ED 102 4. Creativity - The ability to think imaginatively and generate new ideas or solutions.

Creativity skills allow individuals to approach problems from different angles, think
LITERACY outside the box, and innovate.
- In the dictionary is the state of being able to read and write. In Philosophy, it is the 5. Adaptability - The ability to adjust to new situations, learn new skills, and embrace
ability to think critically and communicate effectively through listening, speaking, and change. Adaptability skills enable individuals to thrive in dynamic environments and
writing in all contents. The word “literacy” stems from the word “literate” which first successfully navigate evolving technologies and work processes.
appeared in the 15th Century. The Latin word “LITERATUS” means a person marked 6. Time management - The ability to effectively manage time and prioritize tasks. Time
with letters that is distinguished or identified by letters. management skills involve setting goals, planning, organizing, and allocating time
efficiently to maximize productivity and achieve desired outcomes.
TRADITIONAL LITERACY
- It is the integration of listening, speaking, reading, writing and critical thinking. Focuses
on isolated skills (listening, speaking, reading & writing.) Synthetic situations from CRITICAL THINKING - The ability to analyze information, evaluate arguments, and
textbooks. Using textbooks as the curriculum. Use of technology as the cool tool. Relies make reasoned judgments. This skill helps individuals to think logically, identify biases,
too much on the lessons content & theories/concepts. Since learning is mostly text and make informed decisions.
centered, the students tend to learn by him/herself. Ignorant to use modern
technologies/innovations, computer illiterate. DIGITAL LITERACY - The ability to use digital technologies and navigate the digital
world. Digital literacy includes skills such as using computers, accessing and evaluating
NEW LITERACY online information, protecting personal data, and using digital tools for communication
- focuses on 3 models: interpersonal, interpretive, and presentational. Personal real-world and productivity.
tasks. Use of thematic units and authentic resources. Integrating technology into
instruction to enhance learning. Uses practice or hands on in order to learn. Due to new INFORMATION LITERACY - The ability to locate, evaluate, and effectively use
technologies, self-learning becomes more immersing. Computer literacy. information from various sources. Information literacy skills involve determining the
credibility and relevance of information, synthesizing information, and citing sources
FUNCTIONAL LITERACY appropriately.
- According to UNESCO, it is the ability of an individual to take part in professional,
social, political, and cultural aspects in a society. EARLY/EMERGENT LITERACY
- Early literacy is learning about sounds, words, and language. You can support early
REFERING TO FUNCTIONAL LITERACY, UNESCO STATES THE FF.: literacy development by talking, reading books, singing songs, playing rhymes, and
1. Literacy programs should be integrated to and correlated with economic and social drawing. During early speech and language development, children learn skills that are
development plans. important to the development of literacy (reading and writing).
2. The eradication od illiteracy should begin with population sectors, which are highly
motivated and need literacy for their own and their country’s benefit. IMPORTANCE OF EMERGENT LITERACY
3. Literacy programs should be linked with economic priorities and carried out in areas - Engaging in rich language experiences helps children expand their vocabulary, develop
undergoing rapid economic expansion. sentence structure, and improve their overall communication skills. This strong language
4. Literacy programs must impart not only reading and writing but also professional and foundation serves as a steppingstone for later reading and writing success.
technical knowledge leading to greater participation of adults in professional and civic The first one is when they are learning to read, in the emergent literacy stage. In this
life. stage, they are not expected to learn the material but rather develop the foundation
5. Literacy must be and integral part of the over-all education system and plan of each required to do so. The second stage is reading to learn, which occurs in the early literacy
country. stage.
6. The financial need for functional literacy should be met with various resources, as well
as be provided for economic investments. EMERGENT LITERACY KNOWLEDGE AREAS:
7. The literacy programs should aid in achieving main economic objectives (i.e., increase Oral language: Children’s ability to understand and use language through listening,
in labor productivity, food production, industrialization, social and professional mobility, speaking, and acquiring of new vocabulary.
creation of new manpower, and diversification of the economy). Print awareness: Children’s understanding of the functions of printed symbols (letters,
words, and pictures) and of printed text, and how it relates to meaning.
BASIC LITERACY AND SKILLS Book Knowledge: Children’s understanding of what a book is and how it is to be used or
- Basic literacy refers to the ability to read and write in a language. It is a fundamental read (relates to having exposure to books and print rich environment).
skill that enables individuals to communicate, understand information, and participate in Alphabet knowledge: Children’s ability to identify and say the names of letters in an
society. alphabet. This skill paves the way for phonological awareness.
Phonological awareness: Children’s ability to identify and manipulate sounds and
BASIC LITERACY EXAMPLES understanding that sounds (and letters) are combined to make words.
1. Reading - Being able to read and understand written text, such as books, newspapers,
signs, and instructions. GLOBALIZATION/MULTICULTURAL LITERACY
2. Writing - Being able to write coherently and effectively, including composing emails, - Empowers students to make positive impacts in a diverse world.
letters, essays, and other written communication Globalization – means the onset of borderless world. (Ohmae, 1992)
3. Spelling - Having the ability to spell words correctly. Global Literacy – addresses issues of globalization, racism, diversity, and social justice.
4. Grammar - Understanding the rules of grammar and being able to use proper sentence
structure and punctuation.
5. Vocabulary - Having a wide range of words and understanding their meanings. Asia Society’s Criteria for Global World Citizens
6. Comprehension - Being able to understand and interpret written information, • Knowledge of other world regions, cultures, and global issues.
including identifying main ideas, making inferences, and drawing conclusions. • Skills in cross-cultural communication and collaboration.
7. Numeracy - Having basic mathematical skills, such as counting, adding, subtracting, • Values of respect and concern for other cultures, people, and places.
and measuring.
Ontario Ministry of Education’s Characteristics of a Global Citizens
• Resects for humans regardless of race, gender, religion, or political
SKILLS LITERACY perspectives.
- Skills literacy refers to the ability to effectively use and apply a wide range of skills in • Respect for diversity and various perspectives.
various contexts. It goes beyond basic literacy and includes skills such as critical • Promotion of sustainable living, consumption, and production.
thinking, problem-solving, communication, collaboration, creativity, and digital literacy. • Appreciation for the natural world and respectful treatment of all living things.

1. Problem-solving - The ability to identify and define problems, generate, and Global Literacy Competencies
implement solutions, and evaluate their effectiveness. Problem-solving skills enable • Essential global knowledge and understanding. Seeing the world from multiple
individuals to overcome challenges and find creative solutions. perspectives. Communicating across cultures and boundaries. Taking
2. Communication - The ability to effectively convey information, ideas, and opinions responsibility for learning and the planet.
through various mediums such as speaking, writing, and non-verbal communication.
Good communication skills facilitate clear and concise expression and promote Multicultural Literacy
understanding and collaboration. • Multicultural literacy involves uncovering bias, taking different perspectives,
3. Collaboration - The ability to work effectively with others towards a common goal. and fostering cultural awareness for a more humane understanding.
Collaboration skills involve active listening, compromising, and contributing to a team
effort. It also includes respecting diverse perspectives and fostering a positive working
environment.
Core Components of Multicultural Literacy Key parts of media.
• Identifying creators of knowledge. • Analyzing media – we learn to understand the messages, techniques, and ideas
• Uncovering assumptions of knowledge. behind media content like ads, news, and social media.
• Viewing knowledge from diverse ethnic and cultural perspectives. • Evaluating sources – we can tell if a source is trustworthy by considering bias,
• Using knowledge to guide action for a humane and just world. expertise, and evidence.
• Creating media – we can actively participate in making media, expressing
Global Literacy and Multicultural Literacy Interconnectedness ourselves and understanding its impacts.
• Global literacy helps you understand the big picture of the world, and
multicultural literacy adds details about the diverse people and cultures that FINANCIAL LITERACY
make up the world. Together, they create a richer understanding of our • Involves understanding about various financial issues, like budgeting, savings,
interconnected and diverse global community. insurance, etc.

SOCIAL LITERACY Components of Financial Literacy.

• Social literacy from the perspective of the social cultural theory, is more than - Budgeting and Expenses Management – creating plan for spending and saving
the ability to read and write, and more than mastering literacy skills. based on income and expenses. Specific goal, time frame, and resources.
Children can learn literacy through social interaction between themselves - Savings and investing – setting aside money for future use and gaining wealth
and children and/or adults in our outside school. Adults can use books, through investments. Emergency savings. Passive income – means gaining
games, toys, conversation, field trips, and stories to develop the literacy money even if you’re not working for it like rent property or apartments. But it
practices through fun. takes time and effort.
• This refers to the development of social skills to interact positively in a - Debt Management _ understanding and managing debt efficiently. It can be good
defined environment. debt and bad debt. It was influenced by emotion and logical.
- Retirement Planning – preparing life financially or life after work.
Why is social literacy important? - Insurance planning – provides financial protection against potential risks and to
• Because students must learn the necessary skills to communicate and widen ensure that an individual, family or business adequate insurance coverage to meet
their social circles. their needs. Examples are life insurance, accident insurance or medical insurance.
• To make sure students interact in groups. By working with groups, the
students are practicing social skills that can be applied within the outside of CYBER/DIGITAL LITERACY
the classroom. What is Cyber?
Student who doesn’t interact are known as socially illiterate. - it refers to anything related to computers, information technology, and the internet.
What is Digital?
Being socially illiterate causes: - digital describes electronic technology that generates, stores, and processes data in
• Lack of confidence. terms of positive and nonpositive states.
• Learning disabilities. What is literacy?
- is the ability to read and use information and to write appropriately in a range of
• Depression.
context.
What is cyber/digital literacy?
How to be socially literate person?
- it refers to ability to use, understand and navigate digital technologies and the internet
1. Self-awareness.
in the safe, responsible, and effective manner. It encompasses a range of skills and
2. Active listening.
knowledge that enable individuals to effectively utilize digital tools, critically evaluate
3. Develop social skills.
online information, and engage in responsible online behavior.
Cyber Literacy
Social Skills - involves understanding the basic concepts of cybersecurity, such as how to protect
personal information online, identify and avoid online threats, and practice safe online
• Social skills are the skills we use to communicate and interact with each other,
behavior.
both verbally and non-verbally, through gestures, body language and our personal
Digital Literacy
appearances.
– encompasses a broader range of skills related to using digital tools and technologies. It
involves being proficient in using computers, mobile devices, and software applications.
Six examples of social skills.
1. Effective communication.
2. Conflict resolution.
9 Cyber Literacy skills includes:
3. Active listening.
1. Handling different devices and operating systems.
4. Empathy.
2. Navigating through various online platforms.
5. Respect.
3. Understanding how the digital world works.
6. Relationship management.
4. Using technology creatively and innovatively to solve problems.
5. Identifying information withing different types of media.
Importance of social skills.
6. Evaluating digital resources critically.
1. Stronger friendship.
7. Recognizing and handling digital threats.
2. Help against discrimination.
8. Using digital tools in a safe and ethical way.
9. Creating and sharing information effectively.
Importance of social literacy.
• Social Networking Websites are one of many tools that can be used to help
students practices social literacy. Students all the ages can use these tools to 8 Elements of Digital Literacy.
practice the social skills of social literacy which are reading, writing, speaking, 1. Cognitive – How to do element. How to use technology efficiently.
and listening. 2. Confident – how to belong element. Learn how to be a part of the online
community.
MEDIA LITERACY 3. Cultural – how to behave element. Learn how to understand the digital culture,
- It means being able to access, analyze, evaluate, and create media content. It helps us respect netiquette, and protect our privacy online.
understand and think critically about the messages we see in media. 4. Constructive - How to use element. Learn how to appropriate, reuse and remix
content while being familiar with their use and copyright laws.
Why Media Literacy Matters. 5. Communicative – how to communicate element. Familiarize ourselves with the
Because it helps us: communication norms.
1. Think critically – we learn to question and evaluate media messages, 6. Civic = how to participate element. Familiarize ourselves with various digital
identifying bias and misinformation. environment to prepare in participating online movements.
2. Make informed choices – we can choose reliable sources of information and 7. Critical – how to evaluate element. Acquire reasoning skills to analyze online
avoid being misled. contents.
3. Be responsible online - we learn to engage ethically and responsibly in the 8. Creative – how to make element. Learn to create and innovative things in new
digital world. ways.
4. Express ourselves – we can create own media content and share our ideas
effectively.
ECOLOGY/ECO LITERACY THREE KEY FEATURES OF THE UNESCO DEFINITION OF LITERACY
- Eco literacy is made up from 2 words; Eco which stands for both ecology and ➢ Literacy is about the uses people make of it as a means of communication and
economy. expression, through a variety of media.
… ecology in the relationship between organism and their environment. ➢ Literacy is plural, being practiced in particular contexts for particular purposes and
… economy is the management of resources, such as money, materials, and labor. using specific languages.
➢ Literacy involves a continuum of learning measured at different proficient levels.

What is Eco literacy?

- Eco literacy or ecological literacy is the ability to understand the natural systems TOP 10 LITERACIES IN EDUCATION TODAY:
that makes life on earth possible. To be eco literate means understanding the 1. DIGITAL LITERACY - Refers to the ability to use, evaluate, and produce
principles for creating sustainable human communities.
information using digital technologies. A key benefit of digital literacy to
5 Ways on How to Develop Eco literacy:
students is that digital skills allow them to engage more fully with their studies.
1. Develop empathy for all forms of life.
2. MEDIA LITERACY - the ability to access and analyze media messages as
2. Embrace sustainability as a community practice.
3. Anticipate unintended consequences. well as create, reflect, and take action, using the power of information and
4. Hands- on experiences. communication to make a difference in the world.
5. Critical thinking and problem solving. 3. VISUAL LITERACY - The ability to read, write and create visual images.
Visual literacy is about language and interaction.
Characteristics of Eco literate Person. 4. DATA LITERACY - The ability to explore, understand, and communicate with
- Environmental responsibility and action or ecological responsible. data in a meaningful way. The ability to derive meaningful information from
- Reflective learners. data. Ex. Understanding charts and graphs
- inquirer an ecologically literate person, actively secure the basic skills and knowledge to 5. GAME LITERACY - Refers to the understanding and knowledge related to
carry out ecological responsibilities. games and their application in a learning context.
6. HEALTH AND FINANCIAL LITERACY - Health literacy refers to one’s
ARTS AND CRAFTS LITERACY ability to understand, access, and utilize health information to achieve improved
health outcomes. Financial literacy, on the other hand, is about understanding
Arts Literacy?
concepts like saving, investing, budgeting, and making financial decisions.
- it helps develop design-thinking, creativity, and critical thinking – all skills said to be
important for the future workforce. They use arts-specific vocabulary, metaphors, 7. CIVIC AND ETHICAL LITERACY - Civic literacy refers to the knowledge
embodiment, and other more demanding ways to express themselves, through using their and skills to participate effectively in civic life. While ethical literacy refers to
art. the understanding and application of ethical principles in one’s decision-making
Creative Literacy? process. Promotes change.
- encourage reluctant readers, build confidence, and help teach practical skills. They 8. NEWS LITERACY - A part of media literacy and includes having the critical
found it aided sustained learning as the children made strong connections between thinking skills for evaluating (or judging/analyzing) the reliability and
reading, writing, and their work in the creative arts. credibility of new or information sources. News literacy can help us recognize
Arts and Creativity Literacy the difference between fact and rumor, news and advertising, news and opinion,
- It involves understanding and engaging with various forms of art while also cultivating and bias and fairness.
the ability to think creatively and generate original ideas. It enhances personal expression, 9. CODING AND COMPUTATIONAL LITERACY - Coding literacy refers to
critical thinking, and problem-solving skills, crucial for success in life.
the ability to understand and write code, which is a set of instructions that
- Art-infused education offers a compelling avenue to the enrich children’s learning
computers can execute. It enables individuals to create software, websites, apps,
experiences. By integrating arts across the curriculum, educators can tap into students’
and other digital solutions. Computational literacy, on the other hand, goes
innate creativity, enhancing their engagement with various subjects. Moreover, art serves
a catalyst for developing the essential 21st-century skills known as the 4 C’s: beyond coding and encompasses a broader understanding of computational
1. Creativity thinking.
2. Critical thinking 10. FOUNDATIONAL LITERACY - Refers to the fundamental skills and knowledge
3. Communication that serve as the building blocks for reading, writing, and communicating. Plays crucial
4. Collaboration role for early learning and future academic success. It involves developing essential skills
like vocabulary, fluency, and comprehension.
Division of Art Study:
8 BENEFITS OF NEW LITERACY EDUCATION:
1. Aesthetics of Art Study - Aesthetic education is an approach to teaching and 1.Meets the needs of students to be wise consumers of media, managers of information
learning that engages students in learning about works of art through hands-on and responsible producers of their ideas using the powerful multimedia tools of a global
inquiry, questioning, writing, and art making. media culture.
2. Art History - study the art of the past teaches us how people have seen 2.Engages students, bringing the world of media into the classroom connects learning
themselves and their world, and how they show this to others. Art history with “real life” and validates their media culture as a rich environment for learning.
provides a means by which we can understand our human past and its 3. Gives students and teachers alike a common approach to critical thinking that, when
relationship to our present, because the act of making art is one of humanity’s internalized, becomes second nature for life.
most ubiquitous activities. 4.Provides an opportunity for integrating all subject areas and creating, common
3. Art Production - production is the heart of making art. Artists and theorists have vocabulary that applies across all disciplines.
long acknowledged its importance as both an artistic action and an idea to be 5. Helps meet state standard while, at the same time, using fresh contemporary media
explored. While some temporary artists foreground production as a tool, others contents which students love.
use their works to explore ideas about production we might otherwise overlook. 6. Increases the ability and proficiency of students to communicate (express) and
disseminate their thoughts and ideas in a wide (and growing) range of print and electronic
The 3 Main Stages of Art Production:
media forms- and even international venues.
7. New literacy’s inquiry process” transforms teaching and frees the teacher to learn
1. Pre-production – this phase involves planning, brainstorming, and
along with students- becoming a “guide on the side” rather than a “sage on the stage”.
sketching out ideas before the actual creation process begins.
8. By focusing on process skills rather than content knowledge, students gain the ability
2. Production – it’s the stage where the artist executes their vison,
to analyze any message in any media and thus are empowered for living all their lives in
bringing ideas to life through various mediums such as painting,
a media- saturated culture.
sculpting, and composing.
3. Post-production – after the creation phase, refining and finalizing the
IMPORTANCE OF LITERACY ACROSS CURRICULUM
artwork takes place, including editing, adding finishing touches, and •Improve students’ depth of understanding and achievement.
preparing the artwork for display or distribution. •Emphasize speaking and listening skills.
4. Art Criticism - is responding to, interpreting meaning and making critical •Ensure that students have the skills both to decode and understand the meaning of text.
judgements about specific works of art. Art critics helps viewers perceive, •Explicitly teaching the skills needed to write in the different genres and giving students a
interpret, and judge artworks. The criticism has an important role in developing meaningful reason for writing.
and deepening the work of artist, but also in helping viewers perceive, and •Connecting literacy learning to other content areas reinforces learning in all areas.
interpret works of art. •The more fluent students become as readers, writers, speakers and listeners, the clearer,
more coherent and more flexible their thinking will become.
EFFECTIVE LITERACY PROGRAM • Visual Literacy - the ability to interpret, negotiate and make meaning from
➢ Student-centered. information presented in the form of an image, extending the meaning of literacy,
➢ Responds to students’ needs. which commonly signifies interpretation of a written or printed text.
➢ Includes ongoing practice; regular inclusion of reading and writing activities. • Functional Literacy - describes those approaches to literacy which stress the
➢ Focuses on positive outcomes. acquisition of appropriate verbal, cognitive and computational skills to
➢ Incorporates a variety of reading and writing strategies. accomplish practical ends in culturally specific settings.
• Emergent Literacy - is commonly defined as the behaviors of reading and
CURRICULUM writing that lead to conventional literacy and "comprises all of the actions,
WHAT IS CURRICULUM - came from the latin word “currere” which means to run or understandings and misunderstandings of learners engaged in experiences that
to proceed total learning experience that the student will have in the entire educational involve print creation or use" and these experiences are not only necessary but
process a plan for learning and that it establishes a sense of purpose and provide a basis closely related to later literacy outcomes.
for deciding what to include or emphasize (Hilda Taba) all of the learning of student
which is planned and directed by the school to attain its educational goals. CRITICAL ATTRIBUTES OF THE 21ST CENTURY EDUCATION:
1. Integrated and Interdisciplinary - Education in the 21st century is characterized by
COMPONENTS linkages among various subject areas in an integrated manner. Identify strategies or ways
1. Aims, Goals, and Objectives - In terms of Aims, it is somewhat more focused and on how different subjects can be effectively linked to enhance the learning experiences of
practical than goals. They provide a sense of direction for the curriculum without being students.
overly detailed. On the other hand, is the Goals, define the purpose and direction of the 2. Technologies and Multimedia - The ability to find, evaluate, utilize, and create
curriculum. They describe the ultimate aims and aspirations of the educational program.
information using technologies and multimedia, or digital technology in general, is
Lastly, the objectives, the objectives are highly specific, concrete, and measurable
referred to as digital literacy. Like writing reports, creating multimedia presentations, and
statements that outline what students should be able to do or achieve upon completing the
curriculum. communicating or exchanging information with your colleagues and students online.
3. Global Classrooms - This critical attribute implies that teachers need to include
2. Subject Matter/Content - In subject Matter/Content you must choose content that is current global issues/concerns, such as peace and respect for cultural diversity, climate
relevant to students' lives and interests. Engaging materials are more likely to motivate change, and global warming, in classroom discussions.
students to learn and explore further 4. Creating/Adapting to Constant Personal and Social Change, and Lifelong
3. Learning Experiences - By following these steps, educators can create a more Learning - Learning can take place anywhere, anytime, regardless of one's age This
cohesive and effective learning experience for their students by aligning teaching means that teachers should facilitate students’ acquisition of KSAVs that go beyond
methods with the curriculum. academics. Transferring knowledge to real life situations. Students will continue to learn
4. Evaluation - Consider using a variety of assessment methods to align with different even outside the school's portals.
aspects of the curriculum. CIPP MODEL (Daniel Stufflebeam) Each component of the 5. Student-Centered - This critical attribute implies that teachers should act as
model focuses on a different aspect of the curriculum and is intended to provide a facilitators of learning-not as "sages on the stage" but as "guides on the side."
comprehensive evaluation of the curriculum. 6. 21st Century Skills - These skills include, among others, critical and creative thinking
- Context - environment of curriculum. The purpose of context evaluation is to ensure skills, problem solving and decision making, and ICT literacy and skills.
that the curriculum is aligned with the needs and priorities of the community and that it is 7. Project-Based and Research-Driven - This implies that teachers of the 21st century
responsive to the broader social and cultural context. need to be knowledgeable about research to guide their students' learning through self-
- Input - ingredients of curriculum. Input evaluation seeks to ensure that the directed activities, such as learning projects within and outside their classrooms.
curriculum is well-designed and that it is based on sound educational principles and Investigatory projects are examples of research-based activities of students.
practices. Input evaluation also includes examining the assumptions and beliefs that 8. Relevant, Rigorous, and Real-World - This critical attribute implies that topics are
underpin the curriculum design. taught using current and relevant information and linked to real-life situations and
- Process - ways and means of implementing curriculum. This involves evaluating the context. You need to be updated on the current trends, developments, and issues in your
implementation of the curriculum, including the actual delivery of instruction, the use of school, community, and in the world, so that your teaching will be relevant to the lives of
resources, and the assessment of student learning. Process evaluation seeks to ensure that your students.
the curriculum is being implemented effectively and that it is having the intended impact
on student learning. TYLER’SMODEL
- Product - accomplishment of goals. This involves evaluating the outcomes or results 1. Determine the school’s purpose.
of the curriculum, including the achievement of the curriculum objectives. the impact on 2. Identify educational experiences related to purpose.
student learning, and the overall effectiveness of the curriculum. 3. Organize the experience.
4. Evaluate the experiences in relevance to purpose.
7 TYPES OF CURRICULUMS
1. Recommended Curriculum - comes from national agency (CHED, DepEd, DOST or 7 CHARACTERISTICS OF THE 21ST CENTURY EDUCATION.
any professional that has a stake in education. 21st Century Education has 7 key features that make it different to a 20th Century
2. Written Curriculum - documents, course of study or syllabi, lesson plan. approach. These 7 features of 21st Century learning and teaching are adapted from
3. Taught Curriculum - different planned activities put into action in the classroom. Bolsted et al. (2012).
This is about the implementation of the written curriculum. Whatever is being taught or 1. Personalized Learning - A personalized approach recognizes that not all students
an activity being done in the classroom is a taught curriculum. learn in the same manner. Personalized learning involves differentiating instruction so
4. Supported Curriculum - materials that support in the implementation of the written that students can learn in ways that suit their personal needs. Educators can adjust their
curriculum. It is the curriculum supported by available resources. Such resources include teaching methods in several ways. They could: Differentiate content difficulty;
both human (teachers) as well as physical (such as textbooks, workbooks, audio visual Differentiate modes of delivery; and Differentiate assessment strategies.
aids, teacher guides, grounds, buildings, library books and laboratory equipment). By contrast, the 20th Century approach was characterized by a one size fits all approach,
5. Assessed Curriculum - series of evaluations done by the teacher. When students take all students in the class were taught the same content in the same way at the same time.
a quiz or the mid-term and final exams, these evaluations are the so-called assessed
These theories recognize that learners are influenced significantly by social, cultural and
curriculum. Pencil and paper tests and authentic assessments like portfolio
assessment and performance-based assessments to know if the students are progressing or environmental factors which lead to differentiated outcomes. Many theorists now believe
not. that students need to learn through various learning modalities depending on the student's
6. Learned Curriculum - learning achieved by the students. This type of curriculum needs.
indicates what the students have learned. The test results can determine the learning 2. Equity, Diversity, and Inclusivity - In the 20th Century students were expected to
outcome, and the students can achieve it through learning objectives. conform to the mainstream or be excluded. But in the 21st Century, social inclusion and
7. Hidden Curriculum - unintended curriculum which is not deliberately planned but difference are celebrated. We embrace equity, diversity and inclusivity in classrooms by:
may modify behavior or influence learning outcomes. It refers to the unplanned or Equity: A goal is to achieve equality of outcomes. Educators are attempting to close
unintended curriculum but plays a vital role in learning. It consists of norms, values, and achievement gaps between rich and poor.
procedures. Diversity: Diversity is now considered a strength in classrooms. When students are
different, they learn that difference is okay.
OTHER IMPORTANT CONCEPTS: Inclusivity: We now believe that people of all ability levels, physical disabilities, or
• Traditional Literacy - the ability to read the written word to gain understanding learning disabilities deserve to be included in mainstream classrooms. This can help them
and meaning. contribute to mainstream life and show them they are welcome and equal participants in
• Critical Literacy - the ability to read texts in an active, reflective manner to the world.
better understand power, inequality, and injustice in human relationships. Driving factors behind the turn toward increased equity, diversity and inclusivity include
(1) shift to the social model of disability, which argues that society needs to adapt to
include people with learning and physical disabilities into mainstream classrooms, (2) 6. Technology - Modern technologies can be Incredibly helpful in classrooms today.
Increased cultural diversity leading to greater awareness of differences between cultures Walk into a classroom now and you’ll be shocked at how much things have changed in
(3) Feminist and critical theories gaining currency in society, leading to awareness of the just a decade. Technology is everywhere It is important to use new learning technologies
need for greater gender equality. in appropriate ways. Students shouldn't use technology to prevent them from thinking or
3. Learning through Doing - Old behaviorist methods of education that were typical in help them cheat. Instead, technology should be used to help students access information
the 20th Century saw learning as: (1) Memorization of information. (2) Transmission of or think in ways they couldn't have done so otherwise. We call technologies that help
information from teacher to student. (3) Filling your mind up with facts. students think harder 'cognitive tools' for learning.
These are thrown out in a 21st Century learning approach. Now, we encourage students to 7. Teacher Professionalization - Teaching children in this century are clearly much more
learn through doing, we are much better at knowing remembering and using knowledge if complicated than it was in the last one! We need to create personalized lessons, be
we learn actively, rather than through passive learning. inclusive, aim for equality, encourage creativity, engage with the community. use
When we are learning through doing, we: (1) Have first-hand experience with applying technology to enhance learning, and more! To ensure students get the best learning
information to the real world. (2) Get the opportunity to learn through trial-and-error (so possible, teachers in the 21st Century need ongoing training and support. They need to
we know why something is true or not). (3) Aren't told something, but rather we discover know all the latest research on best teaching practices. They need opportunities to ask
things through our engagement with the world around us. (4) Learn information that isn't questions themselves, try out new strategies and learn from experts throughout their
just theoretical but can be applied to things in our lives somehow. career One of the biggest challenges for teachers is the rapidly changing educational
There are many approaches to education that fit within this 21st Century 'learning environment. New technologies are quickly coming into classrooms to help us
through doing' paradigm. Here are just a few: personalize and support learning for all our students. Teachers need time and space to
*Cognitive Constructivism: This is a theory of learning that believe we learn by learn how to use technology and new pedagogies in ways that will best help their
constructing ideas in our heads (rather than having them inserted into our minds). We students.
construct information when we place ideas in our working memory, compare it to our BASIC STRATEGIES FOR DEVELOPING LITERACIES:
existing prior knowledge, and make decisions about how useful, truthful, or valuable this 1. Making Connections - Children make personal connections with the text by using their
new knowledge is to us before saving it, using it to change our minds, or discarding it. schema (background knowledge. There are three main types of connections we make
We don't just take bits of information for granted: we 'mull them over' and 'consider them while reading text.
before deciding how to use them. Text-to-Self (T-S) refers to connections made between the text and the reader's personal
*Problem Based Learning: PBL is a teaching strategy based on cognitive experience.
constructivism. It involves learning through solving problems. This is clearly very Text-to-Text (T-T) refers to connections made between a text being read to a text that
different to learning by being told facts. That's because students aren't given answers to was previously read.
problems: they must solve the problems themselves to discover the truth. That's why Text-to-World (T-W) refers to connections made between a text being read and
sometimes we also call PBL discovery learning. something that occurs in the world.
*Problem Posing Education (PPE): PPE is very similar to problem-based learning. In a 2. Questioning - Questions help students clarify and deepen understanding of the text
problem posing environment, the teacher or student will come up with a problem and they are reading Teachers should model coding of the different types of questions
present the problem to the class. The class and the teacher need to learn the answer to this - Codes for questions vary according to different authors and books on comprehension
problem together. So, not even the teacher enters the classroom with the answers in this strategies. Use codes that suit your student’s needs.
approach. It therefore creates a very democratic co-learning atmosphere in the classroom. 3. Visualizing - Mental pictures are the cinema unfolding in your mind that make reading
*Project Based Learning: In a project-based classroom, students will work on one big three-dimensional. - Visualization helps readers engage with text in ways that make it
problem for many lessons (maybe even weeks or months) at a time. Students will often personal and memorable. - Readers adapt their images as they continue to read.
work together and use resources around them like community members or the internet to
create something new (their project!) 4. Inferring - usually referred to as "reading between the lines This strategy usually
involves. Forming a best guess using evidence context clues, picture clues, etc. Making
*Phenomenon Based Learning (PhBL): PhBL, is an approach that is popular in
predictions. Drawing conclusions. Finding meaning of unknown words.
Finland. Rather than learning through subjects (mathematics, languages, science, history),
students focus on a 'phenomenon' (or 'topic') that requires them to use multiple different 5. Determining Importance - Knowing the purpose for reading helps determine what's
forms of knowledge from different subject areas to learn about the phenomenon in a important. Reader's need to distinguish between. Fiction and nonfiction. Important from
holistic way. unimportant information.
4. Rethinking Learner and Teacher Roles - Classrooms have changed from being
teacher-centered to student-centered. In the past the students all focused on the teacher 6. Synthesizing - Thinking evolves through a process. Reader's thinking changes as they
and listened to the teacher's words. Now, the teacher focuses on the students who are the gather more information. New information makes the reader reevaluate their schema to
center of attention. The teacher's job is to help coach the students as they learn. form new schema.
In the 20th Century, teacher and learner roles were very rigid: (1) Teacher as Authority:
The teacher was the active participant. They did all the talking and were the ultimate
authority on all topics. They were the 'sage on the stage'. This is why we often call a 20th
Century approach "teacher-centered". (2) Passive Students: The student was the passive
participant. They sat, listened, and memorized. They had very few opportunities to
contribute their prior knowledge, exercise choice or challenge the teacher’s point.
In the 21st Century, the roles of both the teacher and the student have changed: (1)
Teacher as Facilitator: The teacher is now a co-learner with the students. The teacher
may still need to control the environment by making it safe and focused on learning. The
atmosphere of the classroom is still very much up to the teacher. However, teachers are
no longer just the authorities on topics. Instead, their job is to help guide students as the
students learn through active processes. The teacher is no longer the center of attention -
that's the student! (2) Active Students: Students learn through doing rather than listening.
The teacher is no longer the authority on knowledge, so students need to come to
conclusions themselves using their critical thinking and creative skills.
5. Community Relationships - We are increasingly realizing how important community
engagement is for learning. In our communities there are amazingly useful people who
can teach and inspire our students far better than we can. Teachers know they can't be
experts on everything. But there is an expert for every topic out there in the world. So,
teachers need to seek out experts and bring them into the classroom. By leveraging the
skills and knowledge of the community, we can a better learning experience for our
students create in multicultural societies, community members can also teach us about
how to best teach children within their cultures.
For example, children from Indigenous cultures may have grown up with very different
learning styles from other children in the class. By engaging with local Indigenous
people, teachers can learn how best to teach those children in their class. Bringing people
from different walks of life into the classroom also helps our students to create
connections with people who aren't like themselves. This can help inclusion, education
for social justice, and create links between people of different cultures.