of creating a plan to spend your money is called
a) Planning

203
 b) Budgeting
c) Investing
d) Banking
30. Which of the following refers to the essential skills, knowledge, and
understanding necessary to utilize new technology and media to develop and share
meaning?

a) media literacy
b) digital literacy
c) information literacy
d) media and information literacy
31. This refers to the act of harassing other people that takes place online with the
use of technological devices like computers, laptops, tablets, and cellphones through
communication platforms including social media sites, text messages, chat, and
websites:

a) bullying
b) cyberbullying
c) cyberthreat
d) cyber citizenship
32. The following can be done to avoid cyberbullying and cybercrimes to happen
EXCEPT:

a) Treating others the way you want to be treated

b) Signing out one’s account after use, especially in public places
c) Not telling and sharing one’s password to other people
d) Avoiding the excessive use of social media like Facebook and Twitter
33. This happens when an email is sent from an internet criminal disguised as an
email from a legitimate, trustworthy source. The message is meant to lure you into
revealing sensitive or confidential information.

a) pharming
b) spoofing
c) phishing
d) malware
34. When a teacher considers the person, institution, or agency responsible for a
website and its qualifications and knowledge to do so, which of the following is he
concerned with?
204
 a) purpose
b) coverage
c) accuracy
d) authority
35. When assessing and evaluating a website, its objectivity should be one of the
primary concerns. Which of the following points of consideration should NOT be
considered when examining objectivity?

a) Is the information presented with a particular bias?

b) Does the information try to sway the audience?
c) Is the site trying to explain, inform, persuade, or sell something?
d) Is a bibliography or reference list included?
36. Mr. Antonio carefully examines the accuracy of media and information on the
web. This practice is:

a) important to ensure that the media and information content is accurate and
reliable
b) unethical because he does not trust the source of media and information
c) unnecessary because all resources from the internet are valid and reliable
d) just a waste of time
37. Considering the TPACK framework, which of the following does NOT show a
positive effect of technology to student learning?

a) The quality of learning can be improved.

b) The delivery of instruction can be more interesting and engaging.
c) The method of teaching and learning becomes more interactive and
meaningful.
d) The role of the students as passive receivers of information.
38. This refers to one’s understanding of the natural systems and maintenance of the
living processes that make life possible on Earth. It also refers to the knowledge of
the principles of organization of ecological communities and the application of these
principles to create sustainable communities:

a) environmental sensitivity
b) environmental knowledge
c) environmental awareness
d) ecoliteracy

205
39. Which of the following does NOT belong to the biotic component of an
ecosystem?

a) plant
b) animals
c) sunlight
d) fungi
40. Which field of study deals with the relationships and interactions between living
organisms and their environment?

a) environmental science
b) ecology
c) geology
d) earth science
41. This principle reminds us that not all resources here on Earth are renewable;
some resources cannot be replenished through natural processes.

a) Nature is beautiful, and we are stewards of God’s creation!

b) Everything must go somewhere.
c) Everything is connected to everything else.
d) Ours is finite earth.
42. The Brundtland Commission defines it as: “development that meets the needs of
the present without compromising the ability of future generations to meet their own
needs.”

a) ecological development
b) sustainable development
c) uncompromising development
d) environmental development
43. Eutrophication is characterized by the excessive growth of plants and algae in
the body of water due to the increased availability of nutrients, which could have run
off from fertilizers in agricultural fields. Which of the following is a possible
consequence of eutrophication?

a) Water that is colorless and odor-free

b) Decreased toxicity of bodies of water
c) Significantly diminished sea harvest by fishermen
d) Less turbidity of the water

206
44. Anthropogenic activities, like illegal logging, can lead to:

a) decreased amount of solid waste

b) increased marine sanctuaries
c) less flooding
d) disruption of natural habitats
45. The following describes a dark green school EXCEPT:

a) calls for green spaces

b) is clean and neat
c) do not have a proper waste management program
d) fosters awareness and appreciation of the environment
46. When art promotes print awareness and the ability to differentiate scribbles,
markings, shapes, and directionality and position, which of the following is being
developed among learners?
a) visual literacy
b) verbal creativity
c) visual creativity
d) aesthetics
47. Art promotes the ability to interpret visual information, alter that information, and
respond to a continuous flow of new information being sent from the eye to hand to
the brain.
a) visual literacy
b) verbal creativity
c) visual creativity
d) eye/hand/brain coordination
48. Combining literacy and art experiences allows children to represent their ideas
and feelings visually and enhances imagination, visual language, and spatial
relations skills.

a) visual literacy
b) verbal creativity
c) visual creativity
d) eye/hand/brain coordination
49. Combining literacy and art activities allows children to expand their oral
communication skills and learn a wide range of sensory-rich vocabulary words.

a) visual literacy
207
 b) verbal creativity
c) visual creativity
d) eye/hand/brain coordination
50. Which art activity develops children’s visual literacy while using gross motor skills
to sweep brush and control fluid materials?

a) easel painting
b) handmade art journal
c) open-ended drawing
d) collage

VII. LESSON PROPER

ACTIVITY
Create a slogan in the box about your idea regarding globalization.

VOCABULARY DEVELOPMENT
Define the following words. Write the answers on the blanks.
1. Globalization
___________________________________________________________
___________________________________________________________
2. Global
___________________________________________________________
___________________________________________________________
3. United
___________________________________________________________
___________________________________________________________
4. Economy

208
 ___________________________________________________________
___________________________________________________________
5. Industry
___________________________________________________________
___________________________________________________________

Globalization
Globalization is an ongoing process driven by a combination of
political, economic, technological, and sociocultural forces. The method of
globalization since World War II has been driven by the planning of politicians
to break down borders hampering trade to increase prosperity and
interdependence and to decrease the chance of future war. Globalization has
been further accelerated by the global expansion of multinational corporations
and the worldwide exchange of new developments in science, technology,
and product manufacturing and design. Hence, the term “globalization” is
often used to refer to economic globalization, that is, the integration of
national economies into the international economy through trade, direct
foreign investment, capital flows, migration, and the spread of technology.
However, sometimes the term “globalization” is also used to refer to cultural
globalization because many people believe that the worldwide export of
western culture drives globalization through the new mass media: film, radio,
television, and recorded music. The development of international transport
and telecommunication is another driving force that speeds up the process of
globalization.
Globalization has various aspects that affect the world in several
different ways. These aspects include:
∙ Industrial globalization – development of worldwide production markets and
broader access to a range of foreign products for consumers and companies
involving particularly movement of material and goods between and within
national boundaries.
∙ Financial globalization – development of worldwide financial markets and
better access to external financing for borrowers.
∙ Economic globalization – establishing a global common market, based on
the freedom of exchange of goods and capital.

209
 ∙ Political globalization - the creation of international organizations to regulate
the relationships among governments and to guarantee the rights arising from
social and economic globalization.
∙ Informational globalization – increase in information flows between
geographically remote locations. (This can also be seen as a technological
change related to the advent of fiber optic communications, satellites, and
increased availability of telephone and Internet.)
∙ Cultural globalization - sharing of ideas, attitudes, and values across national
borders. This sharing generally leads to interconnectedness and interaction
between peoples of diverse cultures and ways of life. Mass media and
communication technologies are the primary instruments for cultural
globalization.
(https://www.edb.gov.hk/attachment/en/edu-system/primary-secondary/applicable-to-
secondary/moi/support-and-resources/personal-social-and-humanities-education-
secondary-1-to-3/s3%20topic%205%20introduction%20to%20globalization.pdf )

ANALYSIS
How does globalization affect our daily life?

VIII. REFLECTION/ANALYSIS

Keep a Learning Journal/Learning Dossier and regularly use reflective

practice to support more meaningful discussions about career development and your
personal development regarding globalization.

210
 IX. QUIZ\DIRECTIONS: Fill in the blanks in the flow-chart with words from the box
below: Write the word of the correct answer on the blank.

1. _____________ sharing of ideas, attitudes and 2.

___________ across 3.
___________ borders

broader access to a range of

industrial foreign industrial products for 4.
___________ and companies

development of worldwide 5.
Globalization financial ___________ markets and
better access to external
financing for

establishment of a 6.
___________ common market,
economic based on the freedom of
exchange of goods and 7.
_____________ .

creation of international
organizations to regulate the
8. ______________ relationships among 9.
______________ .

increase in 10. ___________

flows between geographically
informational remote locations.

Choices:
211
national values global political capital

financial information cultural governments consumers

 VI. READINGS

X. READINGS

Search for at least three readings about the topic discussed and write on the
space provided your understanding based on what you have read.

212
I. UNIT 4: 21ST CENTURY LITERACIES

II. LESSON 2: MULTICULTURALISM AND INTERCULTURAL

COMMUNICATION

III. DURATION: 1.5 hours

IV. INTRODUCTION:

Culture is defined as (1) the customary beliefs, social forms, and material
traits of a racial, religious, or social group; also: the characteristic features of
everyday existence (such as diversions or a way of life) shared by people in a place
or time; (2) the set of shared attitudes, values, goals, and practices that
characterizes an institution or organization.
(https://www.merriam-webster.com/dictionary/culture )

Multiculturalism is the nurturance a religious community where people of all

races, ethnicities, and cultures see their cultural identities reflected and affirmed in
every aspect of congregational life—worship, fellowship, leadership, governance,
religious education, social justice, etc. Multiculturalism means that we create
religious homes where encounters between people of different cultural identities
intersect with Unitarian Universalism to create a fully inclusive community where, in
the words of a vision statement adopted by the Unitarian Universalist Association's
(UUA) Leadership Council, “all people are welcomed as blessings and the human
family lives whole and reconciled.”

Multiculturalism means that one cultural identity does not dominate all other
identities; that people can participate in their faith community without denying or
hiding their cultural identities, that the role of cultural identity is part of pastoral and
prophetic ministry; and that leaders have the competency to understand how their
multiple identities and socialization influence their values, attitudes, beliefs,
behaviors, and interactions with others.
(https://www.uua.org/multiculturalism/introduction)

We may be tempted to think of intercultural communication as the interaction

between two people from different countries. While two distinct national passports
communicate a crucial part of our identity non-verbally, what happens when two
people from two other parts of the same country share? Indeed, intercultural
213
communication happens between subgroups of the same country. Whether it be the
distinctions between dialects in the same language, the differences in perspective
between an Eastern Canadian and a Western Canadian, or the rural- versus-urban
dynamic, our geographic, linguistic, educational, sociological, and psychological
traits influence our communication.

(https://pressbooks.bccampus.ca/professionalcomms/chapter/8-1-intercultural-
communication/)

V. OBJECTIVES:

At the end of this lesson, you are expected to:

1. Define culture, multiculturalism, and intercultural communication;

2. Compare and contrast multiculturalism and intercultural communication using a
graphic organizer; and
3. Understand and analyze the essence of multiculturalism and intercultural
communication in a classroom setting.

VI. LESSON PROPER:

ACTIVITY
Cut out or draw a picture of a class with different races and describe the class
setting. Use the space below.

VOCABULARY DEVELOPMENT
214
Define the following words. Write the answers on the blanks.
1. Culture
______________________________________________________
______________________________________________________
2. Ethnic
______________________________________________________
______________________________________________________
3. Race
______________________________________________________
______________________________________________________
4. Multicultural
______________________________________________________
______________________________________________________
5. Intercultural
______________________________________________________
______________________________________________________

Multiculturalism
The idea of multiculturalism in contemporary political discourse and in
political philosophy is about how to understand and respond to the
challenges associated with cultural and religious diversity. The term
“multicultural” is often used as a descriptive term to characterize diversity
in society. Still, in what follows, the focus is on its prescriptive use in the
context of Western liberal democratic societies. The proponents of
multiculturalism reject the ideal of the “melting pot.” Members of minority
groups are expected to assimilate into the dominant culture in favor of a
model in which minority groups can maintain their distinctive collective
identities and practices. In the case of immigrants, proponents emphasize
that multiculturalism is compatible with, not opposed to, the integration of
immigrants into society; multiculturalism policies provide fairer terms of
integration for immigrants.
Modern states are organized around the language and cultural norms
of the dominant groups that have historically constituted them. Members of
minority cultural groups face barriers in pursuing their social practices in
ways that members of dominant groups do not. Some theorists argue for
tolerating minority groups by leaving them free of state interference
215
(Kukathas 1995, 2003). Others argue that mere toleration of group
differences falls short of treating members of minority groups as equals;
what is required is recognition and positive accommodation of minority
group practices through what the leading theorist of multiculturalism Will
Kymlicka has called “group-differentiated rights” (1995). Some group-
differentiated rights are held by individual members of minority groups, as
in the case of individuals who are granted exemptions from generally
applicable laws in virtue of their religious beliefs or individuals who seek
language accommodations in education and voting. Other group-
differentiated rights are held by the group qua group, preferably by its
members severally; such rights are appropriately called “group rights,” as
in the case of indigenous groups and minority nations, who claim the right
of self-determination. In the latter respect, multiculturalism is closely allied
with nationalism.
Multiculturalism has been used as an umbrella term to characterize the
moral and political claims of a wide range of marginalized groups,
including African Americans, women, LGBT people, and people with
disabilities (Glazer 1997, Hollinger 1995, Taylor 1992). This is true of the
debates in the 1980s over whether and how to diversify school curricula to
recognize the achievements of historically marginalized groups.
Contemporary theories of multiculturalism, which originated in the late
1980s and early 1990s, tend to focus their arguments on immigrants who
are ethnic and religious minorities (e.g. Latinos in the U.S., Muslims in
Western Europe), minority nations (e.g. Catalans, Basque, Welsh,
Québécois), and indigenous peoples (e.g. Native peoples in North
America, Australia, and New Zealand). As we shall see, the variety of
prescriptive claims go beyond the issue of representation in school
curricula.
(https://plato.stanford.edu/entries/multiculturalism/ )

Challenges to Multiculturalism
There are two primary objections to multiculturalism. One is that
multiculturalism privileges the good of the specific groups over the common
216
good, thereby potentially eroding the common good in favor of a minority
interest. The second is that multiculturalism undermines the notion of
equal individual rights, thereby weakening the political value of equal
treatment.
Multiculturalism raises other questions. There is the question of which
cultures will be recognized. Some theorists have worried that
multiculturalism can lead to a competition between cultural groups all vying
for recognition and that this will further reinforce the dominance of the
dominant culture. Also, the focus on cultural group identity may reduce the
capacity for coalitional political movements that might develop across
differences. Some Marxist and feminist theorists have expressed worry
about the dilution of other vital differences shared by members of a society
that do not necessarily entail a shared culture, such as class and sex.
(https://www.britannica.com/topic/multiculturalism )
Intercultural Communication
Process of interpreting and sharing
meanings with individuals from different
cultures’ (Gudykunst & Kim in Gamble & Gamble, 1999)
Intercultural Communication is the sending and receiving of messages
across languages and cultures. It is also a negotiated understanding of
meaning in human experiences across social systems and societies.
Whenever we encounter someone, we notice similarities and differences.
While both are important, it is often the differences that contribute to
communication troubles. We don’t see similarities and differences only on
an individual level. We also place people into in-groups and out-groups
based on the similarities and differences we perceive. We tend to react to
someone we perceive as members of an out-group based on the
characteristics we attach to the group rather than the individual (Allen,
2010). In these situations, it is more likely that stereotypes and prejudice
will influence our communication. This division of people into opposing
groups has been the source of great conflict worldwide and learning about
differences and why it matters will help us be more competent
communicators and help to prevent conflict.
(https://www.press.umich.edu/pdf/9780472033577-ch1.pdf )
(https://pressbooks.bccampus.ca/professionalcomms/chapter/8-1-intercultural-
communication/)
217
Improving your intercultural competence
One helpful way of developing your intercultural communication
competence is thru sensitivity with intercultural communication issues and
best practices. From everything we have learned so far, it may feel
complicated and overwhelming. The Intercultural Development Continuum
is a theory created by Mitchell Hammer (2012). It helps demystify moving
from monocultural approaches to intercultural approaches. There are five
steps in this transition:
1. Denial: Denial is the problem-denying stage. For example, a well-
meaning person might say that they pay no attention to race issues
because they are “color-blind” and treat everyone the same, irrespective of
race. While on the surface, this attitude seems fair-minded, it can mean
willfully blinding oneself to genuine cultural differences. Essentially, not
much sensitivity or empathy can be present if one denies that cultural
differences exist. It is a monocultural mindset. When there’s denial in
organizations, diversity feels ignored.
2. Polarization: Polarization is the stage where one accepts and
acknowledges that there is such a thing as cultural difference, but the
difference is framed as a negative “us versus them” proposition. This
usually means “we” are the good guys, and “they” are the bad guys.
Sometimes a person will reverse this approach and say their own culture
is insufficient or otherwise deficient and see a different culture as superior
or very good. Either way, polarization reinforces already-existing biases
and stereotypes and misses out on nuanced understanding and empathy.
It is thus considered more of a monocultural mindset. When polarization
exists in organizations, diversity usually feels uncomfortable.
3. Minimization: Minimization is a hybrid category that is neither
monocultural nor intercultural. Minimization recognizes cultural differences,
even significant ones, but tends to focus on universal commonalities that
can mask or paper over other important cultural distinctions. It is typically
characterized by limited cultural self-awareness in the case of a person
belonging to a dominant culture, or as a strategy by members of non-
dominant groups to “go along to get along” in an organization. When
dominant culture minimization exists in organizations, diversity feels not
heard.
218
 4. Acceptance: Acceptance demonstrates a recognition and deeper
appreciation of both their own and others’ cultural differences and
commonalities and is the first dimension that exhibits a more intercultural
mindset. At this level, people are better able to detect cultural patterns and
able to see how those patterns make sense in their own and other cultural
contexts. There is the capacity to accept others as being different and at
the same time, being fully human. When there is acceptance in
organizations, diversity feels understood.
5. Adaptation: Adaptation is characterized by an ability not only to
recognize different cultural patterns in oneself and other cultures but also
to effectively adapt one’s mindset or behavior to suit the cultural context in
an authentic way. When there is an adaptation in organizations, diversity
feels valued and involved.
(https://pressbooks.bccampus.ca/professionalcomms/chapter/8-1-intercultural-
communication/)

ANALYSIS
As a future educator, how will you handle your class with different
races, ethnicities, and cultures?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________

VII. REFLECTION/ANALYSIS

Keep a Learning Journal/Learning Dossier and regularly use reflective

practice to support more meaningful discussions about career development and your
personal development about multiculturalism and interculturalism.

VIII. QUIZ
219
MULTIPLE CHOICE: Encircle ONLY the letter that corresponds to the correct
answer.

1. It has been used as an umbrella term to characterize the moral and political
claims of a wide range of marginalized groups, including African Americans,
women, LGBT people, and people with disabilities
a. Multiculturalism c. Society
b. Interculturalism d. Culture
2. It is the stage where one accepts and acknowledges that there is such a thing as
cultural difference, but the difference is framed as a negative “us versus them”
proposition.
a. Denial c. Minimization
b. Polarization d. acceptance
3. It demonstrates a recognition and deeper appreciation of both their own and
others’ cultural differences and commonalities and is the first dimension that
exhibits a more intercultural mindset.
a. Acceptance c. Polarization
b. Adaptation d. Denial
4. It is a problem stage.
a. Adaptation c. Acceptance
b. Polarization d. Denial
5. It is a hybrid category that is neither monocultural nor intercultural.
a. Adaptation c. Denial
b. Acceptance d. Minimization
6. Adaptation is characterized by an ability not only to recognize different cultural
patterns in oneself and other cultures but also to effectively adapt one’s mindset
or behavior to suit the cultural context in an authentic way.
a. Minimization c. Adaptation
b. Acceptance d. Denial
7. It is defined as the set of shared attitudes, values, goals, and practices that
characterizes an institution or organization.
a. Society c. Economy
b. Culture d. Multicultural
8. It means nurturing a religious community where people of all races, ethnicities,
and cultures see their cultural identities reflected and affirmed in every aspect of

220
 congregational life—worship, fellowship, leadership, governance, religious
education, social justice, etc.
a. Culture c. Society
b. Multiculturalism d. Economy
9. It is the sending and receiving of messages across languages and cultures.
a. Interculturalism c. Multiculturalism
b. Culture d. Society
10. It recognizes that there are cultural differences, even significant ones, but tends
to focus on universal commonalities that can mask or paper over other important
cultural distinctions.
a. Minimization c. Adaptation
b. Acceptance d. Denial

IX. READINGS

Search for at least three readings about the topic discussed and write on the
space provided your understanding based on what you have read.

I. UNIT 4: 21ST CENTURY LITERACIES

II. LESSON 3: SOCIAL LITERACY

(SOCIAL COGNITION AND SOCIAL SKILLS)

III. DURATION: 1.5 hours

IV. INTRODUCTION:

Social cognition refers to the unique processes that enable human beings to
interpret social information and behave appropriately in a social environment. As in

221
other domains of cognition, social information processing relies initially on attending
to and perceiving relevant cues. Rapid, automatic emotion-driven mechanisms then
determine the nature and importance of social information, and attitudes, biases,
stereotypical tendencies, and personality traits create individual differences in how
social information is interpreted. Social communication is further processed via more
conscious and controlled mechanisms, involving reasoning about others' thoughts,
emotions, and intentions while using acquired knowledge about social concepts and
common sequences of behavior that typically occur in social interchanges. After
perceiving and interpreting social information, a behavioral response is selected and
enacted, often requiring executive and regulatory processes.
(https://www.sciencedirect.com/topics/neuroscience/social-cognition#:~:text=Introduction,to
%20and%20perceiving%20relevant%20cues. )
Social skills are essential in building both personal and professional relationships.
Demonstrating strong interpersonal skills can help you accomplish career goals,
contribute to company achievements, perform well during the hiring process, expand
your professional network, and much more. Understanding and improving your social
skills will support your efforts in every area of life. ( https://www.indeed.com/career-
advice/career-development/social-skills)

V. OBJECTIVES:

At the end of this lesson, you are expected to:

1. Discuss the concept of critical thinking and creativity;

2. Relate the significance of critical thinking and creativity in education; and
3. Craft a written engagement on becoming a global teacher in the 21 st century with
the power to think beyond.

VI. LESSON PROPER

ACTIVITY
Draw and color a poster regarding our situation today in the field of
education and explain your drawing. Use the box below to draw.

222
 Explanation:
___________________________________________________________
___________________________________________________________

Explanation:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

VOCABULARY DEVELOPMENT
Define the following words. Write the answers on the blanks.
1. Cognitiion
___________________________________________________________
__________________________________________________________
2. Schema
___________________________________________________________
__________________________________________________________
3. Social Cognition
___________________________________________________________
__________________________________________________________
4. Skills
___________________________________________________________
__________________________________________________________
5. Heuristics
___________________________________________________________
__________________________________________________________
223
Social Cognition

Social cognition is the area of social psychology that examines how

people perceive and think about their social world.

Simplifying Our Social World

A schema is a mental model, or representation, of any of the various

things we encounter in our daily lives. A schema (related to the word
schematic) is kind of like a mental blueprint for how we expect something
to be or behave. It is an organized body of general information or beliefs
we develop from direct encounters and secondary sources. Rather than
spending copious amounts of time learning about each new individual
object (e.g., each new dog we see), we rely on our schemas to tell us that
a newly encountered dog probably barks, likes to fetch, and enjoys treats.
In this way, our schemas significantly reduce the amount of cognitive work
we need to do and allow us to “go beyond the information given” (Bruner,
1957). We can hold schemas about almost anything—individual people
(person schemas), ourselves (self-schemas), and recurring events (event
schemas, or scripts). Each of these types of schemas is useful in its way.
For example, event schemas allow us to navigate new situations efficiently
and seamlessly. A script for dining at a restaurant would indicate that one
should wait to be seated by the host or hostess, that food should be
ordered from a menu, and expected to pay the check at the end of the
meal. Because most dining situations conform to this general format, most
diners just need to follow their mental scripts to know what to expect and
how they should behave, significantly reducing their cognitive workload.

Another meaningful way is that we simplify our social world is by

employing heuristics, which are mental shortcuts that reduce complex
problem-solving to more simple, rule-based decisions. For example, have
you ever had a hard time deciding on a book to buy, then you see one
ranked highly on a book review website? Although selecting a book to
purchase can be a complicated decision, you might rely on the “rule of
thumb” that a recommendation from a credible source is likely a safe bet—
224
so you buy it. A typical instance of using heuristics is when people judge
whether an object belongs to a particular category. For example, you
would quickly classify a pit bull into the category of “dog.” But what about a
coyote? Or a fox? A plastic toy dog? To make this classification (and many
others), people may rely on the representativeness heuristic to arrive at
a quick decision (Kahneman & Tversky, 1972, 1973).
Rather than engaging in an in-depth consideration of the object’s
attributes, one can simply judge the likelihood of the item belonging to a
category based on how similar it is to one’s mental representation of that
category. For example, a perceiver may quickly judge a female to be an
athlete because the female is tall, muscular, and wearing sports apparel—
which fits the perceiver’s representation of an athlete’s characteristics. In
addition to judging whether things belong to particular categories, we also
attempt to evaluate the likelihood that something will happen. A commonly
employed heuristic for making this type of judgment is called
the availability heuristic. People use the availability heuristic to evaluate
the frequency or likelihood of an event based on how easily instances of it
come to mind (Tversky & Kahneman, 1973). Because more commonly
occurring events are more likely to be cognitively accessible (or, they
come to mind more efficiently), the use of the availability heuristic can lead
to relatively good approximations of frequency. However, the heuristic can
be less reliable when judging the frequency of relatively infrequent but
highly accessible events. For example, do you think more words begin
with “k,” or more, that have “k” as the third letter? To figure this out, you
would probably make a list of words that start with “k” and compare it to a
list of words with “k” as the third letter. Though such a quick test may lead
you to believe more names begin with “k,” the truth is that there are three
times as many words that have “k” as the third letter (Schwarz et al.,
1991). In this case, words beginning with “k” are more readily available to
memory (i.e., more accessible), so they seem to be more numerous.
Another example is the pervasive fear of flying: dying in a plane crash is
extremely rare, but people often overestimate the probability of it occurring
because plane crashes tend to be highly memorable and publicized.

Making Predictions About the Social World

225
 The planning fallacy helps explain why so many college students end
up pulling all-nighters to finish writing assignments or study for exams. The
tasks simply end up taking longer than expected. On the positive side, the
planning fallacy can also lead individuals to pursue ambitious projects that
may be worthwhile. That is, if they had accurately predicted how much
time and work it would have taken them, they may have never started it in
the first place. The other important factor that affects decision-making is
our ability to predict how we will feel about specific outcomes. We expect
whether we will feel positively or negatively, we also make predictions
about how strongly and for how long we will feel. Research demonstrates
that these predictions of one’s future feelings—known as affective
forecasting—are accurate in some ways but limited in others (Gilbert &
Wilson, 2007). We are adept at predicting whether a future event or
situation will make us feel positively or negatively (Wilson & Gilbert, 2003).
Still, we often incorrectly predict the strength or duration of those
emotions. For example, you may anticipate that if your favorite sports team
loses an important match, you will be devastated. Although you’re
probably right that you will feel negative (and not positive) emotions, will
you be able to estimate how negative you’ll feel accurately? What about
how long those negative feelings will last? Predictions about future
feelings are influenced by the impact bias: the tendency for a person to
overestimate the intensity of their future emotions. For example, people
compare estimates of how they expected to feel after the event. Research
has shown that people generally overestimate how badly they will feel
after a negative event (such as losing a job). “They also overestimate how
happy they will feel after a positive event (such as winning in the lottery)”
Brickman, Coates, and Janoff-Bullman, (1978) said. Another factor in
these estimations is the durability bias. The durability bias refers to the
tendency for people to overestimate how long (or the duration) positive
and negative events will affect them. This bias is much more significant for
predictions regarding adverse events than positive events and occurs
because people are generally unaware of the many psychological
mechanisms that help us adapt to and cope with adverse events (Gilbert,
Pinel, Wilson, Blumberg, & Wheatley, 1998; Wilson, Wheatley, Meyers,
Gilbert, & Axsom, 2000).

226
Hot Cognition: The Influence of Motivations, Mood, and Desires on
Social Judgement

Hot cognition refers to the mental processes that are influenced by

desires and feelings. For example, imagine you receive a low grade on a
class assignment. In this situation, your ability to reason objectively about
the quality of your project may be limited by your anger toward the
teacher, upset feelings over the bad grade, and your motivation to
maintain your belief that you are a good student. In this scenario, we may
want the situation to turn out a particular way or our opinion to be the truth.
When we have these directional goals, we are motivated to reach a
specific outcome or judgment and not process information in a cold,
objective manner. Directional purposes can bias our thinking in many
ways, such as leading to motivated skepticism. We are skeptical of
evidence that goes against what we want to believe despite the strength of
the evidence (Ditto & Lopez, 1992). For example, individuals trust medical
tests less if the results suggest they have a deficiency compared to when
they indicate they are healthy. Through this motivated skepticism, people
often continue to believe what they want to think, even in the face of nearly
incontrovertible evidence to the contrary. The need for closure (the desire
to come to a firm conclusion) is often induced by time constraints (when a
decision needs to be made quickly) as well as by individual differences in
the need for closure (Webster & Kruglanski, 1997). Some individuals are
simply more uncomfortable with ambiguity than others and are thus more
motivated to reach clear, decisive conclusions.
Just as our goals and motivations influence our reasoning, our moods
and feelings also shape our thinking process and ultimate decisions. Many
of our decisions are based on our memories of past events. Retrieval of
memories is affected by our current mood. For example, when you are
sad, it is easier to recall the painful memory of your dog’s death than the
happy moment you received the dog. This tendency to recall memories
similar in valence to our current mood is known as mood-congruent
memory (Blaney, 1986; Bower 1981, 1991; DeSteno, Petty, Wegener, &
Rucker, 2000; Forgas, Bower, & Krantz, 1984; Schwarz, Strack, Kommer,
& Wagner, 1987). The mood we were in when the memory was recorded
becomes a retrieval cue; our present mood primes these congruent
227
memories, making them come to mind more easily (Fiedler, 2001).
Furthermore, because the availability of events in our memory can affect
their perceived frequency (the availability heuristic), the biased retrieval of
congruent memories can impact the subsequent judgments we make
(Tversky & Kahneman, 1973). For example, if you are retrieving many sad
memories, you might conclude that you have had a tough, depressing life.

Automaticity

Do we actively choose and control all our behaviors, or do some of

these behaviors occur automatically? A large body of evidence now
suggests that many of our actions are, in fact, automatic. A behavior or
process is considered automatic if it is unintentional, uncontrollable, occurs
outside of conscious awareness, or is cognitively efficient (Bargh &
Chartrand, 1999). A process may be considered automatic even if it does
not have all these features; for example, driving is a somewhat mechanical
process but is intentional. Operations can become automatic through
repetition, practice, or repeated associations. Staying with the driving
example: although it can be challenging and cognitively effortful at the
start, over time, it becomes a relatively automatic process, and aspects of
it can occur outside conscious awareness. The chameleon effect—where
individuals non-consciously mimic the postures, mannerisms, facial
expressions, and other behaviors of their interaction partners—is an
example of how people may engage in specific actions without conscious
intention or awareness (Chartrand & Bargh, 1999). For example, have you
ever noticed that you’ve picked up some of the habits of your friends?
Over time, and in brief encounters, we will non-consciously mimic those
around us because of the positive social effects of doing so. That is,
automatic mimicry has been shown to lead to more positive social
interactions and to increase liking between the mimicked person and the
mimicking person. When concepts and behaviors have been repeatedly
associated with each other, one of them can be primed—i.e., made more
cognitively accessible—by exposing participants to the (strongly
associated) another one. For example, by presenting participants with the
concept of a doctor, associated concepts such as “nurse” or “stethoscope”

228
are primed. As a result, participants recognize a word like “nurse” more
quickly (Meyer, & Schvaneveldt, 1971).
Similarly, stereotypes can automatically prime associated judgments
and behaviors. Stereotypes are our general beliefs about a group of
people and, once activated, they may guide our decisions outside of
conscious awareness. Similar to schemas, stereotypes involve a mental
representation of how we expect a person will think and behave. For
example, someone’s cognitive schema for women may be caring,
compassionate, and maternal; however, a stereotype would be
that all women are examples of this schema. As you know, assuming all
people are a sure way is not only wrong but insulting, especially if negative
traits are incorporated into a schema and subsequent stereotype. In a
now-classic study, Patricia Devine (1989) primed study participants with
words typically associated with Blacks (e.g., “blues,” “basketball”) to
activate the stereotype of Blacks. Devine found that study participants who
were primed with the Black stereotype judged a target’s ambiguous
behaviors as being more hostile (a trait stereotypically associated with
Blacks) than non-primed participants. Research in this area suggests that
our social context—which continually bombards us with concepts—may
prime us to form particular judgments and influence our thoughts and
behaviors.
(https://openpress.usask.ca/introductiontopsychology/chapter/social-cognition-and-
attitudes/)

What are Social Skills?

Social skills are the skills we use every day to interact and
communicate with others. It includes verbal and non-verbal
communication, such as speech, gesture, facial expression, and body
language. A person has strong social skills if they know how to behave in
social situations and understand both written and implied rules when
communicating with others. Children with a diagnosis of Autism Spectrum
Disorder (ASD), Pervasive Developmental Disorder (Not Otherwise
Specified) and Asperger’s have difficulties with social skills.

Why are social skills important?

229
 Social skills are vital in enabling an individual to have and maintain
positive interactions with others. Many of these skills are crucial in making
and sustaining friendships. Social interactions do not always run smoothly,
and an individual needs to implement appropriate strategies, such as
conflict resolution, when difficulties in interactions arise. It is also essential
for individuals to have ’empathy’ (i.e., being able to put yourself into
someone else’s shoes and recognize their feelings). It allows them to
respond in an understanding and caring way to how others are feeling.

How can you tell if a child has problems with social skills?
If a child has difficulties with social skills, they might:
● Use fleeting eye contact and
● Not be able to take turns when talking to their communication partner.
● Struggle with using appropriate body language (e.g., stands too
close/far to another person).
● Fail to use polite communication (e.g., saying: please, thank-you, hello
and good-bye).
● Be unable to start and end conversations appropriately.
● Interrupt others frequently.
● Be unable to maintain a topic of conversation and provides irrelevant
comments during a conversation.
● Talk ‘at you’ in a conversation instead of engaging in a two-way
discussion ‘with’ you.
● Not ask appropriate questions.
● Repeat information in conversation and talk about topics of their own
interest (e.g. trains, a favorite TV show/person).
● Show little or no interest in what the other person has to say.
● Fail to understand jokes and language, such as sarcasm, idioms, and
non-literal information (e.g., ‘This place is a pig sty!’).
● Interpret what you say in a very literal way (e.g., when you say “Can
you open the door?” the child “yes” without moving to open the door).
● Talk with remarkable speed, stress, rhythm, intonation, pitch, and tone
of voice.
● Be unable to understand different tones of voice or read facial cues.
● Fail to ask for clarification if they are confused or if the situation is
unclear to them.
230
 ● Struggle to respond appropriately when asked to change their actions.
● Tend to disclose (excessively) personal information to unfamiliar
people or strangers.
● Appear unaware of others and fail to read other people’s feelings
based on their verbal and non-verbal cues.
● Be unable to respond to teasing, anger, failure and disappointment
appropriately.
● Be unable to adjust or modify their language appropriately according to
the communication situation.
● Lack of empathy (i.e., is not able to imagine what it is like to be
somebody else or in their situation).
● Lack of imagination.
● Appear self-centered.
● Fail to understand the consequences of their actions.

What other problems can occur when a child has social skill
difficulties?
When children have social skill difficulties, they might also have problems
with:
● Behavior: Children’s actions, usually about their environment (e.g., a child
may engage in conduct, such as refusing to go to social events including
birthday parties or engage in inappropriate behavior, such as tugging on a
peer’s hair or yelling at someone to get their attention).
● Sensory processing: The child may have trouble attending or focusing
and have difficulty interpreting the information they receive from the
environment.
● Completing academic work (e.g., the child may misinterpret verbal or
written instructions for tasks and struggle with imaginative writing).
● Receptive (understanding) language: Comprehension of language.
● Expressive (using) language: The use of language through speech,
sign, or alternative forms of communication to communicate wants, needs,
thoughts, and ideas.
● Articulation: Clarity of speech sounds and spoken language.

231
 ● Fluency: The smoothness or flow with which sounds, syllables, words,
and phrases are produced when talking.
● Voice: The sound that we hear when someone talks which is unique to
each person.
● Self-regulation: The ability to obtain, maintain, and change one’s
emotion, behavior, attention, and activity level appropriate for a task or
situation in a socially acceptable manner.
● Executive functioning: Higher order reasoning and thinking skills
What can be done to improve social skills?
● Play with your child to help develop joint attention, turn-taking, shared
interests, cooperation, and fair play with toys.
● Emotions: Help the child to understand and display their own feelings and to
recognize these emotions in other people.
● Empathy: Help the child to understand and recognize how other people are
feeling in particular situations.
● Social stories: These are stories that are used to teach children specific
social skills that they may find difficult to understand or are confusing. The
goal of the information is to increase the child’s understanding by describing
in detail a specific situation and suggesting an appropriate social response.
● Social skill groups: These are groups run with the express purpose of
mastering social interaction with others.

Why should I seek therapy if I notice difficulties with social skills in a child?

Therapeutic intervention to help a child with social skills difficulties is vital to:

● Help a child to engage appropriately with others during play, conversation,

and interactions.
● Help a child to develop friendships at school and when accessing out of
school activities (e.g., playing a sport, attending a group such as Scouts).
● Help a child maintain friendships with peers.
● Help a child to behave appropriately during interactions with familiar people
(e.g., parents, siblings, teachers, family friends) and unfamiliar individuals
(e.g., adults and children they may need to engage with during excursions
and when visiting places, such as the park or swimming pool).

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● Assist a child in developing their awareness of social norms and in mastering
specific social skills (e.g., taking turns in a conversation, using appropriate
eye contact, verbal reasoning, understanding figurative language).
● Develop appropriate social stories to help teach the child about how to
respond in specific social situations.
● Some children require explicit teaching about how to interact and
communicate with others as these skills do not come naturally to them.

 If left untreated, to what can difficulties with social skills lead?
When children have difficulties with social skills, they might also have
problems with:
● Making new friends.
● Maintaining friendships with peers.
● Communicating effectively with unfamiliar individuals during situations
including asking for assistance in a shop, asking for directions if they are
lost, and negotiating with someone with whom they have disagreed.
● Reading/understanding social situations.
● Understanding jokes and figurative language during interactions with
others, and when watching television shows and movies and reading
books.
● Coping with failure.

 What type of therapy is recommended for social skill difficulties?

If your children have difficulties with social skills, it is recommended
they consult a Speech Therapist. If there are multiple areas of concern
(i.e., beyond just social skills) both Occupational Therapy and Speech
Therapy may well be recommended to address the functional areas of
concern. It is the benefit of choosing Kid Sense provides both
Occupational Therapy and Speech Therapy.
(https://childdevelopment.com.au/areas-of-concern/play-and-social-skills/social-skills/ )

ANALYSIS
How will you use your social cognition and social skills in teaching soon?
How will you develop it and share it with your learners?
______________________________________________________________
______________________________________________________________
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 ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

VII. REFLECTION/ANALYSIS

Keep a Learning Journal/Learning Dossier and regularly use reflective

practice to support more meaningful discussions about career development and your
personal development on the use of social cognition and social skills.

VIII. QUIZ

MULTIPLE CHOICE: Encircle ONLY the letter that corresponds to the correct
answer.
1. It is the area of social psychology that examines how people perceive and think
about their social world.
a. Social Cognition c. Cognition
b. Schema d. Skills
2. It is a mental model, or representation, of any of the various
things we come across in our daily lives.
a. Cognition c. Social Cognition
b. Schema d. Heuristic
3. This refers to the mental processes that are influenced by
desires and feelings.
a. Hot Cognition c. Heuristic
b. Cognition d. Schema
4. The child’s actions, usually about their environment.
a. Behavior c. Executive Functioning
b. Sensory Processing d. Fluency
5. The child may have trouble attending or focusing and have

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 difficulty interpreting information they receive from the environment.
a. Fluency c. Behavior
b. Sensory Processing d. Executive Functioning
6. The sound that we hear when someone talks which is unique to
each person.
a. Fluency c. Behavior
b. Voice d. Receptive Language
7. The ability to obtain, maintain and change one’s emotion,
behavior, attention, and activity level appropriate for a task or situation in a
socially acceptable manner.
a. Receptive Language c. Self-Regulation
b. Fluency d. Executive Functioning
8. Comprehension of language.
a. Fluency c. Self-Regulation
b. Executive Functioning d. Receptive Language
9. Clarity of speech sounds and spoken language.
a. Self-Regulation c. Articulation
b. Fluency d. Sensory Processing
10. The use of language through speech, sign, or alternative forms
of communication to communicate wants, needs, thoughts, and ideas.
a. Executive Functioning c. Receptive Language
b. Self-Regulation d. Expressive Language

IX. READINGS

Search for at least three readings about the topic discussed and write on the
space provided your understanding based on what you have read.

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I. UNIT 4: 21ST CENTURY LITERACIES

II. LESSON 4: SOCIAL LITERACY

(EMOTIONAL INTELLIGENCE AND PEOPLE SKILLS)
III. DURATION: 1.5 hours
IV. INTRODUCTION:
Emotions are powerful. Try to think of how you felt the last time your emotions
ran high. Were you up on top of the world, riding a blissful wave of euphoria? Or
were you fighting the urge to rearrange everything in your room by throwing it around
in a fit of anger? No matter what the case may be, our brains are hardwired to
override our rational thought in favor of our emotions. It is why understanding your
feelings is crucial to your sense of well-being.
What are emotions? It works like this; everything we see, hear, smell, taste, and
touch passes through us in the form of electrical signals, moving from cell to cell until
finally reaching our brains. They move through the base of the brain, near the spinal
cord, before reaching the frontal lobe; the place where all that even, calm, rational
thinking can take place. The only problem? These signals must pass through your
limbic system (the place where emotions are born) before they can reach your
rational, clear-headed frontal lobe. It means that everything we sense, everything we
see, hear, smell, taste, and touch, is experienced emotionally before it is ever
experienced rationally.

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 Now, this is not a bad thing. It is our emotions, coupled with our rational
thought, which has allowed human beings to evolve and flourish the way we have.
Without our feelings, without our senses of fear, anger, happiness, sadness, and
shame (our 5 core emotions) we may not have made it this far as a species. The
problem lies within an inability many of us have with allowing our emotional and
rational brains to communicate effectively.
(https://medium.com/@iamjustincscott/an-introduction-to-emotional-intelligence-eq-
dee26ef780dc)

V. OBJECTIVES:
At the end of this lesson, you are expected to:
1. Define emotional intelligence;
2. Relate emotional intelligence with people skills; and
3. Analyze the importance of emotional intelligence about people skills.

VI. LESSON PROPER:

ACTIVITY
Draw or paste different emoticons on the box that you mostly feel during the
pandemic time and explain why you think that.

VOCABULARY DEVELOPMENT
Define the following words. Write the answers on the blanks.
237
1. Emotion
___________________________________________________________
___________________________________________________________
2. People
___________________________________________________________
___________________________________________________________
3. Skill
___________________________________________________________
___________________________________________________________
4. Emotional Intelligence
___________________________________________________________
___________________________________________________________
5. People Skill
___________________________________________________________
___________________________________________________________
ABSTRACTION
The graph or organizer below will help you understand the lesson better.

Internal or Recognition External or Regulation

Self-Awareness: Self-Management:
ability to accurately ability to use your
perceive your own awareness of your
emotions in the emotions to stay flexible
moment and and direct your
understand your behavior positively
tendencies across (Bradberry & Greaves,
situations (Bradberry p. 32).
& Greaves, p. 24).

Social Awareness: Relationship

ability to accurately Management:
pick up on emotions ability to use your
in other people and awareness of your own
understand what is emotions and those of
really going on with others to manage
238
them (Bradberry & interactions
Greaves, p. 38). successfully (Bradberry
& Greaves, p. 44).

Personal Competence

Social Competence

Four Areas of Emotional Intelligence

Source: https://www.cu.edu/sites/default/files/EI%20Participant%20Guide
%20Updated%202015.pdf

Emotional Intelligence
239
 EQ, or emotional intelligence, put simply, is one’s ability to recognize
and rationalize one’s own emotions as well as the emotions of others. If
you want to win over the favor of someone, you must first win over his or
her feelings. It is why great men and women, past and present, can do the
things they do; they have a fundamental understanding of their emotions
and how they relate to and appeal to those around them. Emotional
intelligence is by far the most potent force driving personal and
interpersonal success.
E.Q is broken into two categories that each have two subcategories,
respectively. You have:
1. Personal Competence, consisting of self-awareness and self-
management.
2. Social Competence, consisting of social awareness and relationship
management.

Self-awareness is your understanding of yourself and what makes you tick.

You can identify what you individually need for your own emotional and
mental stability. Self-management put simply, is your ability to do or not do
for yourself. You can set aside short-term satisfaction in the pursuit of long-
term gratification, to clearly define what will give you fulfillment in life and your
decisiveness in going after it. These two traits are what make up your sense
of personal competence.
Social awareness is your ability to pick up on other people’s emotions and
understand what the driving force behind them is. It is determined by your
capacity to observe and listen, to perceive what others are thinking and
feeling even if you aren’t feeling the same way. Your sense of social
awareness is directly tied to your ability to read others. Relationship
management is your ability to understand others' emotions about your own to
navigate interactions with people successfully. It will ensure clear
communication and effective handling of conflict. These two traits are what
make up your sense of social competence.
(https://medium.com/@iamjustincscott/an-introduction-to-emotional-intelligence-eq-
dee26ef780dc)

ANALYSIS

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 Why is emotion important to a person? Why is it that people should not decide
based on their feelings?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______

VII. REFLECTION

Keep a Learning Journal/Learning Dossier and regularly use reflective

practice to support more meaningful discussions about career development, and
your personal development about emotions and its effect to you as a person

VIII. QUIZ

What are the factors you considered that affect your emotions as a person? How do
you overcome it? Write the answers on the blanks.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

IX. READINGS

Search for at least three readings about the topic discussed and write on the
space provided your understanding based on what you have read.

241
I. UNIT 4: 21ST CENTURY LITERACIES

II. LESSON 5: MEDIA AND INFORMATION LITERACY

III. DURATION: 3 hours
IV. INTRODUCTION
Since the declaration of a community quarantine, I believe that you have
become attached to your mobile devices, be it a smartphone, a tablet, or a laptop.
Perhaps, what you have been doing after waking up every morning is to first glance
at your phone to check your unread notifications from your social media accounts or
to check if someone had already replied to the message you sent yesternight. After

242
which, perhaps, you keep on scanning what is on your newsfeed because you want
to become updated on the recent local or global news. Considering the increasing
level of anxiety happening around us due to COVID-19, probably you may find
yourself glued to Netflix series or on YouTube trying to complete watching your
favorite movies, for it is a stress-free activity.

These scenarios show that we are in the 21st century, where people have
become dependent on media and information technology for different purposes.
However, you have to recognize that the usage and access to media and information
through the internet may bear significant issues, particularly on the content of media
and knowledge in terms of credibility and authenticity. Hence, digital natives like you
must develop media and information literacy skills to help you cope with a media-
saturated and information-driven environment.

Media and information literacy are essential skills of finding, retrieving,

analyzing, and using media and information effectively. While technological
advancements continue to rise, the development of such literacy skills has become
vital for lifelong learning. Not only are these skills necessary for your personal life but
also your success in your academic life. As a future educator, it is a must that you
develop these skills for you to become credible and effective facilitators of learning.
In this module, you will demonstrate your understanding of media and information
literacy and of the essential skills to becoming a media and information literate
individual. By going through, you will also reflect on the advantages and
disadvantages of media and information to you as a person and become aware of
information disorders that exist in a knowledge-driven society.

V. OBJECTIVES:
At the end of the lesson, you should be able to:
1. demonstrate an understanding of media and information literacy;
2. describe a media and information literate person, and;
3. recognize the advantages and disadvantages of media and information.

VI. LESSON PROPER

Activity - My Media Diary

Direction: In a day, keep track and record your usage of media using the table
below. Specifically, record in the left column labeled “FORMS OF MEDIA” the
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specific forms of media you used; for example, newspapers, mobile phones,
television/DVD players, internet, computer software, video games, and et cetera.
In the middle column labeled “DESCRIPTION OF ACTIVITY,” provide a short
description of the activities you did with the use of that particular form of media. In
the right column labeled “APPROXIMATE TIME,” write down how much time you
spent engaging in that activity.

FORMS OF MEDIA DESCRIPTION OF THE ACTIVITY APPROXIMATE NUMBER OF HOURS

Guiding Questions

Direction: Answer the following questions.

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 1. Which form of media do you spend most of your time? Were you surprised
at the amount of time you spent with that particular media? Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Which form of media do you use most for entertainment?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Where do you find news? Which media do you communicate with your
friends?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. In using media, were there instances that you acquire and store
information?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

5. How do you assess the quality and accuracy of the information?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

6. How do you communicate the information you obtained from a media

source?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

7. Do you find media and information important in our everyday lives?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

245
Vocabulary Development

Direction: In this short activity, you will use the KIM table below. KIM is an
acronym that represents three significant columns. In the first column labeled “K”,
you can find the list of keywords you need to learn. In the second column
labeled “I”, you need to write what that particular keyword means to you and the
dictionary meaning as well. In the “M” column, which stands for memory clue, you
need to draw/sketch or give an example of the keyword to help you remember
the meaning. See the first example below:

Information Memory Clue

(Draw a picture or write

Key Word Guessed Meaning an example that will
Dictionary meaning
help you remember
what it means)

something on the Internet content whose primary

internet that attracts purpose is to attract attention
Example: clickbait
users to click or go to and encourage visitors to click
a particular site on a link to a specific web page

1. resiliency

2. exigent

3. literacy

4. fake

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 5. technophobic

Analysis - Dump and Clump

Before you learn the critical concepts of Media and Information Literacy, let us
first activate your prior knowledge regarding the topic.

Direction: In this Dump and Clump activity, think of words and phrases that you
could associate with the concept of “Media and Information Literacy.” Write
these words and phrases in the Dumpster. Then, pull your comments out of the
dumpster and clump them into categories in the big boxes in the Clumpster.
Finally, assign your category labels in the small boxes and write a description (at
the back of this paper) for each category.

The Dumpster

The Clumpster

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In this section, try to examine and link the words/terms and phrases you have
written in the previous Dump and Clump activity to the concept map presented in
Figure 1 below.

Do you find similar words and phrases?

Are your conceptions about media and literacy correct?

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 Media and Information Literacy

The essential skills and competencies that

allow individuals to engage with media and
other information providers effectively, as
well as develop critical thinking and life-long
learning skills to socialize and become
active citizens.

Information Literacy Media Literacy

The ability to access, analyze, evaluate,

The ability to recognize when information is and create media in a variety of forms. It
needed, and to locate, evaluate, and aims to empower citizens by providing them
effectively communicate information in its with the competencies (knowledge and
various formats. skills) necessary to engage with traditional
media and new technologies.

Information Media

The physical objects used to communicate

with, or the mass communication through
A broad term that covers processed data, physical objects such as radio, television,
knowledge derived from study, experience, computers, film, etc. It also refers to any
instruction, signals or symbols. physical object used to communicate
messages.

Figure 1. Media and Information Literacy

Media and Information Literacy

As you notice in the concept map, media and information literacy is an

interplay of two equally essential literacy skills: media literacy and information
literacy. As noted in the introduction, thriving in the 21 st-century society, which is
undeniably a media-saturated and information-rich environment, necessitates the
use and application of media and information literacy (MIL) skills.

But, what exactly is media and information literacy?

249
Media and information literacies are essential skills and competencies that
individuals need to develop to effectively engage with media and information
providers, leading them to develop critical thinking and life-long learning skills to
become well-informed and active citizens in the society.

Let us now dig deeper into meaningful concepts that revolve around media and
information literacy.

On Media Literacy

UNESCO defines media literacy as "the ability to access, analyze, evaluate,

and produce communication and information in a variety of forms and means."
Likewise, it can be defined as the individual’s analytical attitude towards media
environments and the ability to express oneself through media (UNESCO
Institute for Information Technologies in Education, 2012). In this module, we will
simply refer to it as a set of relevant skills that help individuals to engage with
traditional and emerging forms of media effectively.

According to the UNESCO Institute for Information Technologies in Education

(2012), media can be described in several ways. Firstly, media can be referred to
as the means or tools of communication; for instance, newspapers,
televisions, radio, books, and the internet. Media can also be linked to the
content of media: news, advertisements, digital games, and films. Also, the
media can be associated with the producers of media content: reporters,
photographers, media companies, etc.

As presented in Figure 2, the two primary forms of media are traditional media
and new media. How do these two differ from each other?

Traditional media includes any offline form of communication that existed before
the advent of digital media. Examples of traditional media can be grouped into
print media and broadcast media. Print media include newspapers, magazines,
booklets and brochures, house magazines, periodicals or newsletters, direct
mailers, handbills or flyers, billboards, press releases, books; they are made up
of paper and ink, developed in a printing process that is traditionally
mechanical. Broadcast media include television, radio, music, and movies, which
could reach the public through airwaves transmission.

250
Meanwhile, new media (also called digital media) pertains to online
communication; for example, social media, websites, email, streaming videos,
music, blogs, e-books, etc., in which content are organized and distributed
through digital platforms. These forms of media require internet-enabled devices.

Figure 2. Forms of Media

Going back to your Media Diary activity, with which form of media do you spend
most of your time?

Are there other specific forms of media that were not included in the concept
map? Perhaps, you could also add another space for it in the above concept
map. ☺

Arguably, most of us are glued in using forms of media under new media and
broadcast media. It has become rare nowadays to find people reading printed
newspapers and magazines, for these have already been digitized in social
media and electronic magazines. While some tune in to televisions and radio for
news and entertainment, most people do rely on social media where everything
can be found in it; be it online shopping, job applications, entertainment, news,
and et cetera.

251
What do you think will it take to be a media literate individual? What are the
media literacy skills that you need to develop? We’ll answer these questions in
the following section.

Media Literacy Skills

Eristi (2012) explained that media literacy includes four primary skills: access,
analyze, evaluate, and communicate.

Access Analyze Evaluate Communicate

Figure 3. Four Main Media Literacy Skills

Access. This skill focuses on the ability of an individual to determine

where to find and locate the form of media needed from a variety of
sources. Specifically, this involves using different search engines and
databases to access the media or information required.

Analyze. This may be regarded as the most important skill of media

literacy, which involves examining the content of the media and its
structure, design, and form from a critical perspective. This also involves
analyzing whether there are an implicit meaning and purpose or not in the
messages communicated through the media aside from the explicit
meaning and purposes that are perceived immediately by the readers.

Evaluate. To complete the analysis phase, this skill centers on the critical
evaluation of the quality or value of media contents or messages based on
ethical principles.

Communicate. This refers to the skills of developing media content and

sharing them with other people.
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Upon reading, do you think you are applying these literacy skills in your daily
media-related activities? Or, do you just find yourself accessing and sharing
media without even analyzing and evaluating its content? I hope this prompts you
to reflect on your daily internet-related activities.

To put more details, Table 1 presents a comprehensive discussion of the different

elements of media (author, format, audience, content, and purpose) and the
corresponding questions or points you have to consider when accessing any form
of media.

Table 1. Elements of Media

Elements Points of Consideration

● Who is presenting the information? Is it a news organization, a

corporation, or an individual?

● What links do they have to the information they are providing?

Author (A news station might be owned by the company it is reporting
on; likewise, an individual might have financial reasons for
supporting a certain message.)

● Television and print media often use images to grab people’s

attention. Do the visuals only present one side of the story?

● Is the footage overly graphic or designed to provoke a specific

Format
reaction? Which celebrities or professionals are endorsing this
message?

● Imagine yourself in another’s shoes. Would someone of the

opposite gender feel the same way as you do about this
message? How might someone of a different race or nationality
feel about it?

Audience
● How might an older or younger person interpret this information
differently? Was this message made to appeal to a specific
audience?

Content ● Even content providers that try to present information

objectively can have an unconscious slant. Analyze who is
presenting this message. Does he or she have any clear
political affiliations? Is he or she being paid to speak or write

253
 this information? What unconscious influences might be at
work?

● Nothing is communicated by mass media without a reason.

What reaction is the message trying to provoke? Are you being
Purpose
told to feel or act a certain way? Examine the information
closely and look for possible hidden agendas.

On Information Literacy

Another equally important literacy skill when accessing media and information
is information literacy, which emphasizes the content or information itself
contained in whatever particular form of media.

There have been several definitions of “information literacy” in the literature.

According to the American Library Association (2000), information literacy is “a
set of abilities to locate, evaluate, and use the needed information effectively.”
The concept of information literacy was introduced by Paul G. Zurkowski (1974),
the then president of the Information Industry Association. He defined it as the
ability to solve information-related problems by using relevant information
sources and applying appropriate technology.

As an essential literacy skill, the American Library Association (2000)

regarded information literacy as the foundation of lifelong learning, making it vital
to all disciplines in all levels of education. It provides students with opportunities
to better learn the content and enrich their understanding and help them become
more self-directed in their learning.

But how can information literacy be achieved? What are the skills of an
information-literate person?

The Association of College and Research Libraries, in the Information Literacy

Competency Standards for Higher Education, enumerated the following critical
information literacy skills, which you have to develop for you to thrive well in the
21st-century environment.

An information literate person can…

254
1. Determine the extent of information needed. In approaching a problem,
a question, or a task, you have to determine first the importance of
information you will need and identify then the vital information that will
help answer your question or solve your problem. It serves as an essential
foundation of information literacy, where upon which all other skills or
competencies will build.

In your search for information, you may want to consider the following
questions:
o What is it you want to know?
o What kind of information do you need?
o How much information do you need?

For example, let’s say your teacher tasked you to create an infographic
about COVID-19 and its symptoms and preventions/treatments. Relevant
information that may be included in your search are the most common,
less common, and serious symptoms being brought by the COVID-19.
Further information may include preventions and treatments that are being
undertaken to combat such a contagious disease. Obviously, information
about non-coronavirus diseases should be excluded in your search for this
is not part of the problem in the first place.

2. Access the needed information effectively and efficiently. This

emphasizes your ability to access and locate information effectively and
efficiently. As mentioned, you have to determine first your need for
information, so it would be smooth for you to access and locate them. In
particular, you must be able to answer these questions:
o What is the best way to gather this information?
o Am I using the best terminology for this search?
o Which search system or another resource will get me this
information?
In gathering information, you need to explore the several types of
information sources, which can be divided into three categories: primary,
secondary, and tertiary. Primary sources are sources, which do not
contain interpreted information; examples of these include research

255
 reports, speeches, e-mails, original artworks, manuscripts, photos, diaries,
etc. Secondary sources are produced by information on providers; here,
data have been interpreted, analyzed, or summarized (e.g., scholarly
books, journals, magazines, criticisms, or interpretations). Meanwhile,
tertiary sources include compilations, indexes, or other organized
sources (e.g., abstracts, bibliographies, handbooks, encyclopedias,
indexes, chronologies, databases, etc. collections of primary and
secondary sources.

From these information sources, you must also be able to choose and
identify which information is relevant. They have to select appropriate
search tools and implement effective and efficient search strategies to
further search for relevant info. Besides, you have to assess your search
results/found information, manage and record relevant search
results/found information, and refine your search strategies.

3. Evaluate the information and its sources critically person and

incorporate selected information into one's knowledge base. This skill
may be regarded as the most essential because it focuses on the need to
be critical on the use and selection of information you have obtained. This
aspect is very crucial as we are exposed to a vast amount and different
formats of information. Hence, as a student, you must critically analyze
and evaluate the information you are reading.
In doing such, you must keep in mind the following questions:

o Is this a credible source of information?

o Is there another interpretation or point of view?
o How does this new information change what I know?
Furthermore, when you have already finished searching for relevant
information that may answer your question or solve your problem, you
must begin extracting the important details, critically analyzing and
summarizing main ideas from search results/found information, and
evaluating the information in comparison to your existing knowledge. In
this aspect, the Rule of Three may help you in determining the validity
and reliability of the information you obtained. This rule suggests that you
need to look for, analyze, and compare information from three different
sources to ensure that your obtained information is somehow valid.

256
 Going back to our previous example, you may find relevant information
on COVID-19 on reliable websites like the World Health
Organization (WHO), the Centers for Disease Control and Prevention
(CDC), and the Department of Health (DOH). You may also want to use
Google Scholar, SCOPUS, and ERIC databases, which are meta-search
engines that serve as repositories of most peer-reviewed research articles.

4. Use information effectively to accomplish a specific purpose. In here,

you should be able to use the information you obtained to fit your specific
purpose or task. Some questions you have to consider are the following:
o What is the best method for presenting this information?
o Will this image convey the message I want?
o Are these quotes supportive of my ideas?

With our previous example, you can present your obtained information
about COVID-19 by developing an infographic that you can share with
your friends through social media platforms. It can be argued that
infographic has to visually pleasing enough to capture the attention of the
readers. You may also want to add visual images to augment the
understanding of the readers and better help convey the information.

5. Understand the economic, legal and social issues surrounding the

use of information  and access and use information ethically and
legally. This centers on how you will use, organize, and integrate different
information from several sources you found. Here, you have to keep in
mind the ethical and legal aspects of doing so. You have to acknowledge
the information you have obtained properlyYou also need to share it using
appropriate communication medium, format, technology, etc. The following
are some questions to be considered:
o Can I make a copy of this material? What are the issues
surrounding censorship?
o Are there university policies about information gathering, use or
reproduction, and dissemination?

Abstraction

257
 Central to our discussion on the critical information literacy skills are the
essential steps of solving or approaching an information-related problem. In this
section, we’ll learn about a more structured version of information problem-
solving through the Big6 Information Skills Problem Solving model. This
model was introduced by Eisenberg and Berkowitz in 1990. It was developed to
guide and promote students’ research skills, problem-solving skills, and
metacognitive skills. The process model includes six essential steps: 1) task
definition; 2) information seeking strategies; 3) location and access; 4) use of
information; 5) synthesis; and 6) evaluation [see figure 4].

2. Information 3. Location and

1. Task Definition
Seeking Strategies Access

4. Use of
6. Evaluation 5. Synthesis
Information

Figure 4. The Big6 Information Skills Model

Let us say, for example that you and your groupmates are tasked to write a
case study about an environmental issue in your community. In Task definition,
you have to determine the required information that will be needed in order to
solve your problem. You must have a clear understanding of what is required in
order to answer your question, which has to be stated in your case study.
Following this, you have to plan for information seeking strategies to find all
possible sources of information and identify which will be relevant to your
problem or question.

For the next two steps, location and access and use of information, you
have to employ your planned strategies to locate and access the information,

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involving smart searching skills. If you could not find your needed information in
online resources, it would be better to access printed resources such as books,
magazines, and other reference materials. You may also conduct a focus group
discussion (FGD) with people who may help with your case study. After this, you
have to interact with each information source through reading, viewing, or
listening. You have to extract specific information through note-taking,
highlighting, and summarizing. (The same thing applies to the generated
transcript if you conducted an FGD.)

In synthesis, your task is to organize and present the information in an

effectively and understandably. Finally, you should assess and evaluate not only
your final product (e.g., case study) but also to determine how well you performed
the information problem-solving task. In here, you have to reflect on the things
that you think worked well in the process and on the things that didn’t, thus
providing you with opportunities to be able to improve and direct your future
activities.

Information Disorder

The use of social media has been bombarding us with lots of media and
information from a wide range of sources. But, the foremost question stems from
how can we make sure that the data is valid and reliable? It is, therefore
important to know and distinguish information that are true from those that are
not, and information that are merely developed and distributed by those who
intend to harm those that are not. In Figure 5, let us now learn the different types
of information disorder that has become prevalent nowadays:

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 Information Disorder

Disinformation Misinformation Malinformation

The information is false

and deliberately The information is false This happens when
created to harm a but not created with the accurate information is
person, a social group, intention of causing shared to cause harm.
an organization or a harm.
country.

Figure 5. Types of Information Disorder

The different types of information disorders are disinformation, misinformation,

and misinformation. To give examples, the false claim that the COVID-19 is
laboratory-made in Wuhan, China can be classified as disinformation. To create
distractions, this information was not verified and was debunked by World Health
Organizations.

You might also probably heard of the claims that drinking warm water and
gargling salt water is effective against the coronavirus. Perhaps, you have
already read from a news article in social media that the traditional steam healing
or “tuob” was found to be an effective preventive measure against COVID-19.
However, neither of these treatments has been recommended by doctors as
means to combat COVID-19 due to a lack of scientific evidence. In this case, they
can be regarded as misinformation: the information is false but not created to
cause harm.

Meanwhile, when a piece of accurate and private information is shared to

cause harm to the owners, the information can be described as misinformation.
An example of this happened when hackers leaked Hillary Clinton’s emails, which
affected her bid during the 2016 US presidential elections. In this situation,
accurate information was deliberately shared to cause harm.

Application

260
It’s time to apply what you learned from completing this module.

Direction: According to a news report, virgin coconut oil or VCO has been found
to be effective in combatting the virus that causes COVID-19. As a student, let’s
say that you are assigned to report on your Biology subject. In this activity, you
are tasked to think of how you will approach that particular task to use your
learnings gained from this module. Complete the table below by writing down
your plans, taking into account the essential elements of media and information
literacy.

Elements Planning

Information need

(What information do you need?)

Sources of information

(What type of sources will you use?)

Access to the information

(How will you locate and access

them?)

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 Evaluate information

(How will you check the quality of

information?)

Organize information

(How will you organize and store

them?)

Communicate information

(How will you create and

communicate them?)

VII. REFLECTION

262
Advantages and Disadvantages of Media and Information. Direction: This
section will draw from your insights and experiences regarding how media and
information have impacted the following aspects: 1) quality of life; 2) political
participation; 3) economic opportunities; and 4) learning environment. Using the
fishbone graphic organizer below, reflect on the advantages and disadvantages that
media and information has brought to each aspect that you may have experienced
as a student or a citizen in your community.

VIII. QUIZ

A. MODIFIED TRUE OR FALSE

Direction: Identify the following statements if TRUE or FALSE. If the information is

false, change the underlined word by writing the appropriate word on the space
provided before each number.

_______________1. Media and information literacy refers to the essential skills and
competencies that allow individuals to engage with media and other information
providers effectively and develop critical thinking and life-long learning skills to
socialize and become active citizens.

263
_______________2. Evaluation is regarded as the most important skill of media
literacy, which involves examining the content of the media and its structure, design,
and form from a critical lens.

_______________3. The critical analysis and evaluation of media content by

considering its particular presentation and underlying political or social messages are
important media and information literacy skills.

_______________4. The test for accuracy determines if you have collected enough

information that may help answer your question.

_______________ 5. Email is an example of a broadcast media.

B. MATCHING TYPE

Direction: Match Column A and Column B. Write the CAPITAL letter of your choice on

the space provided before each number.

Column A Column B

misinformation
___1. Comparing information from three different

sources to ensure that the obtained

new media

information is valid malinformation

media literacy
___2. A clear understanding of what is needed
264in
rule of three
order to answer one’s problem or question
traditional
___3. A set of abilities to locate, evaluate, and use

IX. SUGGESTED READINGS

Ireton, C., & Posetti, J. (2018). Journalism, fake news & disinformation: a handbook for
journalism education and training. UNESCO Publishing.

Tuominen, S., Lundvall, A. (2012). Pedagogies of Media and Information Literacies.

UNESCO Institute for Information Technologies in Education. Retrieved from
https://iite.unesco.org/pics/publications/en/files/3214705.pdf

X. REFERENCES:

Big6 Information Skills Problem Solving model. Retrieved from https://thebig6.org/

Eristi, B., C. Erdem. (2017). Development of a media literacy skills

scale. Contemporary Educational Technology. (2017): 249-267.

Hilliker, E. (2017). Top Five Vocabulary Strategies for English language Learning.
Retrived from https://www.teachingchannel.com/blog/top-five-vocabulary-strategies-
for-english-language-learners

Information Disorder. Retrieved from https://www.coe.int/en/web/freedom-

expression/information-disorder

265
Information Literacy Assessment Center: Information Literacy Standards. (n.d.).
Retrieved from https://palmbeachstate.libguides.com/informationliteracyassessment

Information Literacy. Oakland University. Retrieved from

https://library.oakland.edu/services/instruction/

Media and Culture. Retrieved from https://courses.lumenlearning.com/suny-

massmedia/chapter/1-8-media-literacy/

Media Literacy. Retrieved from https://opentext.wsu.edu/com101/chapter/1-8-media-

literacy/

Tuominen, S., Lundvall, A. (2012). Pedagogies of Media and Information Literacies.

UNESCO Institute for Information Technologies in Education. Retrieved from
https://iite.unesco.org/pics/publications/en/files/3214705.pdf

Wolf, S. (2003). The Big Six Information Skills As a Metacognitive Scaffold: A Case
Study. Research Journal of the America Association of School Librarians.
Retrieved from http://www.ala.org/

I. UNIT 4: 21ST CENTURY LITERACIES

II. LESSON 6: FINANCIAL LITERACY

(FINANCIAL PLANNING/GOAL SETTING AND VALUING)

III. DURATION:

IV. INTRODUCTION:

Understanding financial literacy is hard to deal with, especially if you do not

know it.

In this module, we try to establish how to deal with understanding financial literacy.

V. OBJECTIVES

In this module, challenge yourself to attain the following learning outcomes:

266
 ● Determine how to have a successful step in financial planning success
● Name some steps in financial goal setting

VI. LESSON PROPER

Activity: Let’s go to it!

This activity is named “TAKE YOUR ACTIONS…TAKE THE ROAD”.

On a whole sheet of pad paper., think of one thing you want to do for this day.
Write down your step-by-step procedure towards achieving what you want to
do.

Analysis

To achieve our goals in life, you must set priorities and slowly do
something to achieve it. Take action on time so that you can think of
something on how to realize your dream.

Abstraction

Financial planning determines how a business will afford to achieve

its strategic goals and objectives. Usually, a company creates a Financial
Plan immediately after the vision and objectives have been set.

Investment: A proper financial plan considers your circumstances,

objectives, and risk tolerance. It acts as a guide in choosing the right types
of investments to fit your needs, personality, and goals. Standard of Living:
The savings created from good planning can prove beneficial in difficult times.

5 steps to financial planning success

Step 1 - Defining and agreeing your financial objectives and goals
The goals and objectives will be the guide to the financial plan and should
provide a roadmap for your financial future. They should contain the following
features:
● Quantifiable and achievable
● Clear and have a defined timeframe
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● Separate your needs from your wants  
They should be agreed and documented with your financial adviser to assist
you in measuring progress. They should also be reviewed periodically to
capture changing circumstances and to ensure they remain relevant.
Step 2 – Gathering your financial and personal information
The financial planning process and its success will depend on the quality and
clarity of the information communicated to your adviser. Your adviser will
complete a detailed financial fact-find to capture all relevant information
about your finances. It will include:
● Income and expenditure
● Assets and liabilities
● Risk attitude, tolerance, and capacity
Step 3 – Analyzing your financial and personal information
Your financial adviser reviews the information provided in step 2 and uses it
to produce a report reflecting your current financial profile. The following
ratios are produced to improve your understanding of your financial
circumstances and to pinpoint areas of strength or weakness:
● Solvency Ratio
● Savings Ratio
● Liquidity Ratio
● Debt Service Ratio
Your attitude, tolerance, and capacity for risk are assessed using a
psychometrically designed risk tolerance questionnaire about investment
assets. It is also analyzed to determine your asset allocation for investment
or pension goals.
Step 4 – Development and presentation of the financial plan
The financial plan is developed based on the information received in step 2,
and the analysis is completed in step 3. Each of the goals and objectives in
step 1 should be addressed and a recommendation for each identified. It will
include:
● Net worth statement (a balance sheet)
● Annual consolidated tax calculation
● Annual cash flow report (displaying surplus or deficit)
The report is presented, explained, discussed, and then signed by both client
and adviser.

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Step 5 – Implementation and review of the financial plan
Once the analysis and development of the plan are complete, the adviser will
outline the recommended courses of action. It can involve implementing:
● A new pension or investment strategy
● Changing debt provider
● Additional life or severe illness insurance
Income and expenditure adjustments

Goal setting

Types of goals

Short-Term Financial Goals

Setting short-term financial goals can give you the confidence boost and
foundational knowledge you need to achieve larger goals that will take more
time. These first steps are relatively easy to achieve. While you can’t make 2
million pesos appear in your retirement account right now, you can sit down
and create a budget in a few hours, and you can probably save a decent
emergency fund in a year.

Mid-Term Financial Goals

Once you’ve created a budget, established an emergency fund, and paid off
your credit card debt—or at least made a good dent in those three short-term
goals—it’s time to start working toward mid-term financial goals. These goals
will create a bridge between your short- and long-term financial goals.

Long-Term Financial Goals

The most significant long-term financial goal for most people is saving
enough money to retire. The standard rule of thumb that you should save

269
 10% to 15% of every paycheck in a tax-advantaged retirement account like a
401(k), 403(b), or Roth IRA is an excellent first step. But to make sure you’re
saving enough, you need to figure out how much you will need to retire.

Here are some examples of financial goals that you can

consider setting for yourself:

● Make a budget and living by it. ...

● Pay off credit card debt. ...
● Save an emergency fund. ...
● Save for retirement. ...
● Live below your means. ...
● Develop skills to improve your income. ...
● Save for your children's education. ...
● Save a down payment for a home.

Application

TAKE YOUR ACTIONS…TAKE THE ROAD part two…Think of your

future. If given a chance, how will you manage finances?

On short typewriting, write down your plan/s in taking your actions.

VII. REFLECTION

Financial literacy is essential because it equips us with the knowledge and

skills

we need to manage money effectively. Without it, our financial decisions and the

actions we take or don't take lack a solid foundation for success

VIII. QUIZ

270
Directions: Write the word TRUE is the statement is correct and FALSE if the
information is expressing an incorrect thought. Write your answer before
the number

_____ 1. The financial planning process and its success will depend on the quality
and clarity of the information communicated to your adviser.

_____ 2. Develop skills to improve your income is one of the considerations in

financial goal setting.
_____ 3. Financial goals that can give you the confidence boost and foundational
knowledge you need to achieve larger goals that will take more time is
considered as a short-term goal.
_____ 4. Established an emergency fund and paid off your credit card debt is an example
of a long-term goal.
_____ 5. Your financial adviser reviews the information provided and uses it to
produce a report reflecting your current financial profile.

_____ 6. The goals and objectives will be the guide to the financial plan and should
provide a roadmap for your financial future

_____ 7. Setting short-term financial goals can give you the confidence boost and
foundational knowledge you need to achieve larger goals that will take
more time.
_____ 8. Income and expenditure and assets and liabilities are part of gathering your
financial and personal information.
_____ 9. Payout credit card debt is one of the considerations in a financial goal
setting.
_____10. Our financial decisions and the actions we take or take lack a solid
foundation for success.

IX. SUGGESTED READING

https://www.opploans.com/oppu/articles/why-is-financial-literacy-

271
I. UNIT 4: 21ST CENTURY LITERACIES

II. LESSON 7: FINANCIAL LITERACY

(BUDGETING, SPENDING AND INVESTING)

III. DURATION:

IV. INTRODUCTION:

Budgeting allows you to create a spending plan for your money. It ensures that
you will always have enough money for the things you need and the things that
are important to you. Following a budget or spending plan will also keep you out of
debt or help you work your way out of debt.
In this module, you will learn how to manage your money for wise spending and
budget your money for your own sake.

V. OBJECTIVES

In this module, challenge yourself to attain the following learning outcomes:

● Define budgeting, spending, investing

272
 ● Name the different principles of budgeting, spending, and investing

VI. LESSON PROPER

Activity

The name of this activity is to SPEND WISELY AND TAKE ACTION.

Using a sheet of pad paper, answer this question: If you are given a chance to
have 5,000 pesos, how will you manage to budget your money?

Analysis

Budgeting your money is a way of thinking for the future. Spending

wisely makes you can improve your decision making meeting your objectives.
In the end, if you manage your budget correctly, you can save and put your
money for future use.

Abstraction

Budgeting is the process of creating a plan to spend your money. This

spending plan is called a budget. Creating this spending plan allows you to
determine in advance whether you will have enough money to do the things
you need to do or would like to do. Budgeting is simply balancing your
expenses with your income.

Budgeting is one of the most important financial habits you can adopt.
But if you’ve never lived on a budget, or you just haven’t given your budget
enough time to work its magic in your financial life, then you might be
wondering, why is budgeting important?

In short, budgeting is important because it helps you accurately

plan, control, and track how much money you spend, save, give, and
invest. Additionally, budgeting enables you to stay financially organized,
prepare for emergencies, steer clear of debt, and maintain focus on your
long-term goals.

Why is budgeting important?

273
 Put simply; budgeting is a fundamental step in making firm financial
decisions. So, it stands to reason that if you are diligent with your budget, you
will be much more likely to win with money. That’s why, in this module, we will
going to take a much deeper dive into the importance of budgeting and why it
is such a vital part of your financial well-being.

1. Budgeting Helps You Control Your Spending

Let’s be honest, when you operate your finances without a

budget, you don’t have anything holding you back from spending
beyond your means. Sure, you might have a general idea about how
much money you can spend each month, but without hard, accurate
numbers, it’s easy to lose control of your spending habits.

2. Budgeting Keeps You On Track For Your Financial Goals

Along the same lines of controlling your spending, budgeting is

important because it keeps you on track when trying to achieve your
financial goals.
Let us be honest; setting goals is pretty straightforward.
Anybody can do it. You just think of something you want to achieve,
and then put a defined timeline to achieve it. But here’s the thing,
setting goals and achieving your goals are two very different things.
To achieve a goal, you need to stick to a plan and stay focused
on a clearly defined process; and that’s where having a budget is so
important.
3. Budgeting Can Help Your Marriage
If you are married, your budget plays a significant role in
keeping you and your spouse on the same page. It helps you plan your
financial future together, hold each other accountable, and make sure
you are fighting on the same team.
I think it is pretty common knowledge that money fights tend to
be among the biggest problems in marriage. So, if you want to end the

274
 financial disputes between you and your spouse and finally get on the
same financial page, then budgeting is a critically important first step.

4. Budgeting Helps You Find Financial Contentment

Financial contentment is one of the foundational elements of
good economic behavior. It keeps you from spending money that you
do not have and helps you enjoy your financial journey.

But here’s the thing, if you spend all your time focusing on the
finances of other people, you will never find contentment. You’ve
probably heard this referred to as “keeping up with the Jones’,” and it’s
a bad (and financially dangerous) way to live.

Instead, you need to focus on your own life, your own money,
and your own decisions. And that’s why a budget is so important.

Every time you sit down to create, assess, refine, or log

expenses into your budget, you are making a conscious effort to focus
on your finances instead of others. After a while, you will lose complete
focus on what other people do with their money. And, at that
moment, you will experience what it is like to be financially content.

5. Budgeting Keeps You From Feeling Financially Overwhelmed

If there is one thing in particular that doesn’t mix well with

overwhelm, it’s personal finance.
I’ve never met anybody that enjoys feeling overwhelmed. So, I think
it’s fair to say that feeling overwhelmed just straight-up sucks.
The good news is that one of the best ways to combat financial
overwhelm is to live your life on a budget. That way, you never spend
beyond your means, you are always well-prepared for unexpected
expenses, and fewer things can jump up and bite you.

6. Budgeting Helps You Avoid Or Get Out Of Debt

We talk a lot about the harmful effects of debt on this website, and
I’m not going to stop now. It’s this simple: if you want to have money (i.e.,
build wealth), you need to stop spending it on things you can’t afford. In

275
 particular, you need to stop hindering your monthly income by using a
large portion of it to pay somebody back (with or without interest) for things
you couldn’t afford in the past.
That’s why budgeting is so important. It can help you get out of debt
or plan your finances so that you can save and pay cash for big purchases
and avoid debt in the first place.

7. Budgeting Keeps You Organized

Disorganization is another one of those words that do not mix well
with personal finance. And the longer you live without a budget, the easier
it becomes for your financial life to get messy. Between all your monthly
bills, debt payments, and all your other expenses, things can just slip
through the cracks.
Before you know it, you are struggling to get by, and stressed about
how you will make things work.
To pass along a piece of advice, my dad always gives me, “it’s
easier to keep clean than to make clean.”
In other words, it’s easier to live on a budget and keep your
financial life organized than it is to try to get your finances in order after
you have allowed them to get disorganized.

8. Budgeting Helps You Prepare For Emergencies

I have news for you. Life is full of all sorts of emergency expenses.
From hospital bills to unexpected home repairs, if you do not prepare your
finances ahead of the game, you will not be ready when those expenses
come your way. And that can get pretty painful.
On the other hand, if you make a point to save for emergency
expenses in your monthly budget, then you can avoid all sorts of financial
difficulty.
In general, we recommend you save at least 3 to 6 months' worth of
living expenses. But let’s be honest, you aren’t just going to stumble into
that kind of cash. Instead, you need to be intentional with your money and
handle your finances on purpose. Hint, hint… live on a budget.

Application

276
 Having read such importance of budgeting, make an essay on how you
can help the budget of your family for one month. Write your answer in a
sheet of pad paper.

VII. REFLECTION

Budgeting is simply balancing your expenses with your income. If they do not
balance and you spend more than you make, you will have a problem. Many people
do not realize that they spend more than they earn and slowly sink deeper into debt
every year.

VIII. QUIZ

Directions: Write the word TRUE if the statement is correct and FALSE if the
information is incorrect. Write your answer on the blanks.

_____ 1. You might have a general idea about how much money you can spend
each month, but without hard, accurate numbers, it’s not easy to lose
control of your spending habits.
_____ 2. To achieve a goal, you need to stick to a plan and stay focused on a clearly
defined process; and that’s where having a budget is so important.
_____ 3. If you make a point to save for emergency expenses in your monthly
budget, then you can avoid all sorts of financial difficulty.
_____ 4. Never spend beyond your means, you are always well-prepared for
unexpected expenses, and fewer things can jump up and bite you
_____ 5. It is easier to live on a budget and keep your financial life organized than it
is to try to get your finances in order after you have allowed them to get
disorganized
_____ 6. Setting goals and achieving your goals are the same thing.
_____ 7. You need to be unintentional with your money, and handle your finances on
purpose.

277
_____ 8. Stop hindering your monthly income by using a large portion of it to pay
somebody back (with or without interest) for things you couldn’t afford in the
past.
_____ 9. If you want to end the financial fights between you and your spouse and
finally get on the same financial page, then budgeting is a critically
important first step
_____10. You will lose complete focus on what other people do with their money.
And, at that moment, you will experience what it is like to be financially content.

X. SUGGESTED READING

Zach Buchenau ( 2019) “Reasons Why Budgeting Is So Important,”

BeTheBudget.com, An Article

What is Budgeting? MyMONEYCOACH.com

278
I. UNIT 4: 21st CENTURY SKILLS

II. LESSON 8: FINANCIAL LITERACY

(SAVING AND FINANCIAL SCAM)

III. DURATION: 1.5 hours

IV. INTRODUCTION:

Saving money is essential because it helps protect you in the event of a

financial emergency. Additionally, saving money can help you pay for large
purchases, avoid debt, reduce your financial stress, leave a financial legacy, and
provide you with a greater sense of financial freedom.
In this module, we find ways to help you in discussing how to save for your
money.

V. OBJECTIVES

In this module, challenge yourself to attain the following learning outcomes:

● Define saving and banking

● Name the easy way of saving money

VI. LESSON PROPER

Activity
This activity name PIGGY BANK. In this activity, you will show your
virtue of thriftiness.
On a sheet of pad paper, list down your ways of saving your money.
List down as many as you can.

Analysis

279
 Saving money is an easy way. For yourself, just think of something you
want to achieve or to have in the soonest time. Save money for the target
project you wish to have.

Abstraction

Saving is income not spent or deferred consumption. Methods

of salvation include putting money aside in, for example, a deposit account,
a pension account, an investment fund, or as cash. Saving also involves
reducing expenditures, such as recurring costs. Saving differs
from savings.
The importance of saving money cannot be understated. In fact, with
so many proven benefits, saving money is one of the best financial habits
you can adopt. But, if saving money doesn’t come easy to you, or you just
don’t see the point, it’s natural to ask yourself, why is saving money
important?
Here is a simple way of saving your money.
1. Record your expenses
The first step to start saving money is to figure out how much you
spend. Keep track of all your expenses—that means every coffee, household
item, and cash tip.

280
 Once you have your data, organize the numbers by categories, such
as gas, groceries, and mortgage, and total each amount. Use your credit card
and bank statements to make sure you’re accurate—and don’t forget any.
2. Budget for savings
Once you have an idea of what you spend in a month, you can begin
to organize your recorded expenses into a workable budget . Your budget should
outline how your expenses measure up to your income—so you can plan your
spending and limit overspending. Be sure to factor in costs that occur
regularly but not every month, such as car maintenance.
3. Find ways you can cut your spending

If your expenses are so high that you can’t save as much as you’d like,
it might be time to cut back. Identify nonessentials that you can spend less on,
such as entertainment and dining out. Look for ways to save on your fixed
monthly expenses like television and your cell phone, too.

Here are some ideas for trimming everyday expenses:

● Use resources such as community event listings to find free or low-cost

events to reduce entertainment spending.

● Cancel subscriptions and memberships you don’t use—especially if they

renew automatically.

● Commit to eating out only once a month and trying places that fall into the
“cheap eats” category.

● Give yourself a “cooling off period”: When tempted by a nonessential

purchase, wait a few days. You may be glad you passed—or ready to
save up for it.

4. Set saving goals

One of the best ways to save money is to set a goal. Start by thinking
of what you might want to save for—perhaps you’re getting married, planning
a vacation or saving for retirement. Then figure out how much money you’ll
need and how long it might take you to keep it.

5.Dedice on your priorities

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 After your expenses and income, your goals are likely to have the most
significant impact on how you allocate your savings. Be sure to remember
long-term goals—it’s essential that planning for retirement doesn’t take a back
seat to shorter-term needs.

6. Pick the right tools

You do not have to pick just one account. Look carefully at all of your
options and consider things like balance minimums, fees, and interest rates
so you can choose the mix that will help you best save for your goals.

7. Make saving automatic

Almost all banks offer automated transfers between your checking and
savings accounts. You can choose when, how much and where to transfer
money or even split your direct deposit so a portion of every paycheck goes
directly into your savings account.

Splitting your direct deposit and setting up automated transfers are simple
ways to save money since you don’t have to think about it. It generally
reduces the temptation to spend the money instead. 

8. Watch your savings grow

Review your budget and check your progress every month. Not only will
this help you stick to your personal savings plan, but it also helps you identify
and fix problems quickly. Understanding how to save money may even
inspire you to find more ways to save and hit your goals faster.

Financial scams are a risk for everyone. They come in a broad array
of scenarios, by telephone, by mail, computer, and at the front door. Older
people are attractive targets for scammers because they are likely to have
savings and are likely to trust others. Vulnerable adult victims of financial
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 scams are unlikely ever to be able to make up the lost dollars. And like
financial exploitation in general, victims of scams suffer consequences
beyond irreplaceable money. Physical health, emotional well-being, care and
housing often suffer too.

Indicators of Financial Scam

Relative in need
Someone who pretends to be a family member or friend calls or e-mails
you to say they are in trouble and need you to wire money right away.
 

Charity appeals
You get a call or letter from someone asking for money for a fake
charity—either the charity does not exist, or the charity did not call or write to
you.
 

Lottery or sweepstakes
You get a call or e-mail that you have a chance to win a lot of money
through a foreign country’s sweepstakes or lottery. The caller will offer tips
about how to win if you pay a fee or buy something. Or the caller or e-mail
says you already have won and you must give your bank account information
or pay a fee to collect your winnings.
 

Home improvement
Scammers take money for repairs, and then they never return to do the
work, or they do bad work. Sometimes they break something to create more
work, or they say that things need work when they don’t.
 

Free lunch
Scammers invite you to a free lunch and seminar and then pressure
you to give them information about your money and to invest the money with
them. They offer you “tips” or “guaranteed returns.”
Free trip
Scammers say you’ve won a free trip, but they ask for a credit card
number or advance cash to hold the reservation.

283
  

Government money
You get a call or letter that seems to be from a government agency.
Scammers say that if you give a credit card number or send a money order,
you can apply for government help with housing, home repairs, utilities, or
taxes.
 

Drug plans
Scammers pretend they are with Medicare prescription drug plans and
try to sell Medicare discount drug cards that are not valid. Companies with
Medicare drug plans are not allowed to send unsolicited mail, emails, or
phone calls.
 

Identity theft
Scammers steal personal information—such as a name, date of birth,
Social Security number, account number, and mother’s maiden name—and
use the information to open credit cards or get a mortgage in someone else’s
name.
 

Fake “official” mail

Scammers send letters or e-mails that look like they are from a
legitimate bank, business, or agency to try to get your personal information or
bank account number.

Application

For this activity, ask your parents' income. From there, make a matrix
of the family expenses. Then answer the following questions: (1) Do the
family have enough money to cover the costs? (2) Is there enough money
for the savings?... If the answer is all negative. Suggest ways on how to
manage the family income for your family to have savings if POSSIBLE.

VII. REFLECTION

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 The importance of saving money is simple: It allows you to enjoy greater
security in your life. If you have cash set aside for emergencies, you have a fallback
should something unexpected happen. And, if you have savings set aside for
discretionary expenses, you may be able to take risks or try new things.

VIII. QUIZ

Directions: In column A is the standard indicator of a financial scam and ways of

saving money. Choose the letter in column B that best describes
each item in column A. Write your answer before the number.

COLUMN A COLUMN B

_____ 1. Identity theft a. Scammers say that if you give a credit

card number or send a money order,
you can apply for government help with
housing, home repairs, utilities, or
taxes.

_____ 2. Budget for savings b. your goals are likely to have the biggest
impact on how you allocate your
savings

_____ 3. Fake “official” mail c. Scammers say you’ve won a free trip
but they ask for a credit card number or
advance cash to hold the reservation

_____ 4. Watch your savings grow d. use the information to open credit cards
or get a mortgage in someone else’s
name

_____ 5. Drug Plans e. outline how your expenses measure up

to your income—so you can plan your
spending and limit overspending.

_____ 6. Dedice on your priorities f. that look like they are from a legitimate
bank, business, or agency to try to get
your personal information or bank
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 account number.

_____ 7. Government money g. Understanding how to save money may

even inspire you to find more ways to
save and hit your goals faster

_____ 8. Pick the right tools h. Look carefully at all of your options and
consider things like balance minimums,
fees and interest rates so you can
choose the mix that will help you best
save for your goals

_____ 9. Make saving automatic I try to sell Medicare discount drug cards
that are not valid

_____ 10. Home improvement j. how much and where to transfer money
or even split your direct deposit so a
portion of every paycheck goes directly
into your savings account.

k. break something to create more work or

they say that things need work when
they don’t.

X. SUGGESTED READING

Saving and Banking (2020), Betthebudget.com

Financial Scam (2020),Elderjusticemn.org

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I. UNIT 4: 21st CENTURY SKILLS

II. LESSON 9: DIGITAL LITERACY

III. DURATION: 3 hours
IV. INTRODUCTION
Long decades before, our understanding of literacy had been confined to the
ability to read and write; however, in the digital age, our understanding of such goes
beyond reading and writing. It is because the increasingly pervasive use of different
technologies such as mobile phones, telephones, internet-enabled devices (e.g.,
laptop, computers), as well as software and applications, has affected the way we
work, learn, and communicate. Indeed, we are now in an ICT-driven world which
necessitates the need for the development of digital literacy skills that may help us
become more empowered and confident individuals in the 21 st century.

As they say, there is nothing permanent in the world except change. Likewise,
digital literacy is not a static concept, meaning, as technological advancements
continue to rise in a digital and media-saturated world, it is imperative to develop a
wide range of skills to keep up and adapt to such a constantly changing
environment. As 21st century learners and post-COVID-19 educators in the future,
this must be one of your most challenging yet fulfilling tasks.

In this module, you will gain an understanding of digital literacy and

cybercitizenship. It also hopes to provide you with an awareness of the different
issues and/or threats that involve the use of the internet. It also aims to introduce you
to the TPACK framework that can lead you to become an effective and innovative
educator in the future. Finally, it intends to help you acquire skills in searching and
evaluating the web that will be of great benefit not just in your academic life as a
student but also in your personal life.

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V. OBJECTIVES: At the end of the lesson, you should be able to:
● demonstrate an understanding of digital literacy and cyber citizenship;
● gain an awareness of internet threats like cyberbullying and cybercrimes;
● acquire skills in searching and evaluating the web, and;
● recognize the TPACK model as a framework for technology integration in
teaching and learning.
VI. LESSON PROPER

Activity

At this time, you are now probably at home while watching television or
browsing through your mobile phone, which perhaps had become part of your
daily activities. These activities center on the topic that you will learn as you
go through this module, all about digital literacy. Before you begin learning the
essential concepts of digital literacy, you need to accomplish first this activity
that consists of two sections. The first part will allow you to gauge your
present digital literacy skills, while the second part will require you to analyze
and write down your ideas based on the picture presented.

A. Gauging My Digital Literacy Skills

A.1. Level of Frequency
Direction: On the table below, please indicate your level of frequency of
using each of the following computer applications by putting a checkmark (✓)
in the box at the appropriate spot. If there is any item you do not know, it can
be assumed that you do not have any experience with that application.

Very
Very
Frequentl Frequently Occasionally Rarely Never
Rarely
y

1 Word processor

2 Email

3 World Wide Web

4 Graphics software

5 Database

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 6 Spreadsheets

7 Blog

8 Wiki

9 Text chatting

1 Voice chatting
0

1 Video conferencing
1

1 Computer game
2

1 Electronic dictionary
3

A.2. Level of Competency

Direction: On the table below, please indicate your perceived level of

competency of using each of the following application by putting a
checkmark (✓) in the box at the appropriate spot.

Do
Very Acceptabl Very Not
Good Poor
Good e Poor
Know

1 Word processing applications (e.g., MS

Word)

2 Spreadsheet applications (e.g., MS Excel)

3 Database applications (e.g., MS Access)

4 Presentation applications

(e.g., MS PowerPoint)

5 Communication applications (e.g., Skype)

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 6 Learning management systems (e.g.,
Google Classroom)

7 Virtual worlds (e.g., Second Life)

8 Social networking services (e.g., Facebook)

9 Blogs (e.g., Blogger)

10 Wikis (e.g., PBworks)

11 Podcasts (e.g., Apple Podcasts)

12 File sharing sites (e.g., Dropbox)

13 Photo sharing sites (e.g., Picasa)

14 Video sharing sites (e.g., YouTube)

15 Web design applications (e.g.,

Dreamweaver)

16 Web search engines (e.g., Google)

17 Dictionary apps (e.g., Dictionary.com)

B. Picture Analysis

Direction: Analyze the scenario that is being depicted in the picture below
and answer the guiding questions that follow.

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Image Source: https://www.storyboardthat.com/storyboards/482b60fa/lola-
and-the-dangers-of-the-internet

Guiding Questions:

1. What internet safety issue do you see in the picture?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

2. What do you think are the possible dangers and issues of unguarded
use of the internet that may be encountered?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

3. Why do you think these internet issues happen?

___________________________________________________________
___________________________________________________________

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 ___________________________________________________________
___________________________________________________________

4. What do you think it takes to be a cyber-literate person?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Vocabulary Development

Direction: In this short activity, you will use the KIM table below. KIM is an
acronym that represents three significant columns. In the first column labeled
“K”, you can find the list of keywords you need to learn. In the second column
labeled “I”, you need to write what that particular keyword means to you and
the dictionary meaning as well. In the “M” column, which stands for memory
clue, you need to draw/sketch or give an example of the keyword to help you
remember the meaning.

Information Memory Clue

(Draw or write an
Key Word Guessed Meaning example that will help
Dictionary meaning
you remember what it
means)

1. phishing

2. veracity

3. cyberspace

4. netiquette

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 5. static

Analysis

Digital Literacy and Cyber citizenship in the Digital Age

Think about the ways you use digital tools in your daily activities.
Examples of which may include: using your smartphone to communicate with
your loved ones; browsing through your Chrome browser, specifically Google
search engine to find the answer to your question, using your iPad in
streaming videos online; or using Google Docs in writing and completing your
due assignments. All of these activities require some level of digital literacy.

What is digital literacy?

Digital literacy is the essential skills, knowledge, and understanding

necessary to utilize new technology and media to develop and share
meaning. It also refers to the understanding of how particular communication
technologies affect the meanings they convey and the ability to analyze and
evaluate the information available on the web (Hague & Payton, 2011).

As you notice from the definition, digital literacy is somewhat related to

media and information literacy. Hobbs (2010) argued that these 21st-century
skills and competencies are closely associated with each other, essential for
thriving and working in media- and information-rich societies.

As a student and a future educator, what are the essential digital

literacy skills that are expected from you? Table 1 lists the essential elements
and skills and in line with digital literacy.

Table 1. Essentials of Digital Literacy

Description

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Computer Fundamentals Before navigating the digital world, you have to become equipped with
technical knowledge of computers. These essential skills and
competencies include: finding and opening files and saving them in
different locations; understanding of software programs; and knowing
the other components of a computer.

Keyboarding It refers to your touch-typing skills, which could help you save time and
effort, especially when completing school-related activities. It also
involves your knowledge of keyboarding shortcuts and commands. Do
note that daily typing practice can help improve your technique,
accuracy, and speed.

Multimedia It is all about your ability to express and communicate your ideas
through different forms of media. In here, you must demonstrate
technical know-how on the basics of graphic design, desktop
publishing, and video editing.

Word Processing It is an essential skill that allows you to create confidently, edit, save,
and publish written works. You are also expected to know at least how
to troubleshoot basic word processing errors and execute some
keyboarding shortcuts.

Spreadsheets You must have at least a familiarity with how to organize and
understand data within spreadsheets. This very useful when
accomplishing research-related works and when you are already in the
workplace.

Presentations They say that digital tools are becoming the foundation of every type
of communication; hence, you have to develop your skills in creating
impactful presentations that contain useful language and compelling
graphics. You should also know how to prepare, troubleshoot, and do
a live presentation. After all, this could be what is mostly expected of
you as a future teacher.

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 Internet Usage & Online
Communication The use of digital media through emails, social media, and texting, has
become the new norm of communication, especially in the new
normal. Communicating with your teachers appropriately through
emails is an example of a digital skill you have to develop.

Do you have all the checks (✓) on the essential elements/skills of digital
literacy? How confident are you in using those applications?

Cyberworld is the term used to refer to the modern world of computers,

communications, and other forms of digital technologies. Meanwhile, the
digital environment, as part of the cyberworld, where online communications
take place, is what we called as cyberspace.

Similar to a real-life situation, everyone has responsibilities to take in

the cyberworld as a cyber citizen or a member of the global online community.
Everyone has to develop cyber citizenship, which is all about taking
responsibility for your role in cyberspace and engaging in positive and ethical
decision-making to stay safe and secured online. Although digital technology,
particularly the internet, has been very beneficial to us, it cannot be denied
that it can also bring troubles, from cyberbullying to more serious cybercrimes.
Thus, internet safety in cyber citizenship has to be our foremost concern.

Cyberbullying and Cybercrimes

Social media has become a powerful platform for communication,

entertainment, education and information, and promotion. However, using
social media entails plenty of risks and threats too that we have to be mindful
and aware of. One of these is cyberbullying.

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 Republic Act No. 10627-Anti-Bullying Act defines bullying as “any severe,
or repeated use by one or more students of a written, verbal or electronic
expression, or a physical act or gesture, or any combination thereof, directed
at another student that has the effect of actually causing or placing the latter
in reasonable fear of physical or emotional harm or damage to his property;
creating a hostile environment at school for the other students; infringing on
the rights of another students at school; such as, but not limited the following:

1. Any unwanted physical contact between the bully and the victim like
punching, pushing, shoving, kicking, slapping, tickling, headlocks,
inflicting school pranks, teasing, fighting, and the use of available
objects as weapons;
2. Any act that causes damage to a victim’s psyche and emotional
wellbeing;
3. Any slanderous statement or accusation that causes the victim undue
emotional distress like directing foul language or profanity at the target,
name-calling, tormenting, and commenting negatively on victim’s looks,
clothes, and body.”

Cyberbullying is a form of bullying that takes place online using

technological devices like computers, laptops, tablets, and cellphones through
communication platforms, including social media sites, text messages, chat,
and websites. Examples of cyberbullying: text messages or emails composed
to insult or demean; harassment; impersonation; threatening; fake profiles
deliberately shared across social media; spreading of inappropriate
photographs; video shaming; rumors or false statements distributed by email
or posted on social networking sites.

Cybercrimes

Another serious threat that happens with the use of digital technology
are cybercrimes. In the Philippines, the Cybercrime Prevention Act of 2012,
officially recorded as Republic Act No. 10175, is a law that was approved on
September 12, 2012. The table below presents a list of the different types of
cybercrimes.

Table 2. Types of Cybercrimes

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 Type Description

1.  Illegal access Unauthorized access (without right) to a computer system or application

2.  Illegal interception Unauthorized interception of any non-public transmission of computer

data to, from, or within a computer system.

Unauthorized alteration, damaging, deletion or deterioration of computer

3.  Data Interference data, electronic document, or electronic data message, and including the
introduction or transmission of viruses.

Unauthorized hindering or interference with the functioning of a computer

or computer network by inputting, transmitting, damaging, deleting,
4. System Interference deteriorating, altering or suppressing computer data or program,
electronic document, or electronic data messages, and including the
introduction or transmission of viruses

Unauthorized use, possession, production, sale, procurement,

5. Misuse of devices importation, distribution, or otherwise making available of devices, a
computer program designed or adapted to commit any of the offenses
stated in Republic Act 10175

Acquisition of domain name over the Internet in bad faith to profit,

6. Cyber-squatting mislead, destroy a reputation, and deprive others of the registering the
same

Unauthorized input, alteration, or deletion of computer data resulting to

inauthentic data with the intent that it be considered or acted upon for
7. Computer-related legal purposes as if it were authentic, regardless whether or not the data
Forgery is directly readable and intelligible; or the act of knowingly using computer
data which is the product of computer-related forgery as defined here, to
perpetuate a fraudulent or dishonest design

8. Computer-related Fraud Unauthorized input, alteration, or deletion of computer data or program or

interference in the functioning of a computer system, causing damage
thereby with fraudulent intent

Unauthorized acquisition, use, misuse, transfer, possession, alteration, or

9. Computer-related deletion of identifying information belonging to another, whether natural or
Identity Theft juridical

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 Willful engagement, maintenance, control, or operation, directly or
indirectly, of any lascivious exhibition of sexual organs or sexual activity,
10. Cybersex with the aid of a computer system, for favor or consideration

Unlawful or prohibited acts defined and punishable by Republic Act No.

11. Child Pornography 9775 or the Anti-Child Pornography Act of 2009, committed through a
computer system

Unlawful or prohibited acts of libel as defined in Article 355 of the Revised

12. Libel Penal Code, as amended committed through a computer system or any
other similar means which may be devised in the future.

Managing Other Computer Threats

Apart from cyberbullying, you also need to become aware of different

computer threats that may happen online since the internet is home to other
specific risks.

Table 3. Types of Online Threats

Online Threat Description

This happens when an email is sent from an internet criminal disguised as an

email from a legitimate, trustworthy source. The message is meant to lure you
Phishing into revealing sensitive or confidential information.

It happens when a hacker (or “pharmer”) directs an internet user to a fake

website instead of a legitimate one. These “spoofed” sites can capture a
victim’s confidential information, including usernames, passwords, and credit
Pharming
card data, or install malware on their computer. Pharmers usually focus on
websites in the financial sector, including banks, online payment platforms, or
other e-commerce destinations.

Internet Scam It refers to someone using internet services or software to defraud or take
advantage of victims, typically for financial gain. Cybercriminals may contact
potential victims through personal or work email accounts, social networking
sites, dating apps, or other methods in attempts to obtain financial or other
valuable personal information. Online scams may come in various forms, such
as lottery scams, charity fraud scams, job offer scams, and online dating
scams, to name a few.

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 These are also known as spiders, crawlers, and web bots. It is a software
application that is programmed to do specific tasks. Bots are automated, which
means they run according to their instructions without a human user. Some
bots are useful, such as search engine bots that index content for search or
Internet robots
customer service bots that help users. Other bots are "bad" and are
programmed to break into user accounts, scan the web for contact information
for sending spam, or perform other malicious activities. If it's connected to the
Internet, a bot will have an associated IP address.

This pertains to malicious software, is any program or file that is harmful to a

Malware computer user.

These are unsolicited emails, instant messages coming from recipients that are
not granted verifiable permission for the message to be sent. Spam messages
Spams can be damaging if you open or respond to it.

It refers to using the internet or other electronic device to harass or stalk

Cyberstalking individuals or organizations.

It happens when someone or something pretends to be something else to gain

our confidence, get access to our systems, steal data, steal money, or spread
Spoofing malware

Developing positive cyber citizenship can help prevent computer

threats from happening. In accessing cyberspace, specifically communicating
and connecting with other people, you have to use respectful and kind
language, not hateful or bullying words. As much as possible, treat others the
way you want to be treated.

For your security, don’t ever share your private information, such as
your passwords or home address. As we all know, a password is essential
that needs to be confidential. You can secure your online account by creating
a stable and strong password using 8 characters or more, any combination of
letters, numbers, and symbols. Do not use a particularly weak password (e.g.,

299
"password123"). Don’t even use your birthday or any personal information in
your password. And, of course, don’t ever share your password with anyone.

Apart from these, become vigilant and cautious about the sites you are
visiting. As much as possible, do not log in on public computers. Otherwise,
log out your accounts when you accessed them on public computers or even
in libraries; use incognito mode for that purpose. Most importantly, think
before you click!

Researching and Evaluating the Web

As you go through your academic life, you will be required to write

research papers as part of the requirements in your course. You might agree
that we sometimes find ourselves overwhelmed with billions of information on
the web; it has become a challenging task for us to see which information is
reliable and relevant to our study.

Since we encounter a vast amount of information from an endless number

of sources on the internet, smart searching has become one of the invaluable
skills that everyone needs to develop. In intelligent searching, you will be
more skillful in finding the right information quickly and easily from a reliable
source, saving your time and effort. Smart searching has three essential
components:

● Choosing the right search terms;

● Understanding search results; and
● Narrowing a search to get the best results
When searching online through Google, these are things to keep in mind:

● Every word counts;

● The order you type the words count;
● Capitalization doesn’t count; and
● Punctuation doesn’t count

If you are having difficulties in finding your needed information, try to

strategize in your search. This may include typing your questions; important
keywords from the questions and typing them into a search engine; using
similar words (or synonyms) if your desired results do not show up; keeping

300
track of which keywords and synonyms you already used, and; recording the
results of your searches.

Safety has to be the foremost consideration when searching online.

You have to be cautious and vigilant in every “click” you do, especially on the
different websites you visit. Table 4 presents the six criteria that can guide you
in assessing and evaluating the websites you are visiting.

Table 4. Six Criteria in Assessing and Evaluating Websites

Criterion Description

Authority reveals that the person, institution, or agency responsible for a site
has the qualifications and knowledge. Evaluating a web site for authority:

● Authorship: It should be clear who developed the site.

● Contact information should be clearly provided: e-mail address, snail

mail address, phone number, and fax number.
Authority ● Credentials: the author should state qualifications, certifications, or
personal background that gives them the authority to present
information.

● Check to see if the site supported by an organization or a commercial

body

The purpose of the information presented on the site should be clear. Some
sites are meant to inform, persuade, state an opinion, entertain, or parody
something or someone.

● Does the content support the purpose of the site?

● Is the information geared to a specific audience (students, scholars,

Purpose general readers)?

● Is the site organized and focused?

● Are the outside links appropriate for the site?

● Does the site evaluate the links?

● Check the domain of the site. The URL may indicate its purpose.

Coverage It is difficult to assess the extent of coverage since depth in a site, through the
use of links, can be infinite. One author may claim comprehensive coverage of
a topic while another may cover just one aspect of an issue.

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 ● Does the site claim to be selective or comprehensive?

● Are the topics explored in depth?

● Compare the value of the site’s information compared to other similar

sites.

● Do the links go to outside sites rather than their own?

● Does the site provide information with no relevant outside links?

The currency of the site refers to: 1) how current the information presented is,
and 2) how often the site is updated or maintained. It is important to know when
a site was created when it was last updated, and if all of the links are current.
Evaluating a web site for currency involves finding the date information was:

● first written

● placed on the web

Currency ● last revised

Then ask if:

● Links are up-to-date

● Links provided should be reliable. Dead links or references to sites

that have moved are not useful.

● Information provided, so trend related that its usefulness is limited to a

specific period? The site has been under construction for some time?

Objectivity of the site should be apparent. Beware of sites that contain bias or
do not admit its bias freely. Objective sites present information with a minimum
of bias. Evaluating a web site for objectivity:

● Is the information submitted with a particular preference?

Objectivity
● Does the information try to sway the audience?

● Does site advertising conflict with the content?

● Is the site trying to explain, inform, persuade, or sell something?

Accuracy There are few standards to verify the accuracy of the information on the web. It
is the responsibility of the reader to assess the data presented. Evaluating a
web site for accuracy:

● Reliability: Is the author affiliated with a known, respectable

institution?

● References: do statistics and other factual information receive proper

references as to their origin?

● Does the reading you have already done on the subject make the

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 information seem accurate?

● Is the information comparable to other sites on the same topic?

● Does the text follow basic rules of grammar, spelling and

composition?

● Is a bibliography or reference list included?

Abstraction

Digital Literacy in Teaching and Learning. In your elementary and junior

high school years, have you had an opportunity to learn with technology?
What digital tool/s did your teacher use? Does it help you learn better?

Image Source: http://www.tpack.org/

Figure 1. The TPACK Framework

Since you are a future educator, it is essential to develop your

understanding and recognize how digital technology can be maximized to
bring out students’ potentials, thus improving teaching and learning
effectiveness. For teachers who intend to integrate technology in their
practices, TPACK or technological pedagogical content knowledge has
become a vital framework that can help teachers consider how their content
knowledge (CK) and pedagogical knowledge (PK) intersect with technology
(TK) to effectively teach and engage students. This framework draws from
integrating what teachers know, how they teach, and the role of technology to
better facilitate and impact students’ learning.

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 The intersection of all three domains—content, pedagogy, and
technology-- is the core of TPACK. It’s the sweet spot of useful and engaging
learning! The center in this framework, the heart of innovative teaching, refers
to how technological tools can improve education and support student
learning more deeply and effectively.

VII. REFLECTION

It is now time to reflect on your learning. Write a reflective paper about the topic
keeping in mind the following questions. (Note: You may or may not explicitly answer
these questions on your report.)

● What three (3) concepts about digital literacy you learned from the module?

● What three (3) points/ideas "resonate" with you? [ideas that you find a
"personal connection" based on your experience(s)]

● What two (2) questions would you like to raise to the class for discussion?
[these may be points/ideas that are not (yet) clear to you while completing the
module]

VIII. QUIZ

Direction: Write an essay about the topic “The Power of Digital Technology and
Responsible Cyber citizenship.” Your article must contain 300-500 words, which
will be graded according to the rubric below.
4 3 2 1

Focus & There is one clear, well- There is one clear, well- There is one topic. The topic and main
focused topic. Main ideas
Details focused topic. Main Main ideas are ideas are not clear.
are clear and are well
supported by ideas are clear but are somewhat clear

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 detailed and accurate not well supported by

information. detailed information.

The introduction is The introduction states The introduction states There is no clear

inviting, states the main the main topic and the main topic. A introduction,
structure, or
topic, and provides provides an overview conclusion is included.
conclusion.

an overview of the of the paper. A

paper. Information is conclusion is included.

Organization
relevant and presented

in a logical order. The

conclusion is strong.

The author’s purpose The author’s purpose The author’s purpose The author’s purpose
of writing is unclear.
of writing is very clear, of writing is somewhat of writing is somewhat

and there is strong clear, and there is some clear, and there is

evidence of attention evidence of attention evidence of attention

to audience. The to audience. The to audience. The

Voice author’s extensive author’s knowledge author’s knowledge

knowledge and/or and/or experience with and/or experience with

experience with the the topic is/are evident. the topic is/are limited.

topic is/are evident.

Word Choice The author uses vivid The author uses vivid The author uses words The writer uses a

words and phrases. The words and phrases. The that communicate limited vocabulary.

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 choice and placement choice and placement clearly, but the writing Jargon or clichés may

of words seems of words is inaccurate lacks variety. be present and

detract rom the
accurate, natural, and at times and/or seems
meaning.

not forced. overdone.

All sentences are well Most sentences are Most sentences are well Sentences sound

constructed and have well constructed and constructed, but they awkward, are

varied structure and have varied structure have a similar structure distractingly
Sentence
repetitive, or are
length. The author and length. The author and/or length. The
Structure, difficult to understand.

makes no errors in makes a few errors in author makes several The author makes
Grammar,
numerous errors
grammar, mechanics, grammar, mechanics, errors in grammar,
Mechanics, &
in grammar,
and/or spelling. and/or spelling, but mechanics, and/or mechanics, and/or
Spelling
spelling that interfere
they do not interfere spelling that interfere
with understanding.
with understanding. with understanding.

IX. REFERENCES:

Belcic, I. (2019). What is Pharming and How to Protect Against Attacks. Retrieved
from https://www.avg.com/
Digital literacy. Deakin University. Retrieved from https://www.deakin.edu.au
Essentials of Digital Literacy. Retrieved from
https://cdn2.hubspot.net/hubfs/2336109/Product_Resources/12_Essential_Ski
lls/Guide/LCOM_12EssentialSkills.pdf
Exploring the Internet: Researching and Evaluating the Web. Mrs. Frimmer’s Class.
Retrieved from http://frimmerclass.weebly.com/
Hobbs, R. (2010). “Digital and Media Literacy: A Plan of Action”. The Aspen
Institute Communications and Society Program 2010. Retrieved
from https://assets.aspeninstitute.org/
Hague, C., & Payton, S. (2011). Digital literacy across the curriculum. Curriculum
Leadership, 9(10).

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Johansen, A. (n.d.) Internet scams: What they are and how to avoid them. Retrieved
https://us.norton.com/internetsecurity-online-scams-internet-scams.html
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A
framework for integrating technology in teachers’ knowledge. Teachers
College Record, 108 (6), 1017–1054
Mulka, L. (2014). Cyberliteracy for the Digital Age. B.E. Publishing, Inc. Retrieved
from https://www.bepublishing.com/
Scams – Spam, Phishing, Spoofing and Pharming. Cybersecurity Awareness
Program: Lubbock Texas Tech University. Retrieved from
https://www.ttu.edu/cybersecurity/lubbock/digital-life/digital-identity/
Six Criteria for Websites. Dalhouse University. Retrieved from
https://cdn.dal.ca/
Son, J.-B., & Park, S.-S. (2015, November). Digital literacy: EAP students'
awareness and use of digital technologies. Paper presented at the
Globalization and
Localization in CALL (GLoCALL) 2015 Conference, Pai Chai University, Daejeon,
Korea.
Spoofing. Retrieved from https://www.malwarebytes.com/spoofing/
Toral, J. (n.d.). 16 Cybercrimes covered under Cybercrime Prevention Act –
Republic Act 1017. Retrieved from https://digitalfilipino.com/
What Is a Bot? Retrieved from https://www.cloudflare.com/learning/bots/what-is-a-
bot/

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I. UNIT 4: 21st CENTURY SKILLS
II. LESSON 10: ECOLITERACY
III. DURATION: 3 hours
IV. INTRODUCTION
Ever since industrialization and technological advancements were adapted by
humanity, the present state of our environment is continually turning into a downward
direction. Products, such as plastics, that are supposed to help humanity, are now a
major concern to the nature and the lives of its inhabitants. The bodies of water have
become far different from its original state several decades before. Even the air that
we breathe in has become polluted with numerous particulate matter that affects
human health. The rampant cutting of trees and converting lands into commercial
spaces have been deteriorating the beauty of nature and the biodiversity of life.
Indeed, the environment has become vulnerable to damage due to our careless
actions.

These environmental issues, which can be rooted in our everyday practices,

continue to pose negative consequences that do not only affect humans but all forms
of life on Earth. Thus, the development of ecological understanding and awareness
is an essential aspect that has to be fostered in a 21 st-century learning environment.
As a future educator, you have this significant task to become well-informed and
make positive changes to the behavioral attitudes of your students shortly towards
the environment. You can change the way how people look at and treat the
environment.

In achieving such, you have to become first acquainted with eco-literacy that
pertains to the ecological understanding and awareness of the Earth as our life-
support system. In this module, you will come to understand eco-literacy and
sustainable development as well as environmental education. It is hoped that after
you have completed this module, you will be able to recognize the importance of
eco-literacy and ecological knowledge and how it can help contribute to the
protection and conservation of the environment towards a life-sustaining society.

V. OBJECTIVES:
At the end of the module, you should be able to:

1. demonstrate an understanding of eco-literacy and sustainable

development;

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 2. explain the environmental principles and the concept of dark green
schools, and;
3. recognize the importance of eco-literacy and ecological education.

VI. LESSON PROPER

Activity

Direction: Read the written letter below and answer the guiding questions that
follow. You may also watch the YouTube video version of this letter through this
link: http://tiny.cc/WrittenLetter2070

A Letter Written In the Year 2070

We are in the Year 2070.

I’ve just turned 50 but my appearance is of an 85 year old person.
I have serious kidney problems because I drink to little water.
I believe that I’ve little time left. Today I’m one of the oldest persons
in our society!!

I remember when I was 5 years old. Everything was different. There were many trees in the
parks, the houses had nice gardens and I was able to enjoy a bath or take a long shower.
Today we use hygienic tissues humidified in mineral oil to clean our skin!

In the past women showed their beautiful hair. Today we have to shave our heads to keep
them clean without the use of water. Back then my father washed his car with the water which
came out of the water hose. Today the children can’t believe that water ever was used in such
a way. I remember that there were many Announcements that said: DONT WASTE WATER,
only that nobody cared; everybody thought that water would never finish. Today all the rivers,
dams, lakes and other water sources are irreversibly contaminated or used up. Huge deserts
replace the landscape which is all around of us. Gastrointestinal infections, skin diseases and
diseases of the urinary evacuation system are the main causes of death. The industry is
paralyzed and unemployment is dramatic.

The desalination factories are the main source of employment and they pay you with potable
water instead of wage. The assaults for a can of water are common in the deserted streets.
The food is 80% synthetic. In the past the ideal amount of water as indicated to drink was eight
glasses per day for an adult person. Today I only can drink half a glass. The clothes are wear
and tear, which increases the amount of trash; we had to return to old fashioned wells and
septic tanks like in the last century because the networks of sewers cannot be used due to the
lack of water.

The appearance of the population is horrible; bodies become weak, wrinkled by the
dehydration, plenty of sores in the skin by the ultra-violet rays that do not have the ozone layer
that filtered them in the atmosphere. Because of the dryness of the skin, a young person of 20
years appears to be 40. The scientists investigate, but there is no possible solution. Water
cannot be made; oxygen also is degraded by lack of trees. This degradation of oxygen has
diminished the intellectual coefficient of the new generations. The morphology of sperm of
many individuals was altered. As a consequence many children are born with insufficiencies,
mutations and deformations. The government even makes us pay for the air we breathe, 137
m3 per day by adult inhabitant. The people who cannot pay are excluded from the “ventilated
zones”, that are equipped with gigantic mechanical lungs that work with solar energy. They are
not of good quality, but it is possible to breathe.

The average age of humans is 35 years. In309 some countries some vegetation spots with their
respective river are left and are strongly watched over by the army. The water became a very
coveted treasure, more than gold or diamonds. Here however, there are no trees because it
almost never rains, and when a precipitation gets registered, it is of acid rain. The years
seasons severely are transformed by atomic testing and from the polluting industries of the
Guiding Questions:

1. What portion of the letter written in the year 2070 struck you the most?
Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

________________________________________________________________
________________________________________________________________

2. Do you think that the message of the letter will become into reality in the
year 2070? Why? Why not?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

________________________________________________________________
________________________________________________________________

3. What environmental issues and problems have you been experiencing in

your community?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

________________________________________________________________
________________________________________________________________
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 4. In what way/s can you help solve these environmental issues and/or
problems?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Vocabulary Development

Direction: In this short activity, you will use the KIM table below. KIM is an
acronym that represents three significant columns. In the first column labeled “K”,
you can find the list of keywords you need to learn. In the second column
labeled “I”, you need to write what that particular keyword means to you and the
dictionary meaning as well. In the “M” column, which stands for memory clue, you
need to draw/sketch or give an example of the keyword that will help you
remember the meaning.

Information Memory Clue

(Draw or write an
Key Word
example that will help
Guessed Meaning Dictionary meaning
you remember what it
means)

1. panacea

2. detrimental

3. niche

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 4. disparate

5. annihilation

Analysis

What is eco-literacy?

The concept of eco-literacy was initially introduced by the

environmental educator David W. Orr (1992) and the physicist Fritjof Capra
(1995). Ecoliteracy is described to be the understanding of the natural
systems and maintenance of the living processes that make life possible on
Earth (Wahl, 2017). It also refers to the knowledge of the principles of
organization of ecological communities and applying these principles to create
sustainable communities (Capra, 1997).

In other words, eco-literacy pertains to the ecological understanding

and awareness of the Earth as our life-support system. When we say
ecology, not only do we refer to the environment but also the different
components in it that help maintain and sustain life. As a whole, these
components (abiotic and biotic) make up the ecosystem. Biotic components
include those organisms (plants, animals, fungi, bacteria, protists) that
possess life while those that do are considered to be abiotic (air, water,
sunlight, soil). The study of the ecosystem falls under ecology that deals with

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the relationships and interactions between living organisms and their
environment.

According to Molly Young Brown, eco-literacy may also be referred to as

“eco-wisdom” for it encompasses a wide range of understanding, knowledge,
attitudes, and experience about the environment, which entails the following
aspects:

● awareness of our interconnectedness and kinship with all life;

● a sense of wonder and gratitude for the world;
● a strong sense of physical and spiritual connection to land and place;
● a widening of identification beyond the individual ego to the “ecological
self”;
● an understanding of basic concepts of ecology and systems thinking,
and perceiving relationships among humans and all living systems
through these lenses;
● comprehension of the significant ecological and social crises we face
and their interrelationships;
● the willingness to experience both the pain and joy of the world;
● lived values of cultural diversity, equality, justice, and inclusiveness;
● a critical examination of prevailing paradigms, assumptions, and
institutions;
● collaboration for social transformation and non-hierarchical
governance;
● conservation of resources and energy; recycling, reusing, sharing, etc.;
● consideration of environmental and social implications in all consumer
choices; and
● attentiveness to wild nature for renewal and guidance.

Seven (7) Environmental Principles

To better understand the environment and contribute to its protection

and conservation, you must recognize and demonstrate an ecological
understanding of the following environmental principles. These principles may
serve as bases to inform the solutions we are to take and guide our actions to
help solve such ecological issues we have been experiencing. As you go

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through, you may notice that several environmental and health problems are
integrated into our discussion.

1. Nature knows best.

2. All forms of life are important

3. Everything is connected to everything else

4. Everything changes

5. Everything must go somewhere

6. Ours is a finite earth

Nature is beautiful and we are stewards of God's creation

Figure 1. The Seven Environmental Principles

1. Nature knows best. (Ang kalikasan ang mas nakakaalam.)

It points to the idea that we have to understand how the environment works
and follow its rules. Therefore, we should not go against natural processes to
achieve a continuous and steady supply of resources; otherwise, any
disruption could bring imbalance to the ecosystem.
Nutrient cycling is the best example of a natural process that needs serious
attention. This process deals with how nutrients are being passed from the
environment to the organisms and back to the environment. Any disruption in
this natural process can bring an imbalance to the ecosystem. For example,
the excessive use of fertilizers and pesticides by farmers in agriculture to
improve crop yield might adversely affect the environment and human health
through the air, water, and soil pollution. In soil pollution, the use of
excessive chemical fertilizers may increase the acidity of the soil, which
influences its nutrient composition, thus, making it unfit for the survival of
plants and other organisms. The phenomenon of eutrophication, on the
other hand, is one of the significant causes of water pollution. Eutrophication
is characterized by the excessive growth of plants and algae in the body of
water due to the increased availability of nutrients, which could have run off
from fertilizers in agricultural fields. The discharge of excessive nutrients from
fertilizers such as nitrogen and phosphorus has a detrimental effect on the
marine life ecosystem. Since there is excessive growth of algae and plants on
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the surface of the body of water, sunlight is prevented from reaching plants at
the bottom, which affects the production of oxygen, thus affecting marine life.

Image Source: https://waterpollutionawarness.weebly.com/eutrophication.html

Figure 2. Process of Eutrophication

2. All forms of life are essential. (Ang lahat na may buhay ay
mahalaga.)
Each living organism plays a crucial niche (role) in the environment, be it
a plant, an animal, a fungus, a bacterium, or a protist. These organisms
comprise the Earth’s biodiversity---the variety of all life forms on the planet.

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 Image Source: https://hwt.co.za/6-kingdoms-life/

Figure 3. Kingdoms of Life

Can you think of the crucial roles of these organisms?

As you know, plants carry-out the process of photosynthesis, which is the

ultimate source of life for nearly all organisms by providing the source of
energy that fuels metabolic processes. Simply put, they are the producers of
food. Meanwhile, animals, like us humans, are the consumers of food.
Some animals, like snakes, maintain ecological balance by feeding on mice
and other small rodents that damage crops and carry disease. They also
provide food for larger mammals, birds, and even other snakes.

Along with bacteria, fungi act as decomposers and recyclers. Also, there
have been several studies that showed the potentials of these
microorganisms to degrade environmental pollutants effectively. Moreover,
studies have already proven the efficacy of bacteria in degrading polyethylene
(or plastic), causing the emerging problem of plastic pollution.

3. Everything is connected to everything else. (Ang lahat ng bagay

ay magkakaugnay.)
The two main components of the ecosystem can be described as abiotic
and biotic. Biotic components include those organisms (plants, animals, fungi,
bacteria, protists) that possess life while those that don’t are considered
abiotic (air, water, sunlight, soil). Ensuring the sustainability of the ecosystem,
these components interact with each other, in which any external disruption
may cause an imbalance and collapse of the system. The ecological
interactions between the biotic and abiotic components of an ecosystem are
crucial to sustain and make it function as one unit or system.

For example, the trees in a forest serve as habitats of diverse organisms

like ferns, orchids, birds, insects, and mammals. When these organisms die,
they will undergo the decomposition process that contributes to the fertility of
the soil, enabling other organisms, mainly plants, to grow and thrive. In
photosynthesis, plants release oxygen as by-products that animals need to
drive critical metabolic processes. Meanwhile, in cellular respiration, animals
supply carbon dioxide that is essential for plants to manufacture food. It is

316
undoubtedly that the biotic components of the ecosystem affect and are
affected by the abiotic components.

However, as we mentioned, any external disruption may destroy the

system. Anthropogenic activities, those that are being carried out by
humans, have adverse effects on the ecosystems. Examples of these include
the problem of eutrophication that you learned earlier and the disposal of
plastic wastes in the bodies of water, which may affect water quality and the
marine life thriving therein. Another example is deforestation that causes soil
erosion and destruction of habitats that host diverse flora and fauna. And, air
pollution which may also lead to health problems.

4. Everything changes. (Ang lahat ay nagbabago.)

As a famous adage goes, there is nothing more permanent in this world
than change. The ecosystem and its components have been continuously
changing. Living organisms tend to evolve to adapt in the current
environment, in which some have been becoming problematic to us. Even the
tiniest forms of living organisms change. For instance, there is the evolution of
antimicrobial resistance among bacteria: a serious problem that concerns
public health apart from COVID-19. In history, the revolutionary success of the
discovery and development of antibiotics had paved the way for the
development of public health and medicine. However, the miracle
development of antibiotics is being eroded by the emergence of resistant
bacteria. This phenomenon is called antimicrobial resistance that occurs when
bacteria develop mechanisms that enable them to resist the actions of
antibiotics (see Figure 4). It may be attributed not just to natural selection but
also to the human practice of rampant and indiscriminate use of antimicrobials
for prophylaxis (a medication or a treatment designed and used to prevent a
disease from occurring) and treatment in man and food animals.

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Image Source: https://www.foodnavigator.com/

Figure 4. Antimicrobial Resistance

Another drastic change happening in the environment is the global

climate change: the increasing changes in the measures of climate over a
long time. It has become the most urgent environmental threat that does not
only affect the environment but all facets of life. The rapid advancement of
technology and industrialization can be linked to such. Admittedly, it can also
be associated with anthropogenic activities or inappropriate behavior of
mankind towards the environment. For example, although forests are among
the country’s significant resources, it can be seen that they have suffered
severe depletions a result of illegal logging and thus affecting the habitat of
many wild animals and biodiversity in general.

5. Everything must go somewhere (Ang lahat ng bagay ay may

patutunguhan).
Have you ever thought where the candy wrapper you have thrown on the
beach end up a will? It disappears from your sight, but it does not cease to
exist. Due to weathering, they may turn into microplastics, which have size
dimensions less than 5 mm.

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Microplastics are ubiquitous and could continually accumulate in the marine
ecosystem, entering the ocean every year due to improper disposal, runoff,
etc. (Wilcox et al., as cited by Espiritu et al., 2019). Since microplastics are
still forms of plastics, they have high stability and durability that enable them
to be persistent pollutants in the marine ecosystem, reaching far distances,
thus widening their impact on ecosystems (Cozar et al.; Ryan et al., as cited
by Espiritu et al., 2019).

One devastating impact is seen among sea turtles. Research suggests that
52% of the world's sea turtles have eaten plastic wastes. You might have
probably seen in social media a sea turtle that had swallowed a plastic strip;
for them, plastics look and move like jellyfish (as their food). Aside from this, a
study showed that the green mussels or tahong that were taken from different
areas in the Philippines have returned complimentary for microplastic
(Argamino & Janairo, 2016).

Image Source: https://link.springer.com/article/10.1007/s00253-018-9195-y

Figure 5. Microplastics

6. Ours is a finite earth. (Ang kalikasan ay may hangganan.)

This principle reminds us that not all resources here on Earth are renewable;
some resources cannot be replenished through natural processes. Although
renewable resources may be replenished, it is essential to keep in mind that
these are renewable only when they are not overused and not exploited from
319
environmental problems like pollution. Hence, it is a must to support the
causes of reforestation campaigns, soil and water conservation techniques,
biodiversity conservation, and solid waste management programs.

7. Nature is beautiful and we are stewards of God’s creation! (Ang

kalikasan ay maganda at tayo ang tagapangasiwa ng lahat na
nilikha ng Diyos.)

Without nature, humans and other living organisms cannot exist, for it
serves as our life-support system. It provides everything that we need.
Therefore, we must advocate for the protection and conservation of the
environment to sustain our present needs and the needs of the future
generations.

Sustainable Development

The 1987 Bruntland Commission Report described the concept of

sustainable development as “development that meets the needs of the
present without compromising the ability of future generations to meet their
own needs.” It is a paradigm for thinking about a future in which
environmental, social, and economic considerations are balanced in the
pursuit of development and improved quality of life (UNESCO, 2012).

But, how can sustainable practices be incorporated in one’s lifestyle?

We can make use of sustainable practices in our food consumption for

example. These practices may include bringing our food containers when
dining out, using bamboo or metal straws when drinking our favorite drink,
and using tumblers instead of plastic bottles. In this way, we reduce or avoid
accumulating single-use plastic, which may only end up in landfills or
elsewhere, adding to the intensity of plastic pollution inland and marine
ecosystems.

Growing our food is also a sustainable practice; it costs less and is not
contaminated with fertilizers and pesticides that have subtle adverse effects in
our environment.

Besides, when we travel from time to time to places we have to –

whether in school, work, or leisure travel, we usually need to ride vehicles. As
320
you know, energy has to be consumed in petroleum, diesel, or electricity for
these vehicles to function. But, these fuels are limited, and it will take a long
process that may not be sustained further if not utilized properly. To meet
today’s needs and the needs of the coming future, we must keep in mind of
supporting our resources. A straightforward way yet sustainable practice in
this situation is through walking or riding a bicycle. If the place we’re going to
visit is just near, why not go for a walk or try to ride a bike. It would not be
suitable for our environment only but also for our health, for such is an
excellent form of exercise.

Sustainable development may also be integrated into teaching and

learning. An example of this is the application of green chemistry in teaching
and learning of science. Green chemistry uses environmentally-friendly
chemical processes to teach and learn scientific concepts with personal safety
and the environment in mind. It aims to reduce waste production, material
usage, hazardous chemical reactions, risks, energy use, and cost. In your
chemistry classes during your junior high school years, you have probably
made a soap.

Instead of buying several chemical components of soap, it must have

been better if you made use of fruits within your community and turned them
into soap. Applying green chemistry, the peelings or fruit wastes may be re-
used as fertilizers for growing plants.

Abstraction

Imagine yourself as a teacher and try to reflect on the following questions:

• How do you think you can integrate environmental issues into teaching
and learning?
• How can you help your students recognize such issues and encourage
them to participate in the solution of these problems?
• How will you instill and cultivate in them the love of nature?

The concept of Dark Green School and Environmental Education can

provide you with meaningful ideas.

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Making Schools Dark Green

In the pursuit of promoting environmental awareness and sustainable

development, the concept of dark green schools (DSG) was introduced by
the Philippines Network of Educators on Environment (PNEE). DSG is being
awarded to schools that have met specific standards set by the accrediting
agency. It seeks to ensure deep commitment to the actualization of
environmental education goals through standardization and accreditation

The Dark Green School (DSG) program has the following objectives:

1) encourage schools/academic institutions to become more actively

involved in environmental issues at a practical and local level; and
2) develop skills and understanding among the students, faculty, and
school administrators in initiating active responses and increasing
community awareness and participation on environmental concerns.

A DGS is a school that…

• delivers environmental education through assimilation of the

environmental philosophy by the students day in and day out in formal
lessons as well as from activities outside the classroom;
• is clean and neat;
• calls for green spaces, appropriate land use planning, conservation, of
materials and energy, proper waste management, segregation, use of
proper materials and avoidance of harmful ones, and respect others’
right to smoke-free air;
• calls for management policies and guidelines that would affect a
healthful and ecological campus;
• has a well-planned environmental curriculum for all levels with
adequately oriented and trained faculty as well as an administrative,
library, and financial support;
• has faculty and students who are aware of and appreciate the
environmental program of the school;
• reaches out to its outside community to spread concern for the mother
earth and facilitate projects that improve the environment, and;

322
 • engages in research that adds knowledge in nature and the impact on
her from human activities.

Environmental Education

The US Environmental protection Agency describes environmental

education as any form of knowledge which provides individuals with
meaningful opportunities to tackle and engage in problem-solving activities of
ecological issues. Becoming exposed and immersed through ecological
education can help and facilitate individuals to develop a deeper
understanding of the environmental problems and acquire and use skills to
make informed and responsible decisions that affect the environment.

Further, environmental education aims to promote ecological

awareness and concern about economic, social, political, and ecological
interdependence in urban and rural areas. It also seeks to provide every
person with opportunities to acquire the knowledge, values, attitudes,
commitment, and skills needed to protect and improve the environment and
create new patterns of behavior of individuals, groups, and society toward the
environment.

The following are the components of environmental education:

● Awareness and sensitivity to the environment and environmental

challenges. It pertains to the understanding and sensitivity to the
environment and issues and problems.
● Knowledge and understanding of the environment and
environmental challenges. It refers to the concepts that revolve
around environmental issues, which may include causes and
mitigations.
● Attitudes of concern for the environment and motivation to
improve or maintain environmental quality. It deals with values and
feelings of respect for the environment and the inspiration for actively
participating in environmental improvement and protection.
● Skills to identify and help resolve environmental challenges. It
focuses on the skills for determining and identifying the solutions that
may help resolve an ecological issue.

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 ● Participation in activities that lead to the resolution of
environmental challenge. It centers on the active involvement and
participation of an individual to take part in the environmental issue.

In teaching and learning science, integrating environmental education can

be best observed through inquiry-based learning (IBL). The main essence of
IBL stems from scientific inquiry: asking questions and investigating the
natural phenomena. Allowing students to find a relevant environmental issue
within their community and develop solutions can be a good starting point to
build their environmental/eco-literacy. For instance, students may explore the
potential efficacy of a local plant as a remediator of pollutants in the body of
water. Through small-scaled scientific experiments, they would develop their
scientific skills, ecological understanding, and sensitivity to the environment.

Considering your field of specialization, how can you help promote eco-
literacy among your students in the future?

VII. APPLICATION

Direction: In the table below, list three (3) health issues, identify at least one
environmental factor that contributes to that health issue, and at least one possible
solution that may help solve that particular health issue.

Since we have been experiencing the impact of COVID-19, I hope you will be able to
recognize the environmental factors/issues that surround it and propose solutions to
alleviate such a problem. Hence, in completing this activity, you are also expected to
utilize your understanding of media and information literacy skills, specifically in
gathering relevant information. Please do not forget to cite your references.

Health issue Environmental Factor Solutions

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VIII. REFLECTION

Direction: It is now time to reflect on the understanding you gained from completing
this module. In doing so, write a reflection paper, keeping in mind the following
questions:

● What three (3) concepts of eco-literacy you learned from the module?

● What three (3) points/ideas "resonate" with you? [ideas that you find a
"personal connection" based on your experience(s)]

● What two (2) concepts would you like to learn further? [these may be
points/ideas that are not (yet) clear to you while completing the module]

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IX. QUIZ

Direction: To gauge your understanding, complete the crossword puzzle below by

filling in a word that fits each clue.

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 ACROSS DOWN
1 meeting the needs of the
present without compromising the ability
of future generations to meet their own 2 form of education which
needs  provides individuals with meaningful
5 ability of the bacteria in opportunities to tackle and engage in
degrading polyethylene  problem-solving activities of
environmental issues 
7 less than 5 mm types of
plastics that continually accumulate in 3 variety of life forms on Earth 
the marine ecosystem  4 excessive growth of plants and
9 causes soil erosion and algae in the body of water due to the
destruction of habitats that host diverse increased availability of nutrient
flora and fauna.  fertilizers 
12 occurs when bacteria develop 6 relationships and interactions
mechanisms that enable them to resist between living organisms and their
the actions of antibiotics environment 
13 not all resources here on 8 the current global health
Earth are renewable concern that can also be linked to the
environment 
14 role of an organism in the
10 understanding of the natural
X. REFERENCES

Argamino, C. R., & Janairo, J. I. B. (2016). Qualitative Assessment and Management

of Microplastics in Asian Green Mussels (Perna viridis) Cultured in Bacoor
Bay, Cavite, Phillipines. Environment Asia, 9(2).
Brown, M. (n.d.) Ecoliteracy. Retrieved from. https://mollyyoungbrown.com/what-is-
327
 psychosynthesis-ecopsychology-systems-thinking/ecopsychology/
Capra, F. (1997). Ecoliteracy: the Challenge for Education in the Next Century. text
príspevku na konferencii FORUM 2000.
Cuaresma, J. C. (2019). How Green Can You Go? Initiatives of Dark Green
Universities in the Philippines. In Sustainability on University Campuses:
Learning, Skills Building and Best Practices (pp. 165-189). Springer, Cham.
Espiritu, E. Q., Dayrit, S. A. S., Coronel, A. S. O., Paz, N. S. C., Ronquillo, P. I. L.,
Castillo,
V. C. G., & Enriquez, E. P. (2019). Assessment of Quantity and Quality of
Microplastics in the Sediments, Waters, Oysters, and Selected Fish Species
in Key Sites Along the Bombong Estuary and the Coastal Waters of Ticalan in
San Juan, Batangas. Philippine Journal of Science, 148(4), 789-801.
Sustainable Development. Retrieved from
https://seagrant.psu.edu/sites/default/files/Sustainable-development
Sustainable Development. United Nations Educational, Scientific and Cultural
Organisation. Retrieved from https://en.unesco.org/themes/education-
sustainable-development/what-is-esd/sd
The Seven Environmental Principles by Barry Commoner. Retrieved from
https://www.wetlands.ph/wp-content/uploads/2017/07/Handout-1_Module-1-
The-Seven-Environmental-Principles.pdf
The Dark Green School Program. Department of Environment and Natural
Resources Environmental Management Bureau. Retrieved from emb.gov.ph
Wahl, D. (2017). Ecoliteracy: Learning from living systems. Retrieved from
https://medium.com/age-of-awareness/ecoliteracy-learning-from-living-
systems-e162df608981
What is Environmental Education? United State Environmental Protection Agency.
Retrieved from https://www.epa.gov/education/what-environmental-education
I. UNIT 4: 21st CENTURY SKILLS

II. LESSON 11: ARTS AND CREATIVITY LITERACY

III. DURATION: 1.5 hours

IV. INTRODUCTION

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 Bringing creativity and literacy together can be a powerful tool to lead
students towards effective and meaningful learning. Through the integration of arts
in education, students are afforded opportunities to build and develop their cognitive,
social-emotional, and multi-sensory skills. Arts also offer opportunities for authentic
self-expression—the freedom of choice, thought, and feeling.

In the previous modules, you have recognized that literacy is more than being
able to read and write. Hence, in this module, you will understand that it also entails
the ability to express oneself and interpret the world around us using written, spoken,
or heard language, which centers on creative arts.

V. OBJECTIVES:

At the end of the lessons, you are expected to:

1. demonstrate an understanding of the integration of art activities and its impact

on teaching and learning;
2. recognize how art and literacy can be combined to enhance creative thinking,
problem-solving, and visual thinking, and;
3. suggest creative ways on how to integrate arts in teaching and to learn to
develop students’ literacy skills.

VI. LESSON PROPER

ACTIVITY

Direction: Study each photograph below for five minutes. Examine individual
items (people, objects, and activities) and form an overall impression of the
picture. Answer the questions that follow.

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Photograph 1

1. What is going on in this picture?

2. What do you see that makes you say that?

3. What questions does this photograph raise in your mind?

Photograph 2

330
 1. What is going on in this picture?

2. What do you see that makes you say that?

3. What questions does this photograph raise in your mind?

Vocabulary Development

Direction: In this short activity, you will use the KIM table below. KIM is an
acronym that represents three significant columns. In the first column labeled
331
“K,” you can find the list of keywords you need to learn. In the second column
labeled “I,” you need to write what that particular keyword means to you and
the dictionary meaning as well. In the “M” column, which stands for memory
clue, you need to draw/sketch or give an example of the keyword to help you
remember the meaning.

Information Memory Clue

(Draw or write an
Key Word Guessed Meaning example that will help
Dictionary meaning
you remember what it
means)

1. creativity

2. easel

3. aesthetics

4. spew

5. scribble

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ANALYSIS

The previous activity is an example of a learning activity that stimulates

one’s visual thinking and literacy skills. As you have noticed, by examining
the photographs, you were compelled to think profoundly and voice out
your ideas through writing, which are both essential components of
literacy. To find out what’s going on in each photograph, read the
information on the table below:

Photograph Photographer Backstory of the Image

“I left the AP office in downtown Caracas, and I

jumped on a motorbike taxi – the only way to
move in Caracas as a journalist – to try to find
some daily life pictures for the wire, basically
trying to describe the mood of the people days
before the presidential elections.

Only two blocks from the office I suddenly saw

Rodrigo Abd this extraordinary situation, so I jumped off the
motorbike to document the scene. It was surreal,
Photograph 1 (Venezuela) this guy, almost covered by water, trying to fix a
public tube. I spent nearly 20 minutes there until
the man finished his work. For me, it was a
symbolic image of the political situation in
Venezuela, where millions are trying not to drown
in the multiple problems facing the South
American country, amid the fighting between the
government and the opposition that seems to
worsen every day.” - Rodrigo Abd

Photograph 2 Andrew Biraj A child jumps on the waste products that are
used to make poultry feed as she plays in a
(Bangladesh) tannery at Hazaribagh in Dhaka, Bangladesh, on
Oct. 9, 2012. Luxury leather goods sold across
the world are produced in a slum area of
Bangladesh’s capital where workers, including
children, are exposed to hazardous chemicals
and often injured in horrific accidents, according
to a study released on Oct. 9. None of the
tanneries, packed cheek-by-jowl into Dhaka’s
Hazaribagh neighborhood, treat their wastewater,
which contains animal flesh, sulphuric acid,

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 chromium, and lead, leaving it to spew into open
gutters and eventually the city’s main river.

Most especially in early childhood education, teachers play a crucial

role of building and honing the foundation years of every child, which is
very important in their learning success in the future. Mainly, they play a
significant part in facilitating literacy skills in young learners; that is, the
ability to read, write, speak, and listen.

However, you have already known that literacy is more than being able
to read and write. It also entails the ability to express oneself and interpret
the world around us using written, spoken, or heard language, which
centers on creative arts.

One of the effective ways in promoting literacy skills is through the

infusion of creativity in teaching and learning. This can be done by
integrating art-based activities that also target the development of literacy
skills. Hence, bringing creativity and literacy together can be a game-
changer in teaching and learning.    

Art can be described as the expression or application of human

creative skill and imagination, which may be visual arts, literature, and
performing arts. To learn more about the synergy of creativity and literacy,
please watch this YouTube video from Edutopia channel titled “Art as Text:
Bridging Literacy and the Arts” https://www.youtube.com/watch?v=esUawrdkxEo,
and answer the following questions.

1. What does a literacy-based school advocate for?

______________________________________________________________
______________________________________________________________
______________________________________________________________
2. How did Concourse Village Elementary School bridge the
integration of arts and students’ literacy skills? Give one (1)
particular scenario.

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______________________________________________________________
______________________________________________________________
______________________________________________________________

3. What are the literacy strategies that can be used along with art
activities?
______________________________________________________________
______________________________________________________________
______________________________________________________________

4. How did embedding literacy in the arts impact the school in

general?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

ABSTRACTION

Students’ literacy skills can be achieved through art-based activities in

teaching and learning, which can help foster the following vital skills:

● Visual Literacy: Art promotes print awareness and the ability to

differentiate scribbles, markings, and shapes, and directionality and
position.
● Eye/Hand/Brain Coordination: Art promotes the ability to interpret
visual information, alter that information, and respond to a
continuous flow of new information being sent from the eye to hand
to the brain.
● Verbal Creativity: Combining literacy and art activities allows
children to expand their oral communication skills and learn a wide
range of sensory-rich vocabulary words.
● Visual Creativity: Combining literacy and art experiences allows
children to represent their ideas and feelings visually and enhances
imagination, graphic language, and spatial relations skills.
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 ● Aesthetics: Combining literacy and art allows children to have daily
opportunities for aesthetic expression.

Imagine children who draw pictures of stories they have read. Art tools
also provide young learners with pre-writing experiences, as they grasp
tools that later help them hold a pencil for writing. When singing songs,
their knowledge of letter sounds and vocabulary are being reinforced.
Vocabulary growth may also occur when exposed to new material as a
story, singing a song, role-playing, following dance steps, or describing an
artwork.

The table below summarizes how art activities can help promote literacy.

Art Activity Art Process Literacy

Children select mural theme then Self-expression,

Group Murals paint one large artwork narrative story
cooperatively development

Child works within boundaries of

Open Ended
paper, organizing content and Spatial relations
Drawing
composition

Child uses gross motor skills to

Easel Painting sweep brush and control fluid Visual literacy
materials

Handmade Art Using papers and collage, create Book knowledge and
Journal journal cover, pages, and binding. appreciation

APPLICATION

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 What practical ways to combine art and literacy are needed to enhance
creative thinking, problem-solving, and visual thinking?

Let us look at the following creative ways:

● Create stories in response to pictures and pictures in response to

actions.
● Read poems, sing songs, and then follow with a picture. This type of
multi-sensory approach fosters “rich mental models.”
● Teach reflection and reasoning. Stop a story before the ending. Have
children paint their idea for an end.
● Engage in child-centered conversations about stories, and then follow
with spontaneous artwork.
● Teach concept development and story progression, and then create
artwork that shows a visual story or passage.
● Generate creative ideas and imagery. Draw “what if?” or “what’s next?”
or “the best thing that could happen.”
● Use texture paintings to inspire ideas, imagery, and stories.
● Recognize that art engages many different learning styles.
● Question, share, value, and engage as you view each child’s art.

VII. REFLECTION

Direction: Write your insights about Ken Robinson’s quote, “Creativity is as important
as literacy.”

VIII. QUIZ

Concerning your field of specialization, enumerate at least three (3) ways to

integrate art activities in teaching and learning that can help foster literacy skills. Use
the table format below.

Grade
Subject Topic Art-based Activity Literacy Skills
Level

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IX. REFERENCES

Art, Literacy, and Learning. Retrieved from http://caeyc.org/main/caeyc/proposals-

2011/pdfs/AnnaReyner1.pdf

Bringing together creativity and literacy. Retrieved from

https://educationbusinessuk.net/features/bringing-together-creativity-and-literacy

Creative Literacy. Retrieved from https://thereadingtub.org/literacy/creative-literacy/

Why Creativity Is Just As Important As Literacy. Retrieved from

https://tinkergarten.com/blog/why-creativity-is-just-as-important-as-literacy

https://www.nytimes.com/2016/09/22/learning/40-intriguing-photos-to-make-
students-think.html

X. UNIT POSTTEST

DIRECTIONS: Encircle the letter of the correct answer.

1. It implies the continuing expansion and intensification of economic, political,

social, cultural, and judicial relations across borders.
a) globalization
b) multiculturalism

338
 c) socialization
d) intercultural communication
2. It is developing worldwide production markets and broader access to a range of
foreign products for consumers and companies involving particularly movement
of material and goods between and within national boundaries.
a) political globalization
b) industrial globalization
c) economic globalization
d) cultural globalization
3. It means the sharing of ideas, attitudes, and values across national borders.
a) economic globalization
b) cultural globalization
c) industrial globalization
d) political globalization
4. It means nurturing a religious community where people of all races, ethnicities,
and cultures see their cultural identities reflected and affirmed in every aspect of
congregational life—worship, fellowship, leadership, governance, religious
education, social justice, and others.
a) cultural
b) culture
c) intercultural
d) multiculturalism
5. It demonstrates a recognition and deeper appreciation of both their own and
others’ cultural differences and commonalities and is the first dimension that
exhibits a more intercultural mindset.
a) acceptance
b) minimization
c) denial
d) polarization
6. It is the stage where one accepts and acknowledges that there is such a thing as
cultural difference, but the difference is framed as a negative “us versus them”
proposition.
a) acceptance
b) denial
c) polarization
d) minimization
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7. It is characterized by an ability not only to recognize different cultural patterns in
oneself and other cultures but also to effectively adapt one’s mindset or behavior
to suit the cultural context in an authentic way.
a) minimization
b) acceptance
c) polarization
d) adaptation
8. These are essential in building both personal and professional relationships.
a) social cognition
b) social skills
c) social development
d) social information
9. It is a mental model, or representation, of any of the various things we encounter
in our daily lives.
a) schema
b) schemata
c) scheme
d) schedule
10. Individuals non-consciously mimic the postures, mannerisms, facial expressions,
and other behaviors of their interaction partners—is an example of how people
may engage in specific actions without conscious intention or awareness.
a) primed
b) impact bias
c) chameleon effect
d) affective forecasting
11. These are our general beliefs about a group of people, and, once activated, they
may guide our judgments outside of conscious awareness.
a) primed
b) stereotypes
c) automatic
d) chameleon effect
12. Language through speech, sign, or alternative forms of communication to
communicate wants, needs, thoughts, and ideas.
a) sensory processing
b) receptive language
c) behavior
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 d) expressive language
13. The ability to obtain, maintain and change one’s emotion, action, attention, and
activity level appropriate for a task or situation in a socially acceptable manner.
a) speech pattern
b) sensory processing
c) self-regulation
d) behavior
14. Do this with your child to help develop joint attention, turn-taking, shared
interests, and cooperation.
a) sympathy
b) social stories
c) empathy
d) play
15. Which of the following BEST describes the essential skills and competencies that
allow individuals to engage with media and other information providers effectively
and develop critical thinking and life-long learning skills to socialize and become
active citizens?

a) information literacy
b) media literacy
c) digital literacy
d) media and information literacy

16. The following can be referred to media EXCEPT:

a) content
b) producers
c) tools of communication
d) political activity
17. Social networking sites such as Facebook, Twitter, and Instagram are examples
of:

a) digital media
b) traditional media
c) content media
d) broadcast media
18. Which of the following is NOT an example of a print media?

341
 a) books
b) flyers
c) newspaper
d) YouTube
19. As a critical media literacy skill, this involves examining whether there are an
implicit meaning and purpose or not in the messages communicated through the
media aside from the explicit definition and objectives that are perceived immediately
by the readers:

a) analyze
b) evaluate
c) communicate
d) access
20. Mr. Antonio, a Biology teacher, created an infomercial about climate change. He
then posted and shared it with his students and colleagues through YouTube and
Facebook. Which media literacy skill is shown?

a) analyzing media
b) evaluating media
c) communicating media
d) accessing media
21. Which of the following question should you consider when examining the content
of any form of media?

a) Who is presenting the information? Is it a news organization, a corporation, or

an individual?
b) What might unconscious influences be at work?
c) What reaction is the message trying to provoke?
d) Do the visuals only present one side of the story
22. Which of the following shows the CORRECT sequence in the Information Skills
Problem Solving model?

a) Task Definition ---> Location and Access ---> Information Seeking Strategies
---> Use of Information ---> Synthesis---> Evaluation
b) Task Definition ---> Location and Access ---> Information Seeking Strategies
---> Synthesis---> Use of Information ---> Evaluation
c) Task Definition ---> Information Seeking Strategies ---> Use of Information ---
> Synthesis---> Location and Access ---> Evaluation
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 d) Task Definition ---> Information Seeking Strategies ---> Location and Access
---> Use of Information ---> Synthesis---> Evaluation
23. Recently, drinking warm water, gargling saltwater, and the traditional steam
healing or “tuob” have been claimed to be effective against COVID-19. However,
neither of these treatments has been recommended by doctors as means to combat
COVID-19 due to a lack of scientific evidence. What type of information disorder is
this?

a) disinformation
b) misinformation
c) malinformation
d) fake news
24. Refer to the task of determining how a business will afford to achieve its strategic
goals and objectives

a) business planning
b) consumer planning
c) financial planning
d) investment planning

25. Financial goals can give you the confidence boost and foundational knowledge
you need to achieve larger goals that will take more time is best termed as:

a) long-term financial goals

b) short-term financial goals
c) mid-term financial goals
d) all of the above

26. established an emergency fund, and paid off your credit card debt is associated
with what type of financial goals?

a) long-term financial goals

b) short-term financial goals
c) mid-term financial goals
d) none of the above

27. The common rule of thumb that you should save 10% to 15% of every paycheck
in a tax-advantaged retirement account is best example of what type of financial goals?

a) long-term financial goals

b) short-term financial goals
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 c) mid-term financial goals
d) none of the above

28. Listed below are an example of financial goals that you can consider except

a) Make a budget and living by it

b) Save an emergency fund
c) Pay off credit card debt
d) Buy all you want
29. The process of creating a plan to spend your money is called
a) Planning
b) Budgeting
c) Investing
d) Banking
30. Which of the following refers to the essential skills, knowledge, and
understanding necessary to utilize new technology and media to develop and share
meaning?

a) media literacy
b) digital literacy
c) information literacy
d) media and information literacy

31. This refers to the act of harassing other people that takes place online with the
use of technological devices like computers, laptops, tablets, and cellphones through
communication platforms including social media sites, text messages, chat, and
websites:

a) bullying
b) cyberbullying
c) cyberthreat
d) cyber citizenship
32. The following can be done to avoid cyberbullying and cybercrimes to happen
EXCEPT:

a) Treating others the way you want to be treated

b) Signing out one’s account after use, especially in public places
c) Not telling and sharing one’s password to other people

344
 d) Avoiding the excessive use of social media like Facebook and Twitter
33. This happens when an email is sent from an internet criminal disguised as an
email from a legitimate, trustworthy source. The message is meant to lure you into
revealing sensitive or confidential information.

a) pharming
b) spoofing
c) phishing
d) malware
34. When a teacher takes into account the person, institution, or agency responsible
for a website and its qualifications and knowledge to do so, which of the following is
he concerned with?

a) purpose
b) coverage
c) accuracy
d) authority
35. When assessing and evaluating a website, its objectivity should be one of the
primary concerns. Which of the following points of consideration should NOT be
considered when examining objectivity?

a) Is the information presented with a particular bias?

b) Does the information try to sway the audience?
c) Is the site trying to explain, inform, persuade, or sell something?
d) Is a bibliography or reference list included?
36. Mr. Antonio carefully examines the accuracy of media and information on the
web. This practice is:

a) important to ensure that the media and information content is accurate and
reliable
b) unethical because he does not trust the source of media and information
c) unnecessary because all resources from the internet are accurate and reliable
d) just a waste of time
37. Considering the TPACK framework, which of the following does NOT show a
positive effect of technology on student learning?

a) The quality of learning can be improved

b) The delivery of instruction can be more interesting and engaging

345
 c) The method of teaching and learning becomes more interactive and
meaningful
d) The role of the students as passive receivers of information
38. This refers to one’s understanding of the natural systems and maintenance of the
living processes that make life possible on Earth. It also refers to the understanding
of the principles of organization of ecological communities and the application of
these principles to create sustainable communities:

a) environmental sensitivity
b) environmental knowledge
c) environmental awareness
d) eco-literacy
39. Which of the following does NOT belong to the biotic component of an
ecosystem?

a) plant
b) animals
c) sunlight
d) fungi
40. Which field of study deals with the relationships and interactions between living
organisms and their environment?

a) environmental science
b) ecology
c) geology
d) earth science
41. This principle reminds us that not all resources here on Earth are renewable;
some resources cannot be replenished through natural processes.

a) Nature is beautiful, and we are stewards of God’s creation!

b) Everything must go somewhere.
c) Everything is connected to everything else.
d) Ours is finite earth.
42. The Brundtland Commission defines it as: “development that meets the needs of
the present without compromising the ability of future generations to meet their own
needs.”

a) ecological development

346
 b) sustainable development
c) uncompromising development
d) environmental development
43. Eutrophication is characterized by the excessive growth of plants and algae in
the body of water due to the increased availability of nutrients, which could have run
off from fertilizers in agricultural fields. Which of the following is a possible
consequence of eutrophication?

a) Water that is colorless and odor-free

b) Decreased toxicity of bodies of water
c) Significantly diminished sea harvest by fishermen
d) Less turbidity of the water
44. Anthropogenic activities, like illegal logging, can lead to:

a) decreased amount of solid waste

b) increased marine sanctuaries
c) less flooding
d) disruption of natural habitats
45. The following describes a dark green school EXCEPT:

a) calls for green spaces

b) is clean and neat
c) do not have a proper waste management program
d) fosters awareness and appreciation of the environment
46. When art promotes print awareness and the ability to differentiate scribbles,
markings and shapes, and directionality and position, which of the following is being
developed among learners?
a) visual literacy
b) verbal creativity
c) visual creativity
d) aesthetics
47. Art promotes the ability to interpret visual information, alter that information, and
respond to a continuous flow of new information being sent from the eye to hand to
the brain.
a) visual literacy
b) verbal creativity
c) visual creativity

347
 d) eye/hand/brain coordination
48. Combining literacy and art experiences allows children to represent their ideas
and feelings visually and enhances imagination, visual language, and spatial
relations skills.

a) visual literacy
b) verbal creativity
c) visual creativity
d) eye/hand/brain coordination
49. Combining literacy and art activities allows children to expand their oral
communication skills and learn a wide range of sensory-rich vocabulary words.

a) visual literacy
b) verbal creativity
c) visual creativity
d) eye/hand/brain coordination
50. Which art activity develops children’s visual literacy while using gross motor skills
to sweep brush and control fluid materials?

a) easel painting
b) handmade art journal
c) open-ended drawing
d) collage

348
 ABOUT THE AUTHORS
Miss Ma. Nina I. Adriano is currently taking her Ph.D. in
Education. She has a master’s degree in Public Administration
and is a candidate for another master’s degree in Language and
Literacy Education at the University of the Philippines Open
University. Her bachelor’s degree is in Arts major in English, and
graduated magna cum laude. Her research interests are mother
tongue-based multilingual education, second language
acquisition, early literacy, and adult education. She has
published her papers in international and Scopus-indexed
journals.

Dr. Ferdinand L. Alcantara is a regular faculty of Bulacan State

University, Hagonoy Campus, where he is the Research and
Internal Quality Assurance Coordinator with the academic rank
of Associate Professor V.
He started serving the university in June 1998 as a TLE
instructor and soon became the Student Teaching Supervisor
for Music, Arts, Physical Education, and Health. He finished his
Master’s and Doctor’s degrees at Bulacan State University with
Educational Management as his major. At present, he is an
active member that accredits programs of the Accrediting
Agency of Chartered Colleges and Universities of the
Philippines (AACCUP).

Mr. Ronilo Palle Antonio is a Google Certified Educator and a

faculty in Biology and Research at the Laboratory High School
and the College of Education, Bulacan State University, in the
City of Malolos, Bulacan. Presently, he is the Head of the
College Research Development Unit and the Coordinator of the
Board Licensure Examination for Professional Teachers
(BLEPT) Review Office. He obtained his master’s degree in
Biology Education from De La Salle University-Manila. At the
same time, he finished his bachelor’s degree in Biology from
Bulacan State University as Magna cum Laude and institutional
scholar. As a teacher-researcher, his interest focuses on
students’ thinking and learning skills and technology integration
in the teaching and learning of Science.
Dr. Avelina M. Aquino holds Professor VI; she has been the
adviser of Mentors’ Publications for several years. She was
formerly the Supervisor of Student Teaching in English and
formerly the Director of the Admissions Office at the Bulacan
State University, City of Malolos. Likewise, she has been a part-
time professorial lecturer in the graduate school of Holy Angel
University, Angeles City; Baliwag University, Baliwag, Bulacan;
Don Honorio Ventura Technological State University, Bacolor,
Pampanga; and La Consolacion University-Philippines, City of
Malolos. Dr. Aquino is a speaker on Experiential Learning,
Classroom Management, Action Research, Oral and Written
Communication for Teachers, Motivation, Module and Book
349
Writing, Features Literary Writing, Enhancing Skills in
Vocabulary, Developing the Four Macro Skills in English,
Language Proficiency for Teachers, Reading Comprehension,
Lesson Planning, Classroom Management Process, Leadership
Training and Principles of Effective Teaching, to name a few.
Dr. Aquino was a recipient of the Provincial Government
Scholarship Grant for six years; has been appointed by the
Commission on Higher Education Region 3 (CHEDRO3) as
member of the Regional Quality Assessment Team (RQAT) and
at the same time, she is a member that accredits programs in
education, Accrediting Agency of Chartered Colleges and
Universities in the Philippines (AACCUP), Inc.
As a post-graduate student of Drama Education and Theatre
Arts at the Philippine Normal University, Dr. Aquino has written 7
Filipino short stories for children in the Philippine Journal of
Education (PJE). She has written 5 books produced by Rex
Book Store and 13 books produced by Jymzyville Publications.
She has presented 14 papers in the national and international
conventions and has published 3 research articles in the
national refereed research journals and 8 research articles in the
international refereed research journals.

Mr. Amado Ordiz King is currently a College Instructor at

Bulacan State University – Sarmiento Campus under the
General Academics and Teacher Education (GATE)
Department, where he teaches Professional Education and
English subjects. He is a graduate of Bachelor of Secondary
Education Major in English at Our Lady of Fatima University –
Quezon City Campus and also a Licensed Professional Teacher
(LPT). He obtained his Master of Arts in Education Major in
Administration and Supervision (M.A.Ed.) at Dr. Carlos S.
Lanting College and afterward, he pursued his Doctor of
Education Major in Educational Management and

Dr. Christopher Santos Vicencio is a graduate of Doctor of

Education major in Educational Management. He earned his
Master of Arts in Educational Management and a recipient of
Award of Excellence; he is currently the Area Chairperson of the
Teacher-Education Department of Bulacan State University-
Meneses Campus. He authored books and published research
papers in international refereed journals.

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