Project WRITE XI:

MODULE WRITERS
CONCEPT MAP OF MODULE CONTENTS
COURSE TITLE
✔ Building and Enhancing New Literacies across the Curriculum
COURSE DESCRIPTION
This course introduces the concepts of new literacies in the 21st century as an
evolving social phenomena and shared cultural practices across learning areas. The
21st century literacies shall include (a) globalization and multicultural literacy, (b) social
literacy, (c) media literacy, (d) financial literacy, (e) cyber literacy/digital literacy, (f) eco-
literacy, and (g) arts and creativity literacy. Field-based interdisciplinary explorations
and other teaching strategies shall be used in this course.
UNITS/CREDIT EQUIVALENT: 3 units
COURSE OUTCOMES
At the end of the course, the students are able to:
✔ demonstrate content knowledge of the 21st century literacies and skills; and
✔ demonstrate the promotion and application of the 21st century literacies and
skills by designing appropriate teaching-learning activities (TLAs) from
constructed intended learning outcome/s, integrating these new literacies and
skills into the learning areas.

LEARNING OUTCOMES
From this course, the students are able to:
✔ discuss the features of the 21st century teaching and learning;
✔ describe the different categories of the 21st century skills;

✔ identify the concepts/dimensions/categories/features/characteristics of the

21st century literacies:

✅ globalization and multicultural literacy;

✅ social literacy;

✅ media literacy;

✅ financial literacy;

✅ cyber/digital literacy;

✅ eco-literacy; and

✅ arts and creativity literacy.

 ✔ evaluate the value of these new literacies to their personal lives;

✔ evaluate the implications of these new literacies to the 21st century education:

✔reflect on the importance of these new literacies in teaching across the

learning
areas:

✔design teaching learning activities applying these new literacies.

21st Century Education

Module Learning Outcomes

At the end of the module, the students are able to:
✔ distinguish the features of the 21st century education;
✔ describe the different categories of the 21st century skills;
 ✔ explain their implications to the teaching-learning process; and
✔ design teaching-learning activities to hone the 21st century skills.

Module Lessons
✔ Lesson 1: Features of the 21st Century Teaching and Learning
✔ Lesson 2: Different Categories of the 21st Century Skills

Module Writer
Annabel J. Casumpa, PhD

Globalization and Multicultural Literacy

Module Learning Outcomes

At the end of the module, the students are able to:
✔ define globalization and multicultural literacy
✔ identify the concepts/features of globalization and multicultural literacy
✔ evaluate the value of globalization and multicultural literacy

Module Lessons
✔ Lesson 1: Globalization Literacy
✔ Lesson 2: Multicultural Literacy

Module Writer
Helina Jeane P. Dupa, PhD

Social Literacy

Module Learning Outcomes

At the end of the module, the students are able to:
✔ identify the concepts of social literacy;
✔ evaluate the value of social literacy to their personal lives;
✔ evaluate the implications of these new literacies to the 21st century education;
✔ reflect on the importance of these new literacies in teaching across the
learning areas; and
✔design teaching learning activities applying social literacy.

Module Lessons:
✔ Lesson 1: Social Cognition and Social Skills
✔ Lesson 2: Emotional Intelligence
✔ Lesson 3: People Skill
✔ Lesson 4: Social Media Ethics
 ✔ Lesson 5: Integration of Social Literacy to Teaching and Learning

Module Writer
Amie P. Matalam, MM

Medial Literacy

Module Learning Outcomes

At the end of the module, the students are able to:
✔ demonstrate an understanding of media literacy and other media literacy-
related concepts.
✔ enumerate the different legal documents related to media information in the
Philippines, including its underlying provisions as guidelines on becoming a
media-literate individual.
✔ synthesize the overall implication of media and information to an individual
(personal, professional, educational, and others) and the society as a whole
(economic, social, political, educational, and others).
✔ integrate media literacy into the teaching and learning process to formulate
intended learning outcomes and design aligned teaching and learning activities
(TLAs) across the learning areas.

Module Lessons
✔ Lesson 1: Definition and Aspects of Media Literacy
✔ Lesson 2: Legal Foundations of Media Information in the Philippines
✔ Lesson 3: Media Information Literate Individual
✔ Lesson 4: Integration of Media Literacy to Teaching and Learning

Module Writer
Conrado Panerio Jr., LPT

Financial Literacy

Module Learning Outcomes

At the end of the module, the students are able to:
✔ discuss the theoretical underpinnings of financial literacy
✔ identify the fundamental concepts of financial literacy
✔ evaluate financial literacy in day-to-day setting
✔ evaluate financial literacy in 21st century education
 ✔ cite the importance of financial literacy across different learning areas in 21st
century
✔ apply financial literacy in designing teaching and learning activities (TLAs)
across different learning areas
Module Lessons
✔ Lesson 1: Financial planning/Goal Setting and Valuing
✔ Lesson 2: Budgeting, spending, and investing
✔ Lesson 3: Integration of Financial Literacy Across the Curriculum
Module Writer
Amiel Isaac del Rosario

Cyber/Digital Literacy
Module Learning Outcomes
At the end of the module, the students are able to:
✔ evaluate the value of cyber/digital literacy to your personal life;
✔ evaluate the implications of cyber/digital literacy to 21st century education;
✔ reflect on the importance of cyber/digital literacy in teaching across learning
areas; and
✔ design teaching learning activities applying cyber/digital literacy.
Module Lessons
✔ Cyber Citizenship in the Digital Age
✔ Internet Safety, Cyberbullying, and Cybercrimes
✔ Researching and Evaluating the Web
✔ Integration of cyber/digital literacy to teaching and learning

Module Writer
Eddelyn D. Gupeteo, PhD, EdD

Eco-Literacy

Module Learning Outcomes

At the end of the module, the students are able to:
 ✔ identify the concepts/ dimensions/ categories/ features/ characteristics of eco-
literacy;
✔ evaluate the value of eco-literacy to their personal lives;
✔ evaluate the implications of eco-literacy to the 21st century education;
✔ reflect on the importance of eco-literacy in teaching across the learning areas;
and
✔ design teaching-learning activities applying eco-literacy.
Module Lessons
✔ Lesson 1: Eco-Literacy and Sustainable Development
✔ Lesson 2: The Seven Environmental Principles
✔ Lesson 3: Making Schools Dark Green Schools
✔ Lesson 4: Environmental Education
✔ Lesson 5: Integration of Eco-literacy to Teaching and Learning

Module Writer
Eula Mae C. Busbus, MAEd

Artistic and Creative Literacy

Module Learning Outcomes

At the end of the module, the students are able to:
✔ identify the concepts and expressions of creative arts as a 21st century skill;
✔ evaluate the value of artistic and creative literacy to your personal lives;
✔ evaluate the implications of artistic and creative literacy to the 21st century
education ;
✔ reflect on the importance of this literacy in teaching across the learning areas;
and
✔ integrate artistic and creative literacy to the teaching and learning process with
a view to formulating intended learning outcomes and designing aligned teaching
and learning activities (TLAs) across the learning areas.

Module Lessons
✔ Lesson 1 : Aesthetics and Creative Expressions in the Arts
✔ Lesson 2 : Developing Creativity as a 21st Century Learning and Innovation
Skill in Schools
✔ Lesson 3 : Aesthetics and Creative Arts Integration Across the Curriculum

Module Writer
Abigail A. Navales, MAEd
MODULE 1: 21ST CENTURY EDUCATION
MODULE OVERVIEW
Welcome to the First Semester of the Academic Year 2020-2021! This is Module
1 of the course Building and Enhancing New Literacies across the Curriculum which
details the new literacies that each preservice teacher should learn and apply in the
teaching-learning process when already in actual practice. For this first module, I will
walk you through the key concepts of the 21st century teaching and learning, including
the 21st century skills.
Are you ready? Let the fun and learning begin!
MODULE LEARNING OUTCOMES
Please have in mind the following outcomes intended to be achieved at the end
of Module 1. You should be able to:

✔ distinguish the features of the 21st century education;

✔ describe the different categories of the 21st century skills;
✔ explain their implications to the teaching-learning process; and
✔ design teaching-learning activities to hone the 21st century skills.

LESSONS IN THE MODULE

This module contains two (2) lessons with corresponding templates to be
accomplished in the different phases of each.
✔Features of the 21st Century Teaching and Learning
✔The 21st Century Skills

LESSON 1: FEATURES OF THE 21ST CENTURY EDUCATION

INTENDED LEARNING OUTCOMES
Please bear in mind that after the lesson, you should be able to
✔ distinguish the features of 21st century teaching and learning; and
✔ explain their implications to the teaching and learning process.

TIMEFRAME
Please work on this during the first week of the semester for 1-2 days only.

INTRODUCTION
Welcome to Lesson 1 of Module 1 which tackles the features of 21st century
teaching and learning.
The advent of the 21st century has ushered in necessary reforms in education
that you need to understand and contend with. These reforms are necessary to cater to
the evolving needs and shifts in teaching and learning. There are two main points that
you need to learn in this lesson: the features of 21st century education and how to
distinguish them from one another. There are templates you need to accomplish to
arrive at a deeper understanding of these points.
I wish you all the best as you begin this journey!

ACTIVITY
A. In the template below, describe the teacher, the learner, and the learning
environment THEN and NOW.

There are three Describe the kind of Describe the kind of

elements of the education THEN education NOW
teaching-learning (provide at least 3 (provide at least 3
process: descriptions for each descriptions for each
element) element)

The Teacher 1. 1.

2. 2.

3. 3.

The Learner 1. 1.

2. 2.
 3. 3.

The Learning 1. 1.
Environment
2. 2.

3. 3.

B. From your answers, provide at least five (5) features of 21st century teaching and
learning. Complete the concept map below.

ANALYSIS
In this part, you are going to process your answers in Activities A and B by
answering the Analysis Template below. You may provide short responses to each
question.

Analysis Template
1. What did you feel
about the two
activities?

2. What insights did you

learn from them?

3. What are the

differences between
teaching and learning
then and now?

4. Why is there a need

to shift to this new
paradigm in teaching
and learning?

5. How do you prepare

yourself for this shift?

ABSTRACTION
 You have witnessed the changes in curriculum and instruction for both the basic
education and higher education sectors. These are drastic changes that have to be
implemented. Have you ever thought why?
In the earlier part of Lesson 1, you were introduced to activities that led you to
thinking that education decades ago is not anymore the kind that the learners need
today. You realized that we have to adapt to changes because the practice before does
not anymore cater to the demands and challenges of the new environment of teaching
and learning. With the advent of technology and the explosion of knowledge, it is a
must that a new breed of modern-day teachers have to be equipped with the knowledge,
skills, and attitudes to be able to teach in the modern-day classrooms.
Here are the features of 21st century teaching and learning. Read on!
1. It is integrated and interdisciplinary.
a. It is not anymore chunked and separated from other bodies of knowledge.
b. It is learning other disciplines by linking various subject areas together in a
planned and integrated manner. This means that a lesson in history may
be learned in an English class.
2. It makes use of technologies and multimedia.
a. It maximizes teaching and learning platforms such as Google Classroom,
Moodle, and other learning management systems.
b. It takes advantage of an array of information and communication
technologies and tools (laptops, desktops, internet, jamboard, padlet,
emails, and many others).
c. It uses multimedia (audio- and video-based instruction, PPTs) in
instruction.
3. It adopts the notion of “global classrooms”.
a. It promotes learning across regions and countries.
b. It encourages understanding of cultures and global citizenship.
4. It requires creating or adapting to personal and social change, and lifelong learning.
a. It promotes lifelong learning and learning that goes beyond the four walls
of the classroom.
b. It advocates that learning can happen anytime and anywhere and it does
not come with age.
5. It is student-centered.
a. It advocates that meaning is constructed by the learner. It is not
transmitted to the students by the teacher.
b. The teacher creates a learning environment to promote student
engagement and active learning, and facilitates the teaching-learning
process.
6. It promotes 21st century skills.
a. It is nor just about learning the basic literacy and numeracy skills.
 b. It is developing the 21st century skills to cope with life and the world of
work.
7. It is project-based and research-driven.
a. It is not just about developing the lower-order thinking skills (e.g.
remembering, understanding).
b. It is about maximizing the utilization of the higher-order thinking skills in
data-gathering towards making decisions and actions on issues and
problems.

8. It is relevant, rigorous, and real-world.

a. It is meaningful because it is about life and the world itself.
b. It uses authentic tasks and activities to make learning more meaningful.

APPLICATION
Now that you have learned the features of 21st century teaching and learning, I
would like for you to explain their implications to the teaching and learning process.
Please complete the template below as instructed.

Features of the 21st Century What effects will each feature have on my teaching
Education practices?

Integrated and interdisciplinary

Use of technologies and

multimedia

Global classrooms

Creating or adapting to personal

and social change and lifelong
learning

Student-centered

Promotion of 21st century skills

Project-based and research-

driven

Relevant, rigorous, and real-

world

CLOSURE
Congratulations for successfully finishing Lesson 1! Lesson 2 on the 21st
Century Skills is coming your way!
LESSON 2: THE 21ST CENTURY SKILLS
INTENDED LEARNING OUTCOMES
Please have in mind that at the end of Lesson 2, you should be able to:
✔ describe the different categories of the 21st century skills; and
✔ design teaching-learning activities to hone these skills.

TIMEFRAME
Please work on this during the First Week of the semester for 1-2 days only.

INTRODUCTION
Welcome to Lesson 2 of Module 1!
 Having learned in Lesson 1 that the promotion of the 21st century skills is one of
the features of 21st century education, it is just right and proper to unpack its categories
and the skills under each. Again, there are accompanying templates that will aid you in
answering all activities in this lesson.
May the FORCE be with you!

ACTIVITY
You are given a checklist of the 21st century skills. Please assess yourself and
check the ones which you already possess. Place the check marks on the second
column opposite the criteria and the descriptors. Good luck!

LEARNING AND INNOVATION SKILLS

CREATIVITY AND INNOVATION

I think creatively.

I work creatively with others.

I implement innovations.

CRITICAL THINKING AND PROBLEM SOLVING

I reason effectively.

I use systems thinking.

I make judgements and decisions.

I solve problems.

COMMUNICATION AND COLLABORATION

I communicate clearly.

I collaborate with others.

INFORMATION, MEDIA AND TECHNOLOGY SKILLS

INFORMATION LITERACY

I access and evaluate information.

I use and manage information.

MEDIA LITERACY

I analyze the media.

I create media products.

INFORMATION, COMMUNICATION, AND TECHNOLOGY LITERACY

I apply technology effectively.

LIFE AND CAREER SKILLS

FLEXIBILITY AND ADAPTABILITY

I adapt to change.

I am flexible.

INITIATIVE AND SELF-DIRECTION

I manage goals and time.

I work independently.

I am a self-directed learner.

SOCIAL AND CROSS-CULTURAL SKILLS

I interact effectively with others.

I work effectively in diverse teams.

PRODUCTIVITY AND ACCOUNTABILITY

I manage projects.

I produce results.

LEADERSHIP AND RESPONSIBILITY

I guide and lead others.

I am responsible to others.

ANALYSIS
From your responses above, kindly answer the following questions in the
Analysis Template. Please provide short responses to the questions.

Analysis Template
1. Did you like the
activity? Why?

2. What skills do you

already have?
What else do you
need to develop?
What are the
barriers in acquiring
these skills?

3. Why is it important
for learners to
acquire the 21st
century skills?

4. Will the skills help

them survive in
life? How?

5. Is it important for a
future teacher like
you to possess the
21st century skills?
Why?

ABSTRACTION
According to the Glossary of Education, “The term 21st century skills refers to a
broad set of knowledge, skills, work habits, and character traits that are believed— by
educators, school reformers, college professors, employers, and others—to be critically
important to success in today’s world.” Simply put, these are the skills that individuals
should have to be able to “face the challenges of the 21st century world that is globally-
active, digitally transforming, collaboratively moving forward, creatively progressing,
seeking competent human-resource and quick in adopting changes”.
 In the framework proposed by the Partnership for 21st Skills (P21), a coalition of
business leaders and educators, there are three sets of the 21st century skills as follows:

The following table contains the details of the framework in terms of categories,
skills, and descriptors:

LEARNING AND INNOVATION SKILLS

CREATIVITY AND INNOVATION DETAILS

I think creatively. 1. I use a wide range of idea

creation techniques (such as
brainstorming).
2. I create new and worthwhile
ideas (both incremental and
radical concepts).
3. I elaborate, refine, analyze and
evaluate their own ideas in order
to improve and maximize
creative efforts.

I work creatively with others. 1. Develop, implement and

communicate new ideas to
others effectively.
2. I am open and responsive to
new and diverse perspectives;
incorporate group input and
 feedback into the work.
3. I demonstrate originality and
inventiveness in work and
understand the real world limits
to adopting new ideas.
4. I view failure as an opportunity to
learn; understand that creativity
and innovation is a long-term,
cyclical process of small
successes and frequent
mistakes .

I implement innovations. 1. I act on creative ideas to make a

tangible and useful contribution
to the field in which the
innovation will occur.

CRITICAL THINKING AND PROBLEM DETAILS

SOLVING

I reason effectively. 1. I use various types of reasoning

(inductive, deductive, etc.) as
appropriate to the situation.

I use systems thinking. 1. I analyze how parts of a whole

interact with each other to
produce overall outcomes in
complex systems.

I make judgements and decisions. 1. I effectively analyze and evaluate

evidence, arguments, claims and
beliefs.
2. I analyze and evaluate major
alternative points of view.
3. I synthesize and make
connections between information
and arguments.
4. I interpret information and draw
conclusions based on the best
analysis.
5. I reflect critically on learning
experiences and processes.

I solve problems. 1. I solve different kinds of non-

familiar problems in both
conventional and innovative
ways.
2. I identify and ask significant
 questions that clarify various
points of view and lead to better
solutions.

COMMUNICATION AND DETAILS

COLLABORATION

I communicate clearly. 1. I articulate thoughts and ideas

effectively using oral, written and
nonverbal communication skills
in a variety of forms and
contexts.
2. I listen effectively to decipher
meaning, including knowledge,
values, attitudes and intentions.
3. I use communication for a range
of purposes (e.g. to inform,
instruct, motivate and persuade).
4. I utilize multiple media and
technologies, and know how to
judge their effectiveness a priori
as well as assess their impact.
5. I communicate effectively in
diverse environments (including
multi-lingual).

I collaborate with others. 1. I demonstrate the ability to work

effectively and respectfully with
diverse teams.
2. I exercise flexibility and
willingness to be helpful in
making necessary compromises
to accomplish a common goal.
3. I assume shared responsibility
for collaborative work, and value
the individual contributions made
by each team member.

INFORMATION, MEDIA AND TECHNOLOGY SKILLS

INFORMATION LITERACY DETAILS
I access and evaluate information. 1. I access information efficiently
(time) and effectively (sources).
2. I evaluate information critically
and competently.

I use and manage information. 1. I use information accurately and

creatively for the issue or
problem at hand.
2. I manage the flow of information
from a wide variety of sources.
3. I apply a fundamental
understanding of the ethical/legal
issues surrounding the access
and use of information.

MEDIA LITERACY DETAILS

I analyze the media. 1. I understand both how and why

media messages are
constructed, and for what
purposes.
2. I examine how individuals
interpret messages differently,
how values and points of view
are included or excluded, and
how media can influence beliefs
and behaviors.
3. I apply a fundamental
understanding of the ethical/legal
issues surrounding the access
and use of media.

I create media products. 1. I understand and utilize the most

appropriate media creation tools,
characteristics and conventions.
2. I understand and effectively
utilize the most appropriate
expressions and interpretations
in diverse, multi-cultural
environments.

INFORMATION, COMMUNICATION, AND DETAILS

TECHNOLOGY LITERACY

I apply technology effectively. 1. I use technology as a tool to

 research, organize, evaluate and
communicate information.
2. I use digital technologies
(computers, PDAs, media
players, GPS, etc.),
communication/ networking tools
and social networks
appropriately to access, manage,
integrate, evaluate and create
information to successfully
function in a knowledge
economy.
3. I apply a fundamental
understanding of the ethical/legal
issues surrounding the access
and use of information
technologies.

LIFE AND CAREER SKILLS

FLEXIBILITY AND ADAPTABILITY DETAILS

I adapt to change. 1. I adapt to varied roles, jobs

responsibilities, schedules and
contexts.
2. I work effectively in a climate of
ambiguity and changing
priorities.

I am flexible. 1. I incorporate feedback

effectively.
2. I deal positively with praise,
setbacks and criticism.
3. I understand, negotiate and
balance diverse views and
beliefs to reach workable
solutions, particularly in multi-
cultural environments.

INITIATIVE AND SELF-DIRECTION DETAILS

I manage goals and time. 1. I set goals with tangible and

intangible success criteria.
2. I balance tactical (short-term)
 and strategic (long-term) goals.
3. I utilize time and manage
workload efficiently.

I work independently. 1. I monitor, define, prioritize and

complete tasks without direct
oversight.

I am a self-directed learner. 1. I go beyond basic mastery of

skills and/or curriculum to
explore and expand one’s own
learning and opportunities to
gain expertise.
2. I demonstrate initiative to
advance skill levels towards a
professional level.
3. I demonstrate commitment to
learning as a lifelong process.
4. I reflect critically on past
experiences in order to inform
future progress .

SOCIAL AND CROSS-CULTURAL SKILLS DETAILS

I interact effectively with others. 1. I know when it is appropriate to

listen and when to speak.
2. I conduct themselves in a
respectable, professional
manner.

I work effectively in diverse teams. 1. I respect cultural differences and

work effectively with people from
a range of social and cultural
backgrounds.
2. I respond open-mindedly to
different ideas and values.
3. I leverage social and cultural
differences to create new ideas
and increase both innovation
and quality of work.

PRODUCTIVITY AND ACCOUNTABILITY DETAILS

I manage projects. 1. I set and meet goals, even in the

face of obstacles and competing
pressures.
2. I prioritize, plan and manage
work to achieve the intended
 result.

I produce results. 1. I demonstrate additional

attributes associated with
producing high quality products
including the abilities to:
- work positively and ethically
- manage time and projects
effectively..
- multi-task
- participate actively, as well as
be reliable and punctual.
- present oneself professionally
and with proper etiquette.
- collaborate and cooperate
effectively with teams.
- respect and appreciate team
diversity.
- be accountable for results.

LEADERSHIP AND RESPONSIBILITY DETAILS

I guide and lead others. 1. I use interpersonal and problem-

solving skills to influence and
guide others toward a goal.
2. I leverage the strengths of
others to accomplish a common
goal.
3. I inspire others to reach their
very best via example and
selflessness.
4. I demonstrate integrity and
ethical behavior in using
influence and power.

I am responsible to others. 1. I act responsibly with the

interests of the larger community
in mind.

Adopted from the P21 Framework (2009)

APPLICATION
For the application part, I want you to prepare a teaching-learning activity for
English, Math, or Science. Pick the subject area of your choice. Then, identify the
specific 21st century skills that shall be honed in this activity. Use the template below
for your responses.

Detailed Procedural Flow of the Specific 21st Century Skills Developed

Teaching-Learning Activity in the Process

CLOSURE
Finally, you are done with Lesson 2, and the whole of Module 1, in general.
Congratulations for making it!
MODULE ASSESSMENT
For Module 1 assessment, kindly accomplish the template below.
Directions: For each of the eight (8) features of 21st century teaching and learning,
provide a teaching-learning activity to demonstrate how education should be in this time
and age.

Feature of 21st Century Teaching-Learning ACtivity

Teaching and Learning

1.

2.
3.

4.

5.

6.

7.

8.

MODULE SUMMARY
This is Module 1, the first module for the course Building and Enhancing New
Literacies across the Curriculum. On the whole, this module provides you with
knowledge, skills, and attitudes that will help you define how 21st century teaching and
learning should be. With the 21st century skills profiled, you now have a better
understanding of the skills that your prospective learners should develop for them to
cope with the challenges of the modern classrooms and the modern world. Specifically,
this module covered the eight (8) features of 21st century education and the three (3)
categories of the 21st century skills based on the P21 Framework.

REFERENCES
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=iu&ictx=1&fir=-
x5LXunTU7QLJM%252C0VO9IqcjpAduVM%252C_&vet=1&usg=AI4_-
kR7z_XFZUn_vschTlVldbnW6BfVOQ&sa=X&ved=2ahUKEwj8zKO6w5PrAhXFG
6YKHbIuDIkQ_h0wAXoECAoQBg&biw=1366&bih=598#imgrc=h2dqpN5FxV_32
M on July 30, 2020.

The partnership for 21st century skills (2009). Accessed from

https://files.eric.ed.gov/fulltext/ED519462.pdf on July 30, 2020.

MODULE 2: GLOBALIZATION AND MULTICULTURAL LITERACY

MODULE OVERVIEW
Welcome to Module 2! This module introduces another dimension of literacy that
you need to learn – globalization and multicultural literacy. You will be able to acquire
the definition, domains and value of global and multicultural literacy as you embrace
your role in the global village.

MODULE LEARNING OUTCOMES

At the end of the module, you should be able to:
✔ define globalization and multicultural literacy.
✔ identify the concepts/features of globalization and multicultural literacy.
✔ evaluate the value of globalization and multicultural literacy.

LESSONS IN THE MODULE

✔ Lesson 1: Globalization Literacy
✔ Lesson 2: Multicultural Literacy

LESSON 1: GLOBALIZATION LITERACY

INTENDED LEARNING OUTCOMES
At the end of the lesson, you should be able to:
✔ define globalization
✔ identify the objective and subjective domains of globalization
✔ evaluate the value of globalization literacy

TIMEFRAME: 1 week

INTRODUCTION
Hi! Welcome to our second module that focuses on basic information about
globalization. This is a broad topic but we will try to concretize our definition and
examples as much as possible. Here you will accomplish activities that will lead to your
thorough literacy and understanding about globalization in one-week time.

ACTIVITY
“Look-and-Tell” (K-W-L Chart): Can you still recall your lessons in history? Feel
free to supply the chart below by simply recalling any word/phrase that you can
associate to the given word/phrase/name. Choose 3 pictures only, then write your
answer on the corresponding space provided for.

ANALYSIS
I am glad to note your answer to our activity. Based on your answer, kindly
analyze and answer the following questions.
 1. Which of the pictures in the activity affected you the most?
2. Can you tell why you were affected with the picture? In what manner did the
picture affect you as a student? a child? a member of the society/nation/country?
3. Do you think students or people from other parts of the globe also experience
this or are also affected by these event/s? Why or why not? Can you cite
instances?
In the succeeding section of this lesson, we will define globalization.
ABSTRACTION
Anthony Giddens (2007) defines globalization as "the intensification of worldwide
social relations which link distant localities in such a way that local happenings are
shaped by events occurring many miles away and vice versa.” This means three things
such as the following (Abuso, 2020: p. 4) :
a. Globalization involves the intensification of social relations
worldwide. Social relations in the form of interactions, conversations,
expression of emotions, etc. is now possible
b. Globalization links worldwide distant localities.
c. Globalization enables events many miles away to shape local
happenings, and vice versa.
Objective Domain of globalization
Nation-state
The idea of a nation started from the people identifying an “us” form a community
where groups of people share common land, values, beliefs and practices (Jo Ann
Chirico, 2013). Below is the flow diagram of the creation of a nation-state.

Global village
People are living in one big global village with the advent of mass media such as
newspapers, books, radio, television and movies and social media like facebook,
instagram and twitter, (Abuso, 2020). They facilitate communications and interactions
virtually.

Globalization of Ideas
Ideas criss-cross from all over the world and across cultures and races with the
use of smartphones, computers, mp3 players, e-readers and other technologies
(Bretaña, 2020).
Subjective Domain of Globalization
Global Citizenship
Global citizenship pertains to a person’s regional or national identity, having the
special rights and duties prescribed in a nation’s government enumerated below (Dupa,
2020: p.12):

a. Respects multiculturalism.
b. Realizes that unity and cooperation are the basic features of global citizens.
c. Is aware that his/her actions affect the world around him/her.
d. Behaves respectively and acts in an emphatic way.
e. Has a teamwork spirit.
f. Helps other people and appropriates cooperation.
g. Takes the responsibility of global issues concerned with his/her society.
h. Knows his/her duties and rights very well.
i. Acts as an active member of the society for the sake of improving it.
j. Understands that parts of the world are interconnected.
k. Behaves ethically in all situations.
Global Literacy
Global literacy aims to educate students with issues of globalization and act
proactively on issues of racism, diversity and social justice.
This helps the students embrace and characterize the following roles as
members of the global citizenship (Ontario Ministry of Education, 2015, as mentioned in
www.coursehero.com):
a. Respect for humans no matter their race, gender, religion or political perspectives
b. Respect for diversity and various perspectives
c. Promoting sustainable patterns of living, consumption, and production
d. Appreciate the natural world and demonstrate respectful towards the rights of all
living things

APPLICATION

The widespread of the CoronaVirus 2019 global pandemic suddenly and quickly
hit the globe and all its global citizens were affected in many ways such as work, health,
relationships and many others. Being an active member of the global society, can you
give any suggestions to help solve the further spread of COVID-19? What should the
following members of the global society do to stop COVID-19? Write your answer on the
space provided for.

CLOSURE
Congratulations for the job well-done! The next lesson is still related to the first
topic but will give more detailed discussions about Multicultural Literacy as was already
mentioned in Lesson 1.

LESSON 2: MULTICULTURAL LITERACY

INTENDED LEARNING OUTCOMES
At the end of the lesson, you should be able to:
✔ identify the concepts of multicultural literacy
✔ enumerate the approaches to multicultural literacy
✔ integrate globalization and multicultural literacy

TIMEFRAME: 1 Week
INTRODUCTION
Welcome to Lesson 2!
Here, we will focus on the basic concepts of multicultural literacy. As mentioned
in our previous lesson, the foremost duty and responsibility of a global citizen is to
respect multiculturalism. In doing so, a global citizen needs “to acquire multicultural
literacy, which consists of the knowledge, skills and commitments essential to take
action to make the world more just and humane” (Banks, 2003: p.1). Global citizens
should be literate about diverse cultures that co-exist with everyone around the globe,
hence this lesson. Here, we will try to understand the integration of globalization and
multicultural literacy. But first, take a minute to answer the next activity that requires
your simple assessment of your own cultural identity. I believe it is a must for individuals
to know their own selves before getting acquainted with others. Aja!
ACTIVITY
CULTURAL IDENTITY WORKSHEET
(https://uh.edu/cdi/diversity_education/resources/activities/pdf/diversity%20activities-resource-guide.pdf)
A. Name three cultural identifiers that you identify with most:

1) __________________________________________________________________

2) __________________________________________________________________

3) __________________________________________________________________

B. From the list of identifiers above, select the one you identify with most:

_____________________________________________________________________

C. What do you like most about the cultural identifier that you listed?

_____________________________________________________________________

D. List some stereotypes about your culture that do not apply to you.
_____________________________________________________________________

E. Call five classmates and share your answers and find out similarities and differences
of your respective cultural identities.

ANALYSIS
1. What did you notice in your own cultural identity? How about those of your
classmates’?
These cultural identifiers are just few of the many cultures we create, we
encounter, or we embrace in our family, workplace and communities as we meet, work
or live with two or more individuals (Vega, Prieto and Carreon, 2015). This multicultural
setup is observable in both local and global communities.
In the next section, we focus on multicultural literacy and its integration with
globalization. Read on!

ABSTRACTION
What is multicultural literacy?
Multicultural literacy is both teaching the word and the world Freire (2005), its
people and their practices and being able to understand and accept and coexist with
different peoples of the globe to act as responsible citizens in the global village. It
requires the global citizens to balance unity and diversity, develop cultural, national, and
global identifications, and eventually acquire multicultural citizenship.
According to Banks (2006: p. 129), multicultural literacy “is a movement designed
to empower all students to become knowledgeable, caring, and active citizens in a
deeply troubled and ethnically polarized nation and world.”

Approaches to Multicultural Literacy

Figure 2. Approaches to Multicultural Literacy

(Banks, 2003, as quoted by Vega et al., 2015: p. 66)

Dimensions of Multicultural Literacy

There are five dimensions of multicultural literacy as shown in Figure 3 below.

The following explanations are culled from Vega et al. (105: p. 69).
1. Content Integration. It deals with the extent to which teachers use examples and
content from a variety of cultures and groups to illustrate key concepts, generalizations,
and issues within their subject area or disciplines.
2. Knowledge construction process. It describes how teachers help students to
understand, investigate, and determine how the biases, frames of reference, and
perspectives within a discipline influence the ways in which knowledge is constructed
within it. Students learn how to build knowledge themselves in this dimension.
3. Prejudice reduction. It describes lessons and activities used by teachers to help
students to develop positive attitudes toward different racial, ethnic, and cultural groups.
Research indicates that children come to school with many negative attitudes toward
and misconceptions about different racial and ethnic groups.
Research also indicates that lessons, units, and teaching materials include content
about different racial and ethnic groups can help students to develop more positive
intergroup attitudes if certain conditions exist in the teaching situation. These conditions
include positive images of the ethnic groups in the materials and the use of multiethnic
materials in a consistent and sequential way.
4. Equity pedagogy. It exists when teachers modify their teaching in ways that will
facilitate the academic achievement of students from diverse racial, cultural, and social
class groups. Research indicates that the academic achievement is increased when
cooperative teaching activities and strategies , rather than competitive ones, are used in
instruction.
5. Empowering school culture and social structure. This dimension is created when the
culture and organization of the school are transformed in ways that enable students
from diverse racial, ethnic, and gender groups to experience equality and equal status
APPLICATION
1. As a multicultural citizen, how do you show care towards the locally stranded
individuals during the COVID-19 pandemic?
2. Do you think international linkage and collaboration is necessary to eradicate the
global pandemic? Why?
CLOSURE
Congratulations! You are done with Module 2. You can proceed to the next
Module. Aja!

MODULE ASSESSMENT
I. Multiple Choice: Read each question carefully, and then circle the
letter of your answer.

1. A key problem in cross-cultural communications is

a. Misunderstanding of cultural cues.
b. Negativity on the part of the student.
c. Negativity on the part of the teacher.
d. Lack of facial cues and body language.
2. Dispositions of multicultural education include all of the following except
 a. Social justice.
b. Racism.
c. Honesty.
d. Fairness.

3. Student projects that address equity, democratic, and social justice issues in the
community are
a. Meaningful projects.
b. Hands-on projects.
c. Collaborative projects.
d. Multicultural projects.

4. A philosophy that expects citizens to provide for those persons in society who are
not as advantaged as others is
a. Equality.
b. Equity.
c. Social justice.
d. Democracy.
5. Which of the following concepts describes how mass communication
technologies have created a community that spans the entire world.
a. Globalization
b. Global village
c. Gaia
d. Global Citizens
II. Short Answer
1. How do you define globalization?
2. Why is it important for teachers to respond to the voices of their students, their
families, and the community?
MODULE SUMMARY
Globalization is the intensification of social relationships between and among
nations, whose experiences have been formed by events that occur in distant places.
There are two characteristics of globalization: the objective and subjective domains.
Nation-states, global village, and ideas are just a few of the examples of the objective
domains of globalization. On the other hand, global citizenship is a subjective aspect of
globalization.
Global literacy aims to educate students with issues of globalization and act
proactively on issues of racism, diversity and social justice.
Multicultural literacy is teaching the word and the world. It is a movement
designed to empower all students to become knowledgeable, caring, and active citizens
in a deeply troubled and ethnically polarized nation and world. The four approaches of
multicultural literacy are contributions approach, additive approach, transformation
approach, and social action approach. The five dimensions of multicultural literacy are
the content integration, knowledge construction process, prejudice reduction, equity
pedagogy, and empowering school culture and social structure.
REFERENCES
https://www.britannica.com/topic/Ramadan
www.theacademyarc.com
Abuso, M. G. (2020) . The contemporary world. An unpublished module for the
new general education curriculum.
Banks, 2003 https://www.lib.umd.edu/binaries/content/assets/public/scpa/2003-
banks.pdf
Banks, J. A. (2006). Race, culture, and education. The selected works of James
A. Banks. Routledge: New York.
Giddens , A. (2007). The consequences of modernity. 1990.page 64

Vega, V.A., Prieto, N.G. and Carreon, M.L. (2015). Social Dimensions of Education.
Lorimar Publishing, Inc. Quezon City
Freire, P. (2005). Pedagogy of the oppressed 30th ed. The Continuum International
Publishing Group, Inc.: New York.
https://essaydocs.org/multicultural-education-in-a-pluralistic-society-9e-donna-m-
go.html?page=17
 MODULE 3: SOCIAL LITERACY

MODULE OVERVIEW
Welcome to one of the extremely important literacies, Social Literacy. This
module contains five lessons that will help understand why this 21st century skill must
be acquired. A student's successful performance and understanding of social Skills,
organizational skills, and communication skills are the major concerns of this literacy. It
is the students ability to connect effectively with those around them. Social literacy
spans across interacting with peers, family, coworkers, teachers, and even people we
may not have met face to face.
MODULE LEARNING OUTCOMES: At the end of the module, you should be able to.
✔ evaluate the value of social literacy to your personal lives;
✔ evaluate the implications of social literacy to the 21st century education:
✔ reflect on the importance of social literacy in teaching across the learning
areas:
✔ design teaching learning activities applying social literacy.

LESSONS IN THE MODULE

✔ Lesson 1: Social Cognition and Social Skills
✔ Lesson 2: Emotional Intelligence
✔ Lesson 3: People Skill
 ✔ Lesson 4: Social Media Ethics
✔ Lesson 5: Integration of Social Literacy to Teaching and Learning
LESSON 1: SOCIAL COGNITION AND SOCIAL SKILLS

INTENDED LEARNING OUTCOMES

After the lesson, you should be able to:
✔ determine the importance of acquiring social skills; and
✔ demonstrate social literacy skills.

TIMEFRAME: One Week

INTRODUCTION
Welcome to the world of Social Literacy. It is a soft skill that equips individuals to
be able to harmoniously live in a particular environment. It is necessary that this should
be possessed by learners in order to survive in this fast- changing world. The lessons
are presented in a simple manner for students’ appreciation. Engaging activities follow!
ACTIVITY: Affirmation!
Write three positive statements about the following people:

1. Mother
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Teachers
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Classmates
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. President
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. Friends
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
ANALYSIS

1. Why are these people important to you?

2. What are their contributions in your life?

3. Is it hard to think of something positive among these people mentioned above?

Why?

ABSTRACTION
Social literacy ability is a person’s capability to integrate in implementing all
knowledge, skills, including attitudes and values that he believes in social life. Social
literacy involves the process of learning about a range of social skills as well as the
development of social knowledge to understand and interpret various social problems
that must be faced in life (Arthur & Davison,2000). Social literacy ability is a person’s
capacity to connect with people around including social, intellectual, even emotional
intelligence (Lgleysteen,2018). To sum it up, social literacy is a capability that can be
used by a person to live in a community and contribute to society, which involves
various skills such as: intellectual skills, social skills, cooperative skills, and attitudes
and values.
People often had difficulty with skills such as listening, waiting for their turn in
conversation, staying on topic, sharing materials, understanding another person’s
feelings, getting along with others, resolving conflict, and appropriately expressing their
own feelings. To remedy these difficulties,peers and schools play a formative role on
the social skills development of children.

The Big Five model provides a general outline of how these skills should be
organized. Social and emotional skills in this model are arranged hierarchically, with five
general skill categories that can be split into narrower, lower-order skills. The broad
categories of the Big Five are:

1. openness to experience (open-mindedness)

2. conscientiousness (task performance)
3. emotional stability (emotional regulation)
4. extraversion (engaging with others)
5. agreeableness (collaboration)
APPLICATION

1. Rank which among the eight you have the closest encounter.
 ________________________________________________________________
________________________________________________________________
________________________________________________________________
2. In the “ Big Five Domains”, which do you lack the most? How will you improve on
this?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. If you were an employer, which among the “ Big Five Domains” will you look for
in an applicant to become part of the company?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

4. Create an infomercial on protocols relating to social literacy that has to be

observed in the workplace.

CLOSURE

Social literacy is a success tool. Grab it! Congratulations!

LESSON 2: EMOTIONAL INTELLIGENCE

INTENDED LEARNING OUTCOMES
At the end of the lesson, you should be able to:
✔ assess one’s emotional intelligence.
✔ point- out why the emotional quotient (EQ) is as important as the intelligence
quotient (IQ).

TIME FRAME: One Week

INTRODUCTION
Lessons in this module present emotional intelligence as a necessary skill to be
acquired. Grasp the gist of the lesson through simple explanations and comparisons
between IQ and EQ.

ACTIVITY
Read quietly and reflect on the poem.
ANALYSIS

1. What have you realized upon reading the poem?

2. What was the most difficult problem you have encountered? How did you solve it?
3. Have you reached a point of quitting when faced with a very big problem?

ABSTRACTION
In a 2017 report by WHO, the age-standardized suicide rate in the Philippines is
5.8 for male,1.9 for females, and 3.8 for both sexes. The rate is based on the number of
cases affected per sample size of 100,000 people. According to the WHO fact sheet for
2017, suicide is the second leading cause of death among 15 to 29-year-olds, and 78
percent of global suicides occur in low and middle-income countries. The most common
methods of suicide globally are ingestion of pesticides, hanging, and firearms.
Success and happiness come in life if we handle our emotions and others’
emotions, too. The term “Emotional intelligence” was popularized as a result of Daniel
Goleman’s (1995) work. The understanding of intelligence is important for success in
life. Emotional intelligence is key to relating well with others and achieving goals
because the human world is all about relationships. Thus, we can say that to be
successful, one needs to have effective awareness, control and management of one’s
own emotions, and awareness and understanding of other people.

When emotional intelligence is developed, one can become more productive

and successful at what he does, and help others become more productive and
successful, too. The outcomes of emotional intelligence development contain many
elements known to reduce stress—for individuals and the organizations—by moderating
conflict, promoting understanding and relationships, and fostering stability, continuity,
and harmony. It links strongly with concepts of love and spirituality.

Emotional intelligence is commonly defined by four attributes:

1. Self-management – being able to control strong emotions and behaviors, manage
emotions in healthy ways, take initiative, being true to commitments, and adapt to new
circumstances.

2. Self-awareness – knowing own emotions and how they affect the thoughts and
behavior; knowing one’s strengths and weaknesses, and self-confidence.

3. Social awareness – having empathy. One can understand the emotions, needs, and
concerns of other people, pick up on emotional cues, feel comfortable socially, and
recognize the culture in a group or organization.

4. Relationship management – knowing how to develop and maintain good relationships,

communicate clearly, inspire and influence others, work well in a team, and manage
conflict.

Why is emotional intelligence so important?

It is not the smartest or brightest people who are the most successful or the most
fulfilled in life. People who are academically brilliant and yet are socially inept mostly are
unsuccessful at work or in their personal relationships. Intellectual ability or intelligence
quotient (IQ) isn’t enough on its own to achieve success in life. IQ can help people get
into college, but it’s the EQ that will help manage the stress and emotions when facing
final exams. IQ and EQ exist in tandem and are most effective when they build up one
another.

Emotional intelligence affects:

 School or work performance. People with high emotional intelligence can help
explore the social challenges of the workplace, lead and motivate others, and excel in
one’s career. Companies are now rating job candidates’ emotional intelligence through
EQ testing.

Physical health. People who cannot manage their emotions are probably not
managing stress either. Stress raises blood pressure, suppresses the immune system,
increases the risk of heart attacks and strokes, contributes to infertility, and speeds up
the aging process. The first step to improving emotional intelligence is to learn how to
manage stress.

Mental health. Uncontrolled emotions and stress can also impact one’s mental
health making people vulnerable to anxiety and depression. People who cannot
manage their emotions will have a hard time dealing with relationships. This can leave
one feeling lonely and isolated and further suffer any mental health problems.

Relationships. Knowing how to deal with emotions and how to control them, one
can better express how he feels and understands how others are feeling. This will
eventually allow people to communicate more effectively and forge stronger
relationships, both at work and in personal life.

Social Intelligence. Being in tune with emotions serves a social purpose in

connecting to other people and the world around. Social intelligence enables us to
recognize friends from foe, measure another person’s interest, reduce stress, balance
the nervous system through social communication, and feel loved and happy.

APPLICATION
 I.
1. Self- Awareness. Describe how you are when you are extremely:
a. Happy _____________________________________________________
b. Sad _____________________________________________________
c. Angry _____________________________________________________

2. Social Awareness. Cite three things that affected the lives of the Filipino people
due to COVID 19.

a. ________________________________________________________________
________________________________________________________________
b. ________________________________________________________________
________________________________________________________________
c. ________________________________________________________________
________________________________________________________________

3. Self- Management. How would you handle the following situations:

a. Your suggestion was not recognized by others.

 ________________________________________________________________
________________________________________________________________
________________________________________________________________

b. You were cheated by your boyfriend/ girlfriend.

________________________________________________________________
________________________________________________________________
________________________________________________________________

c. You failed in a particular subject and you cannot graduate.

________________________________________________________________
________________________________________________________________
________________________________________________________________

4. Relationship Management. How would you settle disputes in your organization or

group?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

II. Create your own quote on Emotional Intelligence. Refer to the example below.
III. Write a persuasive speech on IQ vs EQ.

CLOSURE
A cup of emotional intelligence is a lifetime advantage. Be sure to have it!

LESSON 3: PEOPLE SKILL

INTENDED LEARNING OUTCOMES

At the end of the lesson, you should be able to:

✔ determine the importance of acquiring people skills.

TIME FRAME: One Week

INTRODUCTION

Would you want positive relationships with others? Lessons on People Skills will
help you determine how to foster good relationships in whatever environment you are in.
Lessons are presented as self-help to better equip us with another skill needed in the
21st century.

ACTIVITY
 1. Suppose you are a judge of a beauty pageant, list five criteria for the Ms.
Congeniality award.

a.

b.

c.

d.

e.

ANALYSIS

1. Would people describe you as likable? Why?

2. Is it easy for you to get people on your team or influence others to your point of
view? Why?

ABSTRACTION

“People skills are the various attributes and competencies that allow one to play
well with others,” explains David Parnell, a legal consultant, communication coach, and
author. People skills may be summed up by notions such as ‘likeability,’ or having a
‘good’ personality. They are the tools used to communicate and interact effectively with
others. Individuals with strong people skills are able to predict behavior, relate to others,
and socialize easily. People skills also are known as soft skills, interpersonal skills,
social skills, emotional intelligence, and interpersonal intelligence.

Factors that Show People Skills

Relating to others. Having a well-rounded personality and set of experiences,

it’s usually possible to relate to almost anyone.” Being able to relate to others means
that you’re willing to agree or disagree with mutual respect; letting them know you
understand their position.

Strong communication skills. Possessing this skill will always put your best
foot forward. It is the most fundamental skill since it encompasses the ability to get
along with other colleagues, persuade others to listen to your ideas, and much more.
Being articulate is highly valued in today’s workplace.

Patience with others. Patience with others can keep a level head in stressful
situations, it will definitely be noticed by management and perceived as an asset. It
fosters harmony instead of trouble in the workplace.

Trusting others. You can only accelerate your career if you’re trustworthy.

Showing empathy. Putting one’s self in the shoes of others is a key skill. It
allows to create relationships with others, provides insights into people’s motives and
allows them to predict responses.

Active listening skills. Hearing someone and actively listening to them are two
different things. When one actively listens, it means to listen without interruption.

Flexibility. Shifting gears when necessary is a skill that is needed in the current
fast- changing world. Bending your own rules and beliefs will not break you.

Negotiation skills. Good negotiating skills are beneficial. Rather than creating
chaos, negotiations can better organizations.

Proactive problem solving. Work is a series of problem solving situations, but if

you’re proactive, you’ll take the pressure off your boss and colleagues. This is a great
skill to have in the workplace.
.
The ability to be supportive and motivate others. “People want others to
believe in them, regardless of how successful they might be. By showing support in the
form of encouragement, you can put someone back on track or keep them headed in
the right direction”.
APPLICATION

I. Among the mentioned attributes of people skills, cite three that you need to
improve on. How will you work them out?

II. Provide solution to the following situations:

a. You are in a situation wherein a student who despite having perfect attendance
and is diligent in class is bound to fail. As a future teacher, how will you deal with
the situation?
b. You noticed that your students often get interested debating a particular topic
that they go beyond the time allotted for it and heated arguments arise. How
would you process this situation?

CLOSURE

Congratulations! Let us make a better world. Learn to live peaceably and

harmoniously with others.

LESSON 4: SOCIAL MEDIA SKILLS

INTENDED LEARNING OUTCOME
After the lesson, you should be able to:
✔ apply ethics in social media engagements.

TIME FRAME: One Week

INTRODUCTION
Part of one’s everyday life is engaging in social media. One cannot escape from
this. This lesson will teach you the common social dilemma and ways on how to
maintain a positive personality in social media.

ACTIVITY
List down all Social Media platforms you are familiar with or have an account in.
ANALYSIS
1. Do you vent out your emotions on social media?
2. What do you usually post or share in your social media account?
3. Do you believe that who you are on social media is your true self?

ABSTRACTION
The rise of Online Social Networking resulted in ethical dilemmas that are
growing in number. These include violation of privacy, misrepresentation, bullying, and
creepiness. Non-regulation of social communications is becoming more vulnerable to
fraud. This is the reason why ethics in the use of social media should be observed.

Common Dilemmas in Social Media

Invasion of privacy.The invasion of privacy would include any non-permissive
approach in taking personal or any other pertinent information about an individual which
can harm him.
 Spamming. In spamming, users are usually bombarded with information which
does not interest them. The user’s relative information which he may be needing gets
under the pile and may get ignored because of that useless pile of spamming which
is obviously unethical.
Bashing. Expressing one’s self in social media has its limitations especially
when disparaging others' reputation. It is unethical because of its broad range of
negative impacts. Once you have posted something, it is not yours anymore and it can
go viral. This kind of case can also raise a risk for legal lawsuits.

Dishonesty. It is unlikely to be dishonest about anything even on social

networks. Making dishonest claims about yourself or anything else or going on
commenting offensive material is going to affect yourself or your company in the end.
By doing such activities you are risking your personal reputation and your company’s
name.

Before you post or comment, consider the following:

1. Is it too personal? No one likes self- centered people who only talk about
themselves. In social media balance boasting with complimenting.
2. Am I crossing the line? Don’t be too aggressive in reaching out to people.
3. Am I spamming them? Not everything or even the majority of what you post
should ask for something. Don’t make everything self-serving.
4. Am I venting or ranting?Research says that venting and ranting don’t help,
it never presents you in a positive light. Do not post negative comments or
gossip.
5. Am I being grateful? Respond and thank those who engage with you.
People must not be taken for granted.
6. Is this the right medium for the message? Not all messages must be
channeled through social media. Some may be given in person or other
means of communication.

APPLICATION

I. Cite the advantages and disadvantages of the following social media:

Social Media Advantages Disadvantages

 1.

2.

3.

4.

5.

II. Research about the impact of cyberbullying.

III. Consider yourself a social media influencer. Create a blog of your chosen topic/
subject that will benefit the society.

CLOSURE
Congratulations! Remember to ponder upon the lessons you have learned on
social media literacy.

LESSON 5: INTEGRATION OF SOCIAL LITERACY

TO TEACHING AND LEARNING
INTENDED LEARNING OUTCOME
At the end of the lesson, you should be able to:
✔ create learning outcomes and learning activities that promote social literacy
skills.

TIME FRAME: One Week

INTRODUCTION
As preservice teachers, possessing social literacy skills are important things to
consider. However, you should not only keep it to yourself but impart it in the classroom.
The lessons here are practically designed to help bridge the teachers towards their
students in acquiring the said literacy.

ACTIVITY
List five classroom activities that you like most.

ANALYSIS
1. Why do you like these activities?
2. How did these help you as a student?

ABSTRACTION

Students today have taken to social networking; yet, there is little social
interaction taking place in many of today’s classrooms from kindergarten through
college. What is happening in most classrooms is a one-way communication wherein
the teacher is the one doing most of the talking. One kindergartener said to his mother
after his first day of school that what teachers do is keep on talking. He said the same
thing after his first day of high school and his first day of college.These observations are
not uncommon. As early as 1984, Goodlad wrote “the data from our observations in
more than 1,000 classrooms support the popular image of a teacher standing in front of
a class imparting knowledge to a group of students” (p. 105). Smith wrote in 1998 that
teachers talk 90% of the time in classrooms. Frey, Fisher, and Allen (2009) observed
that “students are expected to sit hour after hour, taking notes, and answering the
occasional question with little interaction with peers” (p. 70).

When students are the readers, writers, speakers, listeners, and thinkers in the
classroom, they shoulder the responsibility for them to become actively engaged and in
social interaction with others (Alvermann & Phelps, 2005; Vacca, Vacca, & Mraz, 2011).
Socially interactive learners are engaged learners (Vacca et al., 2011). Routman (2005)
contends “students learn more when they are able to talk to one another and be actively
involved” (p. 207). Social interaction is vital to the learning process.

How to formulate Intended Learning Outcomes (ILO) that will promote Social
Literacy:
1. Begin with the end in mind. Since you want students to develop social literacy,
make sure to know how they will end having the said literacy.

ex. a.) Compose a song or a jingle that will promote friendship.

b.) Determine ways on how to praise students in the class.

2. Make sure students collaborate so they can communicate, interact, or even solve
problems and negotiate within the group.

ex. a.) Create a brochure on travel itinerary in Region XI.

b.) Write a position paper about your group’s stand on the government’s action
to the COVID-19 pandemic.

3. Values should be integrated in the lesson.

ex. a.) Write a quotation that depicts positive attributes of a teacher.

b.) Create a blog about the important contributions of teachers in the society.

4. Higher Order Thinking Skills (HOTS) must be expected among students.

ex. a.) Critique the recent SONA of President Rodrigo Duterte.

b.) Decide whether Locally Stranded Individuals (LSIs) should be accepted by
their Local Government Unit (LGU) or not.
Teaching Learning Activities that Promote Social Literacy
1. Pair/Group Activities
● think-pair-share
● Round Robin
● Jigsaw Puzzle
● Role Play
● Panel Discussion
2. Collaborative Activities
● Research
● Experiment
● Debate
● Inner Circle Outer Circle
● Blogging

APPLICATION

1. Research ten teaching strategies that will promote social literacy among students.
Cite at least three authors.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Formulate five Learning Outcomes (LOs) together with their corresponding

Teaching Learning Activities (TLAs)

Learning Outcomes Teaching Learning Activity

1.
 2.

3.

4.

5.

CLOSURE
Congratulations! Lessons on social literacy have finally ended. You are now set
for another skill to be acquired.

REFERENCES

Alverman D. E.(2005) Exemplary instruction in grade 7-12: What counts and who’s
counting? In J.Flood and P.L. Anders (Eds), Literacy Development of Students in Urban
Schools: Research and Policy (pp 187-201).Newark D.E: International Reading
Association
Arthur, J. and Davison, J. (2000) Social Literacy and the School Curriculum. London:
Falmer Press

Goleman,D.,(1995) Emotional Intelligence: Why it can matter more than

IQ.London,Bloomsberry.

Goleman, D. (1996) Emotional Intelligence. London: Bloomsbury

Judge, T.A., D. Heller and M.K. Mount (2002), “Five-factor model of personality and job
satisfaction“, Journal of Applied Psychology, Vol. 87(3), pp. 530-541,
.87.3.530http://doi.org/10.1037/0021-9010

Llagas,A.T. Corpuz,B.& Bilbao,P.(2016),Becoming a 21st Century Educational Leader.

Stone, Brad. “Facebook.” The New York Times 7 December 2007. 11 November 2008.

Vacca, Vacca, Mraz, (2011). ContentAre Reading: Literacy and Learning Across the
Curriculum

MODULE 4: MEDIA LITERACY

MODULE OVERVIEW
Hello, prospect educators!

Welcome to Module 4, which is about Media Literacy. This module will help you
to embody essential and fundamental knowledge about the responsibilities of libraries,
archives, and other forms of media in democratic societies, the conditions under which
news media providers can effectively perform those responsibilities, and how to assess
the performed duties by evaluating the content and services they offer.

This module will equip you on upholding your rights as stated on Article 19 of the
Universal Declaration of Human Rights which says, "Everyone has the right to freedom
of opinion and expression; this right includes freedom to hold opinions without
interference and to seek, receive, and impart information and ideas through any media
and regardless of frontiers.”

MODULE LEARNING OUTCOMES

At the end of the module, you should be able to:

✔ demonstrate an understanding of media literacy and other media literacy-

related concepts;
✔ enumerate the different legal documents related to media information in the
Philippines, including its underlying provisions as guidelines on becoming a
media-literate individual;
✔ synthesize the overall implication of media and information to an individual
(personal, professional, educational, and others) and the society as a whole
(economic, social, political, educational, and others).
 ✔ integrate media literacy into the teaching and learning process to formulate
intended learning outcomes and design aligned teaching and learning
activities (TLAs) across the learning areas.

LESSONS IN THE MODULE

✔ Lesson 1: Definition and Aspects of Media Literacy

✔ Lesson 2: Legal Foundations of Media Information in the Philippines
✔ Lesson 3: Media Information Literate Individual
✔ Lesson 4: Integration of Media Literacy to Teaching and Learning

LESSON 1: DEFINITION AND ASPECTS OF MEDIA LITERACY

INTENDED LEARNING OUTCOME
After this lesson, you should be able to demonstrate an understanding of media
literacy and other media literacy-related concepts.

TIME FRAME: One Week

INTRODUCTION
Due to the advent of technology, the existence of a vast number of websites, the
conduct of various web forums, and the evolution of different social media platforms,
everyone has been exposed to the information explosion. Every day, everyone is
dependent on some information found in the various media. At present, it is our edge to
discriminate the messages from these media to decide what is true or not. Thus, the
question is when we can say that we are media literate or not.

This lesson introduces the nature of media literacy, its relation to information
literacy, its historical evolution, its types, and its sources. Let's go and take a look to
know more about these concepts.

ACTIVITY
Activity 1. LET'S ENUMERATE

Within 5 minutes, list down ten forms of media and media providers that you
have encountered.
Example: Television

1 6
 2 7
3 8
4 9
5 10

Activity 2. LET US CHECK

By using the form provided below, think of yesterday. From what you have listed
above, how often do you use those media providers? Within 5 minutes, accomplish the
matrix below. Stipulate the specific media provider (as you have stated above) and how
many minutes or hours you have been engaged with these media.

Daily Interaction Log with Media Provider

Media Provider Number of Hours Spent

Activity 3. LET US CONNECT!!!

 By using your response in Activity 1, guess what type of media: Print, Broadcast,
or New Media.
KNOWING TYPE OF MEDIA

Media Provider Type of Media

ANALYSIS
LET US ANALYZE!!!

1. In the 21st century, people are dependent on technology. Imagine that one day,
you wake up and find out that there is no internet, no libraries, cellphones, and
television:
1.1. How can you be informed?
1.2. In what possible ways can you communicate and share information with
each other?
1.3. Would it affect your daily life? How?
1.4. Is there any loss in society in this situation? Enumerate.

2. Is Media Literacy similar to Information Literacy? Elaborate.

3. Given that you have witnessed the sinking of Titanic, how would it have been
reported today? How different would it be the channeling information before and
today?

4. When do you say that the Media is delivering the right information or not?

ABSTRACTION
 Media plays a significant role in society, most notably in the dissemination and
access to information. This is an essential element in the community that serves as a
channel for understanding and creating knowledge in various contexts.

DEFINITION OF MEDIA LITERACY

Abadiano (2018) defined media literacy as the ability to access, analyze, evaluate,
and create media messages of all kinds. Moreover, Hobbs (1998), as cited by Alagata
and Ignacio (2019), defined it as a term used by modern scholars to refer to the process
of critically analyzing and learning to create one's messages in print, audio, video, and
multimedia. It aims to empower citizens by providing them with the competencies in
terms of knowledge and skills necessary to engage with traditional media and new
technologies (Pitagan et al., 2016).

Abadiano (2018) highlighted the different basic concepts related to media. These
are:
1. Media constructs our culture.
2. Media messages affect our thoughts, attitudes, and actions.
3. Media uses “the language of persuasion.”
4. Media constructs fantasy worlds.
5. No one tells the whole story.
6. Media messages contain "texts" and "subtexts."
7. Media messages reflect the values and viewpoints of media makers.
8. Individuals construct their meanings from the media.
9. Media messages can be decoded.
10. Media literate youth and adults are active consumers of media.

MEDIA AND INFORMATION LITERACY

Media and information are interrelated and interconnected. Without media,

information may not be delivered in a way we use it to be. Information literacy is defined
as the ability to recognize when information is needed and to locate, evaluate, and
effectively communicate information in its various formats (Pitagan et al., 2016).

Media and information literacy emphasizes to individuals the essentials of the

functions of media and information systems and the way citizens evaluate the quality of
the content. The competencies from media and information literacy instill the provision
of the Universal Declaration of Human Rights under Article 19:

“Everyone has the right to freedom of opinion and expression; this right
includes freedom to hold opinions without interference and to seek, receive,
and impart information and ideas through any media and regardless of
frontiers.”

HISTORICAL BACKGROUND OF MEDIA

 To better understand the importance of media in society, it is first better to know
how it originated and how it was utilized by men and women before. Cave paintings and
books are some of the earliest forms of communication. Below is some significant and
famous historical timeline of the evolution of media from traditional to new media.

PRE-HISTORIC AGE (3,000 BCE to 1500)

3,000 BCE
✔ Writing is one of the first channels ever used by man.
✔ Since paper is yet to be discovered, stone, bone, and cave carvings were the
means of communication, storage of information, and art expression. Some of
which are:
▪ Wooly Mammoth Tooth in Hungary.
▪ Horse carved out of a pelvic bone.
▪ Chauvet cave dwellers draw on walls.
▪ Ishango bone with complex math problems.
▪ Spain's Altamira caves with red and black drawings of bison and deer.
▪ Finger drawings on clay walls in Koonalda Cave, Australia.

2,000 BCE
✔ Manuscript existed. This is any document written by hand. These are produced
when the time paper is discovered. This was used basically for educational
purposes.

1,500 BCE
✔ Cuneiform was used as a system of writing done by Sumerians.

200 BCE
 ✔ Mailing service was widely used using horses to channel the message with
distant receivers. This is the time when courier service became a profession.

INDUSTRIAL ERA (1400 to 1800)

1400

✔ Tsai Lun invented paper. This rapidly improved the experiences in

communication. This opens opportunities in the production of books, letters, and
other tools.

1450
✔ The printing press was developed. This invention made the production of books,
letters, and messages faster and more efficient.

1500
✔ The typewriter was invented. It is an electromechanical machine used by writers
for art and literature. This was also used to develop a letter used for
communication.

1598

✔ The magazine was produced and used by people in society to get connected
with other forms of the community.
1600

✔ The Telegraph was invented. This is a device that allows the transmission of the
information by using coded signals. One famous code maker telegraph is the
morse code.

1620
✔ Newspapers were published. This is used to spread news and information about
current issues, politics, sports, and many more.

ELECTRONIC AGE (1800 to 1970)

1849

✔ The telephone was invented. This is a telecommunication device that allows

conversation of two or more users very far from each other.
1849

✔ The telephone was invented. This is a telecommunication device that allows

conversation of two or more users very far from each other.

1849

✔ Films were reproduced. This is still a form of communication in the way of

portraying characters and stories.

1895

✔ Radio was developed.

1902

✔ Satellites were launched to outer space. This is a channel for communication and
transmits information from the outer earth.

1938

✔ Computers were invented.

1958

✔ Video Tapes were widely used. This is a storage of audio – recorded information.

INFORMATION AGE (1971 to 2017)

1972

✔ Mass media were used. These are diversified collections of media technologies
that provide mass communication in a broader audience.
1990

✔ The Internet was introduced. This is a global system of interconnected computer

networks.

1991

✔ Phones were introduced.

1992
 ✔ Websites were opened.

2000

✔ Social media were introduced to the public.

2003

✔ A video call was introduced.

2010

✔ There was the introduction of new computer products and services. Of which are:
▪ Android version 2.1 is released.
▪ Adobe Photoshop CS5 (12.0) is released.
▪ Android version 2.2 (Froyo) is released.
▪ Apple introduces the iPhone 4.
▪ Android version 2.3 (Gingerbread) is released.

2011

✔ There was the introduction of new computer products and services. Of which are:
▪ Apple introduces the iPhone 4s.
▪ Android version 4.0 (Ice Cream Sandwich) is released.
▪ Samsung first releases the Galaxy Note smartphone.
2012

✔ Facebook officially crosses the one billion active mark.

✔ Pinterest is made available to everyone.
 ✔ This is famous for the "end of the world" prediction; however, the video Gangnam
style hit over 1 billion views on YouTube.

2013

✔ Sony officially replaced the PS3 gaming console with PlayStation 4.

✔ Microsoft discontinued Messenger in favor of Skype.

2014

✔ Reddit reaches 170 million registered users.

✔ Microsoft announces the next version of Windows, which will be called Windows
10.
✔ Apple introduced the new iPhone 6, iPhone 6 Plus, and Apple Watch.
✔ Android version 5.0 (Lollipop) is released.

2015

✔ Microsoft releases Windows 10.

✔ Android version 6.0 (Marshmallow) is released.
✔ YouTube Red is released.

2016

✔ Google released Android version 7.0 (Nougat).

 ✔ Apple announces the new iPhone 7 and iPhone 7 Plus.

2017

✔ Apple introduces the iPhone 8, iPhone 8 Plus.

Present

✔ New media were introduced and empowered. This is in the form of:
▪ Feeds
▪ Blogs
▪ Vlogs
▪ Podcasts
▪ Webcams
▪ Community portals (e.g., Facebook, Twitter, Instagram, etc.)

PHILIPPINE MEDIA HISTORICAL TIMELINE

Like any other media history, the Philippine Media began from the primitive era in
the form of carvings and historical writings.

1811. Newspapers, Books, and Magazines in the Philippines

✔ Del Superior Gobierno was the first newspaper established in 1811.

1889. La Solidaridad

✔ La Solidaridad was the most popular nationalistic newspaper in 1889.

1890. The First Telephone System

✔ The country's first telephone system started its operation.

1897. Short Films in the Philippines

✔ Carlo Noquera, a Spanish soldier, brought short films in Spanish – language.

1898. The Manila Times

 ✔ The Manila Times was established, and it is one of the long-running newspapers
in the country today.

1922. The Radio Station in the

Philippines.

✔ Electrical Supply Company began operating its product demonstration media

with a small radio station owned by American businessman Henry Herman.

1940. Comics in the Philippines

✔ The Americans brought the nature of comics in the country and began to be
loved by Filipinos.

1990. The Manila Bulletin

✔ The Manila Bulletin was established and one of the long-running newspapers of
today in the country.

1994. The Local Online Media

 ✔ The Philippines officially connects with the world of the Internet. Mosaic
Communications launched the first commercial internet service provider.

Today, Filipinos are highly interactive with social media platforms and other online
media. Others have urged the benefit of vlogs, blogs, Youtube channels, and Facebook
Fan Pages.

TYPES OF MEDIA

Media are classified as either physical media and mechanical media. Physical
Media is described in a way that the one who is talking can be heard, and even the
body language and postures can be seen. This can be in the form of large meetings,
department meetings, and viral communication. On the other hand, mechanical Media
is described as a media of communication in written or electronic. These can be in the
form of e-mail, weekly letters, personal letters, billboards, magazines, and social media.

Media are categorized as print media, broadcast media, and new media.

Print Media is composed of newspapers, community newsletters, magazines, and

other articles or information published and made available to the public in print.
 Broadcast Media is a platform in which audio or video content is distributed to the
audience using radio waves.

New Media means the convergence of the different media platforms. This is in
the way of digital technology to create synergy. An example of this is when Facebook
converges with YouTube so that FB could play videos. Artists and celebrities are
engaged in YouTube Channels, and others have created their channels as their means
of business. Moreover, social media platforms now have been an avenue for selling and
buying.

SOURCES OF MEDIA AND INFORMATION

There are many outlets to search for media and information. These platforms
depend on the type of information or media you will be utilizing.

For students who need academic information for their assignments and reports,
Google is the most popular information platform. By making use of keywords, Google
will give you millions of related topics.

However, searching for reliable information does not need only one context. The
validity of the data depends on the source, and not all sources of information provide
reliable information. This way of looking into different sources of information is very
significant to students who have research subjects. Most notably, the recency of the
information is a plus factor.

Abadiano (2018) emphasized the following items considered in accessing

information to ensure its reliability. These are:
1. Newspapers and magazines usually have an editor who checks the reliability of
the information, but often not experts.
2. Scholarly journals take months to publish because other experts review articles
in the field, and all information is checked.
3. Books and Reference sources involve large editorial groups of experts, and large
publishers' reputation is essential to maintain. Beware, there are also predatory
books.
 Moreover, citizens easily retrieve information basically from the Internet or web
resources. Apart from that, these media providers are full of information; these also the
platform which updates theories and information rapidly. Now, you show you know the
following domains on the Internet.

Domain Country
.ph Philippines
.om Oman
.ca California
.uk United Kingdom
.au Australia
.sg Singapore

Domain Names (URL) Implication

.com Commercial (or blogsite)
.co Commercial
.org Organization
.gov Government
.edu Education
.ac Academic education
.net Network

Abadiano (2018) enumerated the different aspects when one is evaluating

information sources for reliability.

a. Audience. This refers to the characteristics of the audience. This pertains to age,
educational affiliation, sex, etc. Moreover, it is essential to assess whether this
information is for a person with in-depth knowledge or a layperson in evaluating
sources.

b. Authority. This refers to someone who wrote or who published the information.
It is essential to note who the author is and rest assured that you know his or her
credentials or even his or her contact information.

c. Bias. This refers to assessing the information in terms of its objectivity. Make
sure that the information presented or to be retrieved within the organization's
purpose.

d. Currency. This refers to the recency or the trend of information. Before

retrieving information, it is necessary to assess when the work was published,
when it was last updated, how old this work is, how current it was, or the links of
this information work.

e. Scope. This refers to the content, whether it is unique from the other sources or
not.
APPLICATION

LET'S DIFFERENTIATE!!

Directions: Compare and contrast media literacy and information literacy. Do it in

bullets.

LET'S SHARE!!!

Directions: This is a limited essay. Share your insights and feelings on how the
media affects our lives every day. Do this in 50 - 100 words only.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________.
LET'S SYNTHESIZE!!!

Directions: Retrieve any media and information provider like a newspaper or book
or any research journal. You may retrieve information directly from any broadcast media
like watching the news on the television or listening to radio. Evaluate the material by
giving answers to the empty cells provided below.

Selection Description or Student Response

Criteria Indicators
Reliability ▪ Essential details of
the piece of
information.
▪ Can these pieces of
information be
verified? How?
▪ Is this information
correct or not? Why
or Why not?
Accuracy ▪ Can these facts be
measured?
▪ Was the information
objectively written?
▪ How do you feel
about the manner
of how the
information is
written?
Value ▪ Is the article
valuable? Why or
Why not?
Authority ▪ Who wrote the
article?
▪ What is/are the
credentials/s or
information about
the author?
▪ Are sources
properly cited?
Timelines ▪ When was the
s article written or
published?
▪ Is there any
possibility that the
information written
or published be
changed?
▪ If yes, how would it
 affect the
generalization of
the information?

CLOSURE
Good job! You are done with the first lesson of the 4th Module. Make sure to
remember those concepts.

The next lesson of this module is about the Legal Foundations of Media
Information in the Philippines. Happy learning!

LESSON 2: LEGAL FOUNDATIONS OF MEDIA INFORMATION

IN THE PHILIPPINES
INTENDED LEARNING OUTCOMES
At the end of the lesson, you should be able to enumerate the different legal
documents related to media information in the Philippines, including its underlying
provisions as guidelines in becoming a media-literate individual.

TIME FRAME: One Week

INTRODUCTION
Due to the rapid development of information and technology, citizens are highly
engaged in any media platform. People become more expressive and reactive, most
notably to some societal issues. Upholding the right to express, be informed, and other
media-related rights, it is essential to note that one's right ends when one's rights begin.
This part of the module will discuss the different legal foundations of media and
information.

ACTIVITY
ON THE SPOT!

Directions: Watch any news or article from any media and information provider (like
Facebook, YouTube, etc.). News or articles shall be related to copyright/plagiarism,
cyberbullying, computer addiction, and press freedom. Use the following guide
questions indicated below.

ITEMS STUDENT RESPONSE

Title of the Information/
Content
Date Published or Written
Who is the Media/
Information Provider?
Abstract of the
Information

From your perspective,

was the information
reliable? Why or Why
Not? (Use the indicators of
evaluating the reliability of
information source)

PICTURE ANALYSIS!!

Directions: Below are some photos that illustrate some issues in society today.
Analyze the picture and share what your insights into this matter are.

1. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________.
2. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________.

3. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________.

ANALYSIS
LET US ANALYZE!!!

1. As 21st century learners, have you tried to report in a subject by copying and
pasting ideas from the Internet? Have you cited the author/s? Why or Why not?

2. Have you been bashed by posting issues or feelings on any social media platform?
What did you do?

3. How often do you make posts or updates on social media platforms (Facebook,
Twitter, and Instagram)?

4. Have you reacted to someone's post? In what way?

5. Have you been blocked from using media – information providers?

6. Have you known your rights about the media and information?

ABSTRACTION

CONSTITUTIONAL AND LEGAL SYSTEMS

Freedom of Expression, Privacy, and Information

 Article 19 of the UDHR guarantees and provides the right to freedom of expression.
As quoted:

1. “Everyone shall have the right to freedom of opinion.”

2. "Everyone shall have the right
to freedom of expression; this
right shall include freedom to
seek, receive and impart
information and ideas of all
kinds, regardless of frontiers,
either orally, in writing or print,
in the form of art or through
any other media of his choice."

Freedom of expression is also guaranteed to be protected under different regional

human rights instruments like:
1. Article 10 of the European Convention on Human Rights;
2. Article 13 of the American Convention on Human Rights; and
3. Article 9 of the African Charter on Human and People's Rights.

Freedom of expression is also protected under the Philippine constitution, as stated

in Article 3 Section 4 of the 1987 Philippine Constitution, including privacy (Section 3),
and the right to information (Section 7). Moreover, it was a constitutional mandate on
Article VI Section 11, limiting media ownership to "citizens of the Philippines, or to
corporations, cooperatives or associations wholly owned and managed by such
citizens." Thus, on the same provision, Congress has given the legislative powers about
approval or granting media franchises, which is following the public interest.

Freedom of expression has a constitutional guarantee as well under Article III

Section 7, which highlights that access to information is a right crucial to an informed
and free press. As stated in 1987 Philippine Constitution Article II on the Declaration of
Principles:

“…. The state adopts and implements a policy of full public disclosure of
all its transactions.”
Laws Regulating Print Media

Republic Act No. 2580 passed in 1916 through the Philippine Legislature. It
provides requirements "for the publication and recording in the Bureau of Posts of the
names and post office addresses of editors, publishers, managers, owners, and
stockholders of newspapers in a sworn statement. Failure to comply with this
requirement results in a denial of mail privileges to the offending publication.”

On the other hand, Republic Act No. 8047 institutionalized the Book Publishing
Industry development and the formulation and implementation of the National Book
Policy and a National Book Development Plan. It stipulated in the policy the provision in
promoting the development of the book publishing industry to ensure a supply of
affordable books for both the domestic and the export market.

Also, Republic Act No. 7079 created the Campus Journalism Act, which
recognized the vital role of campus press freedom.

Laws Regulating Broadcast Media

As specified in Executive Order No. 546 issued July 23, 1979, all radio/
broadcasting companies in the Philippines shall be required to have certificates of public
convenience and necessity from the National Telecommunications Commission (NTC).
Under the Philippine Constitution Article XII Section 11, broadcasting companies are
mandated to apply for a franchise to the House of Representatives.

On the other hand, Movie and Television Review and Classification Board (MTRCB)
was institutionalized under Presidential Decree 1986 on October 5, 1985. This
provides power to MTRCB “to review and approve all publicity materials for motion
pictures and television programs.” Moreover, on the same provision, the Board is tasked
to disapprove/approve or delete parts of the material for the following reasons:
(1) Objectional for being immoral;
(2) Contrary to the law and good customs;
 (3) Detrimental to the prestige of the Philippines and its people; or
(4) We are encouraging the commission of an act of violence, a crime, or of any
wrong.

AGE
MTRCB RATING RESTRICTIONS
VOICE OVER

Allowed to 13
“Ang susunod na programa ay Rated “PG”. Ito
years old (as
ay nangangailangan nang patnubay at gabay
permitted
ng magulang para sa mga batang manonood.”
minimum age)

“Ang pelikulang ito ay rated “R-13”. Maaaring

may tema, lenggwahe, karahasan, nudity,
13 years old
sekswal, katatakutan, at droga, na hindi angkop
and above
sa may edad a mababa sa labintatlong (13)
taong gulang.”
Allowed to 13
years old (as “Stritkong patnubay at gabay ng magulang ang
minimum kailangan. May maseselang tema, eksenang
allowed age) karahasan, droga, lenggwahe, sekswal at
with reliable katatakutang maaring hindi angkop sa mga
parental batang manonood.”
guidance
“Ang pelikulang ito ay rated “R-16”. Maaaring
may tema, lenggwahe, karahasan, nudity,
16 years old
sekswal, katatakutan, at droga, na hindi angkop
and above
sa may edad a mababa sa labinanim (16) na
taong gulang.”

“Ang pelikulang ito ay rated “R-18”. Maaaring

may tema, lenggwahe, karahasan, nudity,
18 years old
sekswal, katatakutan, at droga, na hindi angkop
and above
sa may edad a mababa sa labing-walong (18)
taong gulang.”
 Ang susunod na program ay rated “G”/ Ito ay
For all ages.
puwede sa lahat ng manonood.”

INTELLECTUAL PROPERTY CODE OF THE PHILIPPINES (RA 8293)

Republic Act No. 8293 institutionalized the intellectual property code of the
Philippines and established the intellectual property office. As stated in Section 2,

"The State recognizes that an effective intellectual and industrial

property system is vital to the development of the domestic and creative
activity, facilitates the transfer of technology, attracts foreign investments,
and ensures market access for our products. It shall protect and secure the
exclusive rights of scientists, inventors, artists, and other gifted citizens to
the intellectual property and creations, particularly when beneficial to the
people…"

As discussed in the same document, intellectual property rights consist of

copyrights and related rights, trademarks and service marks, geographic indications,
industrial designs, patents, layout designs of integrated circuits, and protection of
undisclosed information.

DATA PRIVACY ACT OF 2012 (RA 10173)

On August 15, 2012, President Benigno S. Aquino III signed for approval the
institutionalization of RA 10173 or known as the Data Privacy Act of 2012. As stated in
Section 2,

"It is the State's policy to protect the fundamental human right of privacy,
of communication while ensuring the free flow of information to promote
innovation and growth. The State recognizes the vital role of information and
communications technology in the nation-building and its inherent obligation
to ensure that personal information in information and communications
systems in the government and the private sector are secured and
protected."

This law encompasses the provisions on the following:

(1) Rights of the data subject;
(2) Transmissibility of rights of the data subjects;
(3) Right to data portability;
(4) Non-applicability;
(5) Security of personal information; and
 (6) Underlying penalties for violation of the said law.

LEGAL & ETHICAL ISSUES

Internet Etiquette – 10 Rules of Netiquette (Abadiano, 2018)

1. When typing, never write in all capital letters. This means shouting.
2. Don't plagiarize. Recognize the owner of the idea or concept or thought.
3. Use proper quotes and always use the whole quote. Do not trim down the
retrieved quotes.
4. Don’t gossip and keep personal information personal. Never tell unverified
stories. Check first its veracity.
5. Don't steal those photographs off the web. Remember, they are copyrighted.
6. Watch your language.
7. Be patient with internet newbies. Remember, they are learning.
8. No spamming.
9. If you are using a header, make sure your header pertains to the header.
10. Avoid overuse of emoticons. This may irritate people.

Issue on Plagiarism

Plagiarism uses someone else's words or ideas and passes them off as your
own (Faltado et al., 2016). Additionally, it is defined as stealing the work of another and
claiming it as one's own (Amorado & Talili, 2017). As cited by Roig (2002), the most
recognized intellectual crime and the most severe violations of the contact between the
reader and the writer is plagiarism. It is significant to be reminded that intellectual rights
are protected by law under RA 8293 or the Intellectual Property Code of the
Philippines.

Since plagiarism is an anticipated problem every

researcher faces, then the art of ethics is to analyze written
manuscripts/articles and detect plagiarism ideas or assess the
similarity index using online software called Turnitin. However,
manual checking can be done, as well. For example, for
undergraduate research, the research adviser shall see to it
that the literature of the manuscript has been written and appropriately cited. Some
students are citing authors in the content, however not mentioned or included in the
reference page. In this case, plagiarism is committed.

To prevent plagiarism, a researcher must see to it that again, the paramount

importance in research is its INTEGRITY. Make sure that authors are correctly cited and
credited and make sure they do not forget to paraphrase.

APPLICATION
LET US INVESTIGATE!!!

Directions: Below is one trending issue related to copyright and plagiarism. If given
time, watch this issue by visiting the link provided. For those students with no internet
access, read the news excerpts attached to this module. Provide analysis in each of
these cases.

ISSUE: “UP GRADUATE STUDENT PLAGIARIZES PRIZE-WINNING

PHOTOS”
LINKS: https://www.youtube.com/watch?v=HptWz86Fve0
https://www.youtube.com/watch?v=o2d19a5FQH0
https://www.youtube.com/watch?v=Gbmn-fWkZ6Q

Mark Joseph Solis: Plagiarized Prize-Winning Photos

Mark Joseph Solis, an alumnus of the

University of the Philippines - the
country's premier state university -
admitted to passing off as his own a
photograph that won the Smiles for the
World Calidad Humana contest
sponsored by Roberto Mayorga,
Ambassador to Manila of the Chilean
Embassy.
Solis is a political science
alumnus of UP and is currently taking
up his Masters in Public Administration
at the National College of Public Administration and Governance. The website of the
International Association of Political Science Students said Solis is a legislative staff of
Senator Pia Cayetano. Still, Senator Pia already tweeted that Solis was just a probationary
staff employed for only three months and is no longer connected with her office.
Solis was awarded $1,000 and round trip tickets to Chile and Brazil last September
18, Chile's National Day celebration, at the Cultural Center of the Philippines.
Social Entrepreneur Gregory John Smith, the real owner of the photograph, revealed
how "an impostor... abused my copyright." The photo belonged to the Children at Risk
Foundation, which he founded.
What is more shocking was that this was not the first time that Solis entered contests
using photos he doesn't own.

Source: http://www.wazzuppilipinas.com/2013/09/mark-joseph-solis-plagiarized-prize.html

CASE ANALYSIS:
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RUBRICS:

LEVELS OF ACHIEVEMENT
Completely Slightly Inadequate Competent Excellent
CRITERIA
Inadequate (2 points) (2.5 points) (3 points)
(1.5 points)
Problem Fails to identify the Some difficulties in Some success Accurately identifies
Identificati main ethical issues; identifying the main identifying the main main ethical issues;
on Does not explain why ethical issues; some ethical issues; Shows a good
different approaches problems Shows some understanding of why
may be taken to this understanding why understanding of different approaches
 problem and why different approaches why different may be taken to this
stakeholders may may be taken to this approaches may be problem, and why
disagree. problem and why taken to this stakeholders may
stakeholders may problem and why disagree.
disagree. stakeholders may
disagree.
Providing Fails to provide any, Some difficulties in Some success in Accurately identifies
empirical or accurate empirical identifying sufficient making sufficient sufficient and relevant
information information make or relevant and relevant empirical information,
and use of empirical claims with information; empirical claims and and draws on support
sources no evidence to back insufficient support providing adequate from adequate and
them up; They use for empirical claims support for them reliable sources.
no or inappropriate from reliable from a reasonable
sources. sources; us of few or number of reliable
somewhat sources.
inappropriate
references.
Engages Fails to discuss a Discusses a minimal Some success in Successfully
with an range of appropriate range of appropriate discussing a range discusses a range of
appropriate values that might be values that may be of appropriate appropriate values
range of at stake (e.g., justice, at stake eg, justice, values might be at that might be at stake
value suffering, privacy, suffering, liberty, stake (justice, (e.g., justice,
concerns liberty, naturalness). privacy, suffering, liberty, suffering, liberty,
naturalness). privacy, privacy, naturalness)
naturalness)
Open- Assumes essential The essential Sufficient reasons to Essential position
minded position without position is only support essential effectively justified;
and fair arguing for it; shows partially defended; position; no biases fair presentation of
discussion obvious bias; is some biases are evident; no others' views;
unfair in argument; evident; occasional unfairness in charitable
sets up straw man unfairness in argument; no interpretation of
arguments. argument tends to caricature of others' others' arguments.
caricature others' arguments
arguments.
Thinking Complete lack of Insufficient degree of Some degree of Engages critically with
critically critical thinking about critical thinking critical thinking sources and
about own sources and about sources and about sources and arguments used, and
and others` arguments used; arguments used; arguments used; offers plausible
views doesn't offer an considers limited some objections to objections to his or
objection to own objections to own own argument. her case.
argument. argument.
Makes an Fails to make an The argument is A coherent A bright and
appropriate argument at all; fails weak and difficult to argument is present; rigorously developed
argument to make an ethical follow; the argument the argument makes argument is present;
argument; argument doesn't draw on an ethical case and the argument directly
fails to answer the ethical ideas; some addresses the addresses ethical
prompt; no creativity disassociation prompt; some questions and
is expressed. between prompt and creativity is responds to the
response; little expressed where prompt; the case
creativity is relevant. displays creativity
expressed. where relevant.
Writing Poor spelling and Some spelling and Few grammatical or Consistently uses
Quality grammar throughout. grammar errors. spelling errors. correct grammar with
Writing is barely Does not express Ideas are expressed rare misspellings.
coherent. There is no opinions or ideas reasonably clearly. Expresses ideas
indication of the clearly. Only vague Some guidance as clearly and concisely.
argument or how the guidance as to how to what the Clear guidance is
case study analysis the case study argument will be given as to what the
will be structured at analysis will be and how the case argument will be and
the beginning of the structured at the analysis will be how the case study
 analysis. beginning of the structured at the analysis will be
analysis. beginning of the structured at the
analysis. beginning of the
analysis.

Source: https://www.onlineethics.org/File.aspx?id=31203&v=859a7ffb

CLOSURE
Good job! You are done with the second lesson of the 4th Module. Make sure to
remember those concepts.

The next lesson of this module is about the Media and Media Information literate
Individual. Happy learning!

LESSON 3: MEDIA INFORMATION LITERATE INDIVIDUAL

INTENDED LEARNING OUTCOMES
At the end of the lesson, you should be able to synthesize the overall implication
of media and information to an individual (personal, professional, educational, and
others) and the society as a whole (economic, social, political, educational, and others).

TIME FRAME: One Week

INTRODUCTION
Hello, prospective teachers! Have you ever tried to describe yourself as media
literate? Or shall we say, is making and integrating media to your teaching and learning
process a sign or an indication of being a media literate? Now, in this lesson, we will
know if we are mediate literate or not. Indicated in this lesson are some of the relevant
findings of research that are essential to our objective.

ACTIVITY
TALK AND REFLECT

Digital natives are described as individuals born in the digital age, while digital
immigrants are defined as individuals born before the widespread existence of digital
technologies. Thus, as prospective teachers, we know that there are existing gaps in
the skills in utilizing media technology between digital natives and immigrants.

Instructions:

You are instructed to do following the mechanics:

 1. Interview one (1) teacher who is a digital native and one (1) teacher who is
characterized as a digital immigrant.
2. Interviews may be done face to face or online. Teachers within the community
are highly encouraged as your participants.
3. Ask them about their struggles and coping mechanisms in media technology
utilization in the teaching and learning process.
4. Make sure to record your interview using an audio – recorder or takedown
transcripts. Allow the participants to sign the transcript.
5. REMEMBER: Ask consent first before doing or conducting the interview. By
signing the transcript, he or she agrees to utilize his or her responsibility for this
course.

Questions to be answered:

1. What are the challenges encountered by a teacher who is a digital native and
digital immigrant?
2. How do they cope with these challenges?
3. What are your insights as prospective teachers regarding their experiences in
integrating media technology into the teaching and learning process?

ANALYSIS
LET US ANALYZE!!

1. How would you classify yourself: a digital native or a digital immigrant?

2. How can you describe a media, literate individual?

ABSTRACTION
It has been known that being able to read and write is a form of literacy. However,
to be a literate person in the 21st century, reading and writing alone will not suffice.
They are only two of the traditional literacies. Due to the advent of technology, new
literacies should be embraced to proactively engage in the different issues of life. One
of these is media literacy. Now let us take a look at the concepts on how to become a
media literate individual.

Abadiano (2018) defined media literacy "as a means of understanding and using
mass communication media in a pro-active, non-passive, and assertive way." It is
considered a fundamental life skill essential for a vigorous democracy. Moreover, he
defined a media literate person as the one who effectively and efficiently comprehends
and uses mass communication technologies to access, analyze, evaluate, produce, and
distribute information in a variety of means.

Measuring media literacy and its effectiveness is one of the challenging tasks in
education nowadays. Teaching and learning are integrative to the use of media
technology, either offline and online. Thus, researchers have created synergy for
themselves to investigate relevant facts and theories which could help assess media
literacy and to know the indicators and dimensions of being media literate individuals.

Eristi and Erdem (2017) conducted a study on the development of a media

literacy skills scale. This aims to develop a reliable and valid scale to identify the levels
of media literacy skills. After their inquiry, they have revealed, based on their findings,
that there are four (4) dimensions in media literacy. These are Access, Analyze,
Evaluate, and Communicate.

This involves locating and using appropriate media tools (Hobbs,

2010).
Access
This means reaching the targeted information via these tools and
comprehending the contents (Jolls, 2008).
Analyzing symbolic texts underlies media literacy (Livingstone,
Analyze
2003).
This is a process to complete the analysis phase and skill to make
Evaluate judgments about the quality or the value of media content (Eristi and
Erdem, 2017).
Communicat This comprises the ability to create media messages and share
e them with other people (Schmidt, 2013).

The European Charter for Media Literacy, as cited by Bachmair and Bazalgette
(2007), stipulated seven competencies in becoming a media literate Individual. He or
she should:

✔ Use media technologies effectively to access, store, retrieve and

share content to meet their individual and community needs and
interests;

✔ Gain access to, and make informed choices about, a wide range
of media forms and content from different cultural and institutional
sources;

✔ Understand how and why media content is produced;

✔ Analyze critically the techniques, languages, and conventions

used by the media, and the messages they convey;

✔ Use media creatively to express and communicate ideas,

information, and opinions;

✔ Identify, and avoid or challenge, media content and services that

may be unsolicited, offensive or harmful; and

✔ Make effective use of media in the exercise of their democratic

rights and civic responsibilities.
What is Media Literacy Not? (Alata & Ignacio, 2019)

Alata and Ignacio (2019) stipulated the different indications that you are not
media literate. This happens when you are:

✔ Criticizing the media. However, being media literate sometimes

requires that one indeed criticize what one sees and hears.

✔ Merely producing media. However, part of being media literate is

the ability to create media.

✔ Teaching with the media. An education in media literacy must

also include teaching about media.

✔ Viewing media and analyzing it from a pure perspective. True

media literacy requires both the ability and willingness to view and
analyze media from multiple positions and angles.

Always remember that being media literate means watching carefully and
thinking critically.

APPLICATION
SEARCH AND KNOW!!!

Directions: Using the Media Literacy Skills Scale adopted from Eristi and Erdem
(2017), survey your neighborhood. Make sure that your participants are using/
accessing any kind of media. REMEMBER: Get informed consent from the participants
before you conduct the study and inform them that data will be utilized for the purpose
only of this course. This questionnaire aims to assess the media literacy skills of an
individual.
1 – Strongly Disagree
2 – Disagree
3 – Neutral
4 – Agree
5 – Strongly Agree

ITEMS 1 2 3 4 5
1. I can effectively use various media tools to access the
information, audio, image, or other data that I need.
2. To access the information or data I need, I can functionally use
different search engines and databases.
3. I question the media contents that I examine concerning the
purposes they were constructed and shared for.
4. I question whether there is an implicit meaning and purpose or
not in the messages communicated via media tools besides
explicit definition and objectives that readers perceive
immediately.
5. I can identify vicious and harmful media contents, and I can
protect myself from this kind of material.
6. I can evaluate media contents or messages in the media in terms
of ethical principles and judge them.
7. I can evaluate the possible consequences if I share messages
that contain unreal and purposeful information and images that
belong to other people and require permission to share.
8. Using media tools and platforms, I can arrange activities such as
digital campaigns, discussion forums, and blogs to find solutions
to various problems or generate social sensitivity for a particular
issue.

Get the average in each item, and the overall item. To describe the media literacy
skills of the participants, the following range of means shall be used:
RANGE OF MEANS DESCRIPTIVE MEANING
1.00 – 1.79 Media literacy skills are perceived as very low.
1.80 – 2.59 Media literacy skills are perceived as low.
2.60 – 3.39 Media literacy skills are perceived as neither low
nor high.
3.40 – 4.19 Media literacy skills are perceived as high.
4.20 – 5.00 Media literacy skills are perceived as very high.

CLOSURE
Good job! You are done with the third lesson of the 4th Module. Make sure to
remember those concepts.

The next lesson of this module is about the integration of media literacy to
teaching and learning. Happy learning!
LESSON 4: INTEGRATION OF MEDIA LITERACY TO TEACHING AND LEARNING
INTENDED LEARNING OUTCOMES
At the end of this lesson, you should integrate media literacy to the teaching and
learning process by formulating intended learning outcomes and designing aligned
teaching and learning activities (TLAs) across the learning areas.

TIME FRAME: One Week

INTRODUCTION
Hello, student-teachers. Now, we will be discussing certain concepts on how to
integrate media literacy into teaching and learning. As teachers someday, it is part of
our responsibility to engage our students in different media platforms and tools, which
could significantly contribute to their becoming media literate. We will integrate this new
literacy to our learning outcomes, teaching and learning activities, assessments, and
evaluations. Now, let us learn together on how media literacy can be integrated into the
teaching process.

ACTIVITY

LOOK AND LIST DOWN!!!

List down all media-technology you have and indicate each of their usability for
your learning.

MEDIA/TECHNOLOGY/TOOL USABILITY
ANALYSIS
LET US THINK!!!

1. Given the limited resources inside the classroom and at home, especially in this
pandemic, what possible media or technology do teachers use to deliver the
instruction?

2. Given now that students are mandated to stay at home, how should the media be
integrated into teaching and learning?

3. Provide at most three learning outcomes with indicated teaching and learning
activities where media literacy is integrated.

ABSTRACTION
Many experts have shown their support in promoting media literacy with the
teachers and teacher educators integrating it into the school curricula and programs.
Cortes (2000) stressed that,

“multicultural education is taught through the media: "That enveloping

media multicultural curriculum guarantees that school educators do not have
the power to decide if multicultural education will occur. It will...through the
media, even if not in schools. Rather, school educators can only decide
whether or not they will consciously participate and how they will participate
in the inevitable process of teaching and learning about diversity.”

Given many challenges to media literacy education like unavailability of devices to

learners, slow internet connection, and deficient technological skills, it is a challenge for
the teacher to integrate the philosophy and principle of media literacy to his or her
teaching and learning activities. However, media covers all forms from print media to
new media. Thus, it is now an opportunity for the teachers to become more resourceful
for him or her to provide meaningful learning experiences to his or her learners.

Canada's Center for Digital and Media Literacy enumerated different tips on
integrating media literacy in the classroom as follows:

Exploit “teachable moments.” When students have free time, take an

opportunity to listen to what they're talking about. Most likely, it's related to the
media they watch, play, and listen to! Breaking news stories, blockbuster movies,
and celebrity meltdowns are all great opportunities for media analysis.
 Give students a chance to create media, not just analyze it. Although
there's more to media education than just creating media, this is a vital part.
There's no substitute for hands-on experience to help kids understand how things
like editing and music can influence the way a movie or TV show affects us
emotionally. Camera phones, storyboards, and even magazine collages are
affordable and accessible options for bringing media production into
your classroom.

Start and end with the key concepts. Media education, and the media
world, can be overwhelming when you start to analyze it. By always returning to
the fundamental concepts of media literacy, you can keep from getting
sidetracked as you analyze media products or cultural artifacts.

Recognize that kids – and adults – enjoy media. It's essential not to
take a negative approach to media education. Teach the kids that critiquing is
not necessarily the same thing as criticizing. We can identify and talk about
problematic issues in the media we love without losing our enjoyment of them.
Don't forget to look at positive examples when discussing gender, stereotyping,
etc.

Teach about the media, not just with the media. It’s not enough to use
media in your classroom unless students are learning about media as well. Any
time you're using media in the school, look for a media education opportunity: for
instance, if you're showing the movie version of a play or book, have students
analyze the differences between the two using the key concepts. How are the
commercial considerations of a movie different from those of a book or a play?
What technical differences change how the story is told? How are the
expectations of a movie audience different from those of a game or a book? How
are the film-makers' values and assumptions similar to or different from the
original author's? How do all of these differences affect the explicit or implicit
meaning?

Make media education about asking questions, not learning answers.

Even though you may feel strongly about an issue or a media product, give your
students room to draw their conclusions. This is especially important when you're
dealing with issues such as stereotyping or body image, where your students
(and you!) likely already have strong opinions: you need to model the practice of
keeping an open mind and using critical analysis, not your emotions, to lead you
to a conclusion.

Fight the perception that "It doesn't matter." Students often avoid
talking about the implications of media products by saying "it's only a TV show" –
or a video game, a music video, or so on. Remind students that media can have
meaning even if the creators didn't plan it and that we rely as much on the Media
as anything else to tell us about the world. For instance, research has shown
persuasively that media consumption can affect how we see others and how we
 see ourselves, even if we don't realize it – a condition is known
as implicit or unconscious bias – and the presence or absence of different groups
in media has been shown to affect how people feel about those groups.

Assess and evaluate media literacy work. "Will this be on the test?" By
doing formal assessment and evaluation of the media literacy work students do,
you communicate to them that it is valuable and essential. Ensure that your
estimates are as well-thought-out and objective as they are for all your other
assignments, and keep them consistent.

Let students bring their media to the table. To get students more
engaged, look for opportunities to do media literacy work with their choice of
media products. You can deal with concerns about content issues by making
your expectations clear and a part of the evaluation scheme (ethical and
responsible use of Media is a vital part of media literacy), and by having
students only present excerpts of media products in a group or whole-class
settings.

Keep up-to-date with media trends and developments. You don't have
to be a media expert to teach media literacy, but it helps to be current about what
kids are watching, playing, reading, wearing, and listening to, not to mention what
they're doing online. This is an excellent opportunity to let kids be the experts and
teach you about the latest thing!

Source:
https://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-
fundamentals/media-literacy-fundamentals

APPLICATION
LET US CREATE!!!

Directions: Create an appropriate activity and provide teaching and learning

materials aligned to the given learning outcomes below. Students shall create a video
blog (vlogs), introducing their proposed action with teaching and learning material.

1. At the end of the lesson, learners are expected to analyze the perceptions and
stereotypes of LGBTQ+ using various photos.

2. At the end of the lesson, the learners are expected to discuss the influence of
media sources on market competitiveness, information accessibility, and
quality of life.

CLOSURE
Good job! You are done with the fourth lesson of the 4th Module. We are done
discussing and introducing media literacy.
MODULE ASSESSMENT

A. Directions: This is a 4 – item limited essay test in which each item is worth 5 -
points. Answer the following questions by using 50 – 100 words only.

1. How can the media be a significant contributor to effective communication?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________.

2. Due to the existence of new media, how does it change our daily living?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________.

4. Does social media improve our lives? Why or Why Not?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________.

5. Which of the media – information providers significantly help you as a learner?

Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________.
 Rubric

5/ 4 / VERY 2 / NEEDS 1/
CRITERIA 3 / AVERAGE
EXCELLENT GOOD IMPROVEMENT UNACCEPTABLE

This paper is This paper is The writer is The topic is not As yet, the paper
bright and mostly focused beginning to well-defined has no clear
focused. It and has some define the and/, or there sense of purpose
holds the useful details topic, even are too many or central theme.
reader's and quotes. though topics. To extract
Ideas attention. development is meaning from the
Relevant details still primary or text, the reader
and quotes general. must make
enrich the inferences based
central theme. on sketchy or
missing details.

The Paper (and The Sentences within The writing lacks a

organization paragraphs) are organizational paragraphs clear sense of
enhances and mostly structure is make sense, but direction. Ideas,
showcases the organized, in strong enough the order of details, or events
central idea or order, and to move the items does not. seem strung
theme. The make sense to reader through together loosely or
Organization
order, structure the reader. the text without randomly; there is
of information is too much no identifiable
compelling and confusion. internal structure.
moves the
reader through
the text.

The writing has The writing The text hums The text seems The reader has to
a natural flow, mostly flows along with a choppy, and it is practice quite a bit
rhythm, and and usually steady beat but not easy to read to give this paper
cadence. invites oral tends to be orally. a fair interpretive
Sentences are reading. more reading.
Sentence
well built, with a businesslike
Fluency
varied and than musical,
robust structure more
that invites mechanical
expressive oral than fluid.
reading.
 The writer The writer The writer The writer Errors in spelling,
demonstrates a understands shows seems to have punctuation,
good grasp of proper writing reasonable made little effort capitalization,
standard writing conventions control over a to use usage, and
conventions and usually limited range of conventions: grammar and
(e.g., spelling, uses them standard spelling, paragraphing
punctuation, correctly. Paper writing punctuation, repeatedly distract
capitalization, is easily read, conventions. capitalization, the reader and
Conventions grammar, and errors are Conventions usage, grammar, make the text
usage, rare; minor are sometimes and difficult to read.
paragraphing) touch-ups handled well paragraphing
and uses would get this and enhance have multiple
protocols piece ready to readability; at errors.
effectively to publish. other times,
enhance errors distract
readability. and impair
legibility.

The form and The format only The writer's The writer's The reader
presentation of has a few message is message is only receives a garbled
the text mistakes and is understandable understandable message due to
enhance the generally easy in this format. occasionally, problems relating
reader's ability to read and and paper is to the text's
Presentation to understand pleasing to the messily written. presentation and
and connect eye. is not typed.
with the
message. It is
pleasing to the
eye.

Retrieved from https://www.uen.org/rubric/previewRubric.html?id=20123

B. Directions: This is a case analysis assessment. Present your side on the issue
portrayed below. Criteria are reflected on the next page. Make sure to provide a brief
and concise but meaningful argument or discussion about the topic.

YouTube Links: https://www.youtube.com/watch?v=5nWixuHRjPY

https://www.youtube.com/watch?v=WUb30lwzsKs
https://www.youtube.com/watch?v=l2PaaupbCXw

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 LEVELS OF ACHIEVEMENT
Completely Slightly Competent Excellent
CRITERIA
Inadequate Inadequate (2.5 points) (3 points)
(1.5 points) (2 points)
Problem Fails to identify the Some difficulties Some success Accurately identifies
Identification main ethical issues; in identifying the identifying the main main ethical issues;
Does not show main ethical ethical issues; Shows a good
understanding of issues; some Shows some understanding of
why different problems understanding of why different
approaches may be understanding why different approaches may be
taken to this why different approaches may be taken to this
problem and why approaches may taken to this problem, and why
stakeholders may be taken to this problem and why stakeholders may
disagree. problem and why stakeholders may disagree.
stakeholders may disagree.
disagree.
Providing Fails to provide any, Some difficulties Some success in Accurately identifies
empirical or accurate in identifying making sufficient sufficient and
information empirical sufficient or and relevant relevant empirical
and use of information makes relevant empirical claims and information, and
sources empirical claims information; in providing draws on support
with no evidence to insufficient adequate support from adequate and
back them up; uses support for for them from a reliable sources.
no or inappropriate empirical claims reasonable number
sources. from reliable of reliable sources.
sources; us of
few or somewhat
inappropriate
references.
Engages with Fails to discuss a Discusses a Some success in Successfully
an range of appropriate minimal range of discussing a range discusses a range
appropriate values that might be appropriate of appropriate of appropriate
range of value at stake (e.g., values that may values that might be values that might be
concerns justice, suffering, be at stake eg, at stake (justice, at stake (e.g.,
privacy, liberty, justice, suffering, suffering, liberty, justice, suffering,
naturalness). liberty, privacy, privacy, liberty, privacy,
naturalness). naturalness) naturalness)
Open-minded Assumes essential The essential Sufficient reasons to Essential position
and fair position without position is only support essential effectively justified;
discussion arguing for it; shows partially position; no biases fair presentation of
obvious bias; is defended; some evident; no others' positions;
unfair in argument; biases evident; unfairness in charitable
sets up straw man occasional argument; no interpretation of
arguments. unfairness in caricature of others' others' arguments.
argument; a arguments
tendency to
caricature others'
arguments.

Thinking Complete lack of Insufficient Some degree of Engages critically

critically critical thinking degree of critical critical thinking with sources and
about own about sources and thinking about about sources and arguments used,
 and others` arguments used; sources and arguments used; and offers plausible
views doesn't offer an arguments used; some objections to objections to his or
objection to own considers limited own argument. her case.
argument. objections to own
argument.
Makes an Fails to make an The argument is A coherent A bright and
appropriate argument at all; fails weak and difficult argument is present; rigorously
argument to make an ethical to follow; the the argument makes developed
argument; argument argument doesn't an ethical case and argument is
fails to answer the draw on ethical addresses the present; the
prompt; no creativity ideas; some prompt; some argument directly
is expressed. disassociation creativity is addresses ethical
between prompt expressed where questions and
and response; relevant. responds to the
little creativity is prompt; the case
expressed. displays creativity
where relevant.
Writing Poor spelling and Some spelling Few grammatical or Consistently uses
Quality grammar and grammar spelling errors. correct grammar
throughout. Writing errors. Does not Ideas are expressed with rare
is barely coherent. express opinions reasonably clearly. misspellings.
No indication of or ideas clearly. Some guidance as Expresses ideas
what the argument Only vague to what the clearly and
will be or how the guidance as to argument will be concisely. Clear
case study analysis how the case and how the case guidance is given
will be structured at study analysis analysis will be as to what the
the beginning of the will be structured structured at the argument will be
analysis. at the beginning beginning of the and how the case
of the analysis. analysis. study analysis will
be structured at the
beginning of the
analysis.

C. Directions: Read and understand the situation given below. Draw a caricature that
portrays the challenges of media and education today, given that they may still be
tagged to have ignorance on the appropriate use of technology. The criteria for judging
are shown below.

Criteria Excellent Acceptable Minimal Unacceptable

 (5 points) (4 points) (3 points) (2 points)
Message Key issues and Key issues and Key issues The critical issue
the position of the position of identifiable; and learner's
the learner are the learner are however, the position are
identifiable. identifiable. learner's unclear.
position may be
unclear.
Visual The caricature is The caricature is The caricature is The caricature is
Presentation neat; color and neat; color and somewhat neat. messy; color and
and Creativity creative creative graphics Some color and graphics are
graphics are are used, and creative lacking. No
used captions are graphics are captions included.
exceptionally readable. used.
well.
Content Caricature Caricature Caricature Caricature conveys
conveys an conveys an conveys a little or no
understanding of understanding of limited understanding of
the issue, the issue, understanding the issue, so much
excellent use of excellent use of of the issue; the lacking.
symbolism; the symbolism; the title is unclear.
title is relevant. title is relevant.

The world has been interrupted and disturbed due to the existence and spread of
COVID – 19. This changes the way we usually live. The economy temporarily stopped,
businesses are temporarily closed, and delivery of education has been transformed into
flexible learning and teaching. At present, where the vaccine is yet available, DepEd
and CHED have decided to continue the delivery of teaching and learning using flexible
learning. DepEd will utilize modules and other mass media platforms (like radio and
television). Meanwhile, CHED will be implementing the Learning Management System's
full utilization and other means of blended learning tools aside from the modular
approach. Given that everybody is facing a financial crisis, the challenge here is the
availability of tools and technology, especially for those learners who are tagged as "no
gadgets or media available."
D. Directions: As a teacher in the future, our call is to provide meaningful learning
experiences for our students, especially when they are staying at home at this time of
the pandemic. Your task is to develop a learning plan where media literacy is integrated.
Follow the format below. Choose only one (1) topic of your chosen discipline.

LEARNING AND TEACHING PLAN

TEACHING AND
OBJECTIVES/ TEACHING AND
LEARNING
TOPIC/LESSON LEARNING LEARNING
MATERIALS
OUTCOMES ACTIVITIES
NEEDED

CRITERIA FOR EVALUATION

CRITERIA Exceeds Meets Need Does Not Meet
Expectations Expectations Improvement Expectations
(5 points) (4 points) (3 points) (2 points)
Objectives/ SMART and SMART and Objectives are Objectives are
Learning relates to relates to the given. unclear and not
Outcomes purpose, purpose and related to
include higher- integrates purpose.
order thinking media literacy.
skills, and
effectively
integrates
media literacy.
Activities Meaningful, Objective- Objective- Activity is
motivating, based, student- based, limited or does
objective- centered meaningful not relate to the
based, open- objectives.
ended inquiry-
based
Materials Invites A variety of Resources are Resources are
creativity, resources and included limited or not
connects to the integrates included.
“real-world” & media literacy.
variety,
effectively
integrates
media literacy.
MODULE SUMMARY

▪ Media Literacy is the ability to access, analyze, evaluate, and create media
messages of all kinds.
▪ Information Literacy is a transformational process in which the learner needs to
find, understand, evaluate, and use various forms to create for personal, social,
or global purposes.
▪ Media are categorized into physical media and mechanical media.
o Physical Media is where the person who is talking can be seen and heard
by the audience.
o Mechanical Media is where the information is transmitted via written and
electronic channels.
▪ Media are classified into print media, broadcast media, and new media.
o Print Media is composed of newspapers, community newsletters,
magazines, and other publications.
o Broadcast Media is where information is distributed using radio waves.
o New Media is where information and media converge to one another.
▪ Media and information are interrelated and intertwined.
▪ The following criteria are needed in evaluating information sources for reliability:
o Audience
o Authority
o Bias
o Currency
o Scope
REFERENCES

▪ Abadiano, M. (2018). Media and information literacy: Second Education.

Chronica Bookhaus
▪ Alata, E.J. & Ignacio, E.J. (2019). Building and enhancing new literacies across
the curriculum. REX Book Store: Manila, Philippines.
▪ Balčytienė, A. (2020). Ulla Carlsson (Ed.)(2019). Understanding Media and
Information Literacy (MIL) in the Digital Age: A Question of Democracy.
Gothenburg: Department of Journalism, Media, and Communication (JMG),
University of Gothenburg, 266 pp., ISBN: 978-91-88212-89-4. Central European
Journal of Communication, 13(2), 293-295.
▪ Grizzle, A. (Ed.). (2011). Media and information literacy curriculum for teachers.
United Nations Educational, Scientific, and Cultural Organization.
▪ Moeller, S., Joseph, A., Lau, J., & Carbo, T. (2011, November). Towards media
and information literacy indicators. Background document of the UNESCO Expert
Meeting (Bangkok, Thailand, 4-6 November 2010).
▪ Pitagan, F. et al. (2016). Teaching guide for senior high school media and
information literacy core subject. Commission on Higher Education.

SPECIAL NOTE:

▪ Photos included in this lesson were downloaded and retrieved from Google.com.
MODULE SUMMARY

● Article 19 of the Universal Declaration of Human Rights stated that

"Everyone shall have the right to freedom of expression; this right shall
include freedom to seek, receive and impart information and ideas of all
kinds, regardless of frontiers, either orally, in writing or print, in the form of
art or through any other media of his choice."
● Article 3, Section 4 of the 1987 Philippine Constitution mandates the
protection of freedom of expression.
● Article 3, Section 3 of the 1987 Philippine Constitution mandates the
protection of information privacy.
● Article 3, Section 7 of the 1987 Philippine Constitution mandates the
protection of the right to information.
● Republic Act No. 2580 passed in 1916 through the Philippine Legislature
provides requirements "for the publication and recording in the Bureau of
Posts of the names and post office addresses of editors, publishers,
managers, owners, and stockholders of newspapers in a sworn statement.
● Republic Act No. 8047 institutionalized the development of the Book
Publishing Industry and the formulation and implementation of the National
Book Policy and a National Book Development Plan.
● Republic Act No. 7079 created the Campus Journalism Act, which
recognized the vital role of campus press freedom.
● As specified in Executive Order No. 546 issued July 23, 1979, all radio/
broadcasting companies in the Philippines shall be required to have
certificates of public convenience and necessity from the National
Telecommunications Commission (NTC).
● Movie and Television Review and Classification Board (MTRCB) was
institutionalized under Presidential Decree 1986 on October 5, 1985.
● Republic Act No. 8293 institutionalized the intellectual property code of
the Philippines and established the intellectual property office. As stated in
Section 2, "The State recognizes that an effective intellectual and industrial
property system is vital to the development of the domestic and creative
activity, facilitates the transfer of technology, attracts foreign investments,
and ensures market access for our products. It shall protect and secure the
exclusive rights of scientists, inventors, artists, and other gifted citizens to
the intellectual property and creations, particularly when beneficial to the
people…"
● President Benigno S. Aquino III signed for approval the institutionalization
of RA 10173 or known as the Data Privacy Act of 2012. As stated in
Section 2, "It is the policy of the State to protect the fundamental human
right of privacy, of communication while ensuring the free flow of
information to promote innovation and growth. The State recognizes the
vital role of information and communications technology in the nation-
building and its inherent obligation to ensure that personal information in
 information and communications systems in the government and the
private sector are secured and protected."

REFERENCES

Internet References

▪ https://movielabs.com/md/ratings/v2.1/html/PH_MTRCB_Ratings.html#:~:text=T
HEME%20%E2%80%93%20The%20film%20may%20contain,otherwise%20offe
nsive%20behavior%20or%20attitude.
▪ https://www.privacy.gov.ph/data-privacy-act/#16
▪ https://www.officialgazette.gov.ph/1997/06/06/republic-act-no-8293/
▪ https://www.article19.org/data/files/pdfs/publications/philippines-baseline-
study.pdf

Printed References
▪ Abadiano, M. (2018). Media and information literacy: Second Education.
Chronica Bookhaus
▪ Alata, E.J. & Ignacio, E.J. (2019). Building and enhancing new literacies across
the curriculum. REX Book Store: Manila, Philippines.
▪ Pitagan, F. et al. (2016). Teaching guide for senior high school media and
information literacy core subject. Commission on Higher Education.

MODULE SUMMARY
 ▪ Eristi and Erdem (2017) revealed four (4) dimensions in media literacy. These
are Access, Analyze, Evaluate, and Communicate.
▪ The European Charter for Media Literacy, as cited by Bachmair and Bazalgette
(2007), stipulated seven competencies on becoming a Media Literate Individual.
o Use media technologies effectively to access, store, retrieve and
share content to meet their individual and community needs and
interests;
o Gain access to, and make informed choices about, a wide range of
media forms and content from different cultural and institutional
sources;
o Understand how and why media content is produced;
o Analyze critically the techniques, languages, and conventions used
by the media, and the messages they convey;
o Use media creatively to express and communicate ideas, information,
and opinions;
o Identify, and avoid or challenge, media content and services that may
be unsolicited, offensive or harmful; and
o Make effective use of media in the exercise of their democratic rights
and civic responsibilities.

REFERENCES

▪ Abadiano, M. (2018). Media and information literacy: Second Education.

Chronica Bookhaus
▪ Alata, E.J. & Ignacio, E.J. (2019). Building and enhancing new literacies across
the curriculum. REX Book Store: Manila, Philippines.
▪ Eristi, B., & Erdem, C. (2017). Development of a media literacy skills
scale. Contemporary Educational Technology, 8(3), 249-267.
▪ Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. A White Paper on
the Digital and Media Literacy Recommendations of the Knight Commission on
the Information Needs of Communities in a Democracy. Aspen Institute. 1
Dupont Circle NW Suite 700, Washington, DC 20036.
▪ Livingstone, S. (2003). The changing nature and uses of media literacy.
▪ Pitagan, F. et al. (2016). Teaching guide for senior high school media and
information literacy core subject. Commission on Higher Education.
▪ Thoman, E., & Jolls, T. (2008). Literacy for the 21st century: An overview and
orientation guide to media literacy education. Theory CML MedicaLit Kit. Center
for Media Literacy.
▪ Schmidt, H. C. (2013). Media literacy education from kindergarten to college:
Comparing how media literacy is addressed across the educational system.
Journal of Media Literacy Education, 5(1), 3.

MODULE SUMMARY
 Canada's Center for Digital and Media Literacy enumerated different tips on how
to integrate media literacy in the classroom. The following are:

▪ Exploit “teachable moments.”

▪ Give students a chance to create media, not just analyze it.
▪ Start and end with the key concepts.
▪ Recognize that kids – and adults – enjoy media.
▪ Teach about media, not just with media.
▪ Make media education about asking questions, not learning answers.
▪ Fight the perception that "It doesn't matter."
▪ Assess and evaluate media literacy work.
▪ Let students bring their media to the table.
▪ Keep up-to-date with media trends and developments.

REFERENCES

▪ Abadiano, M. (2018). Media and information literacy: Second Education.

Chronica Bookhaus
▪ Alata, E.J. & Ignacio, E.J. (2019). Building and enhancing new literacies across
the curriculum. REX Book Store: Manila, Philippines.
▪ Pitagan, F. et al. (2016). Teaching guide for senior high school media and
information literacy core subject. Commission on Higher Education.

IMPORTANT Reminders:
1. References should be added at the end of each module.
2. The number of modules may vary depending on the number of clustered ILOs
significant to the course.
3. Each module could have a maximum of 5 lessons.
4. If there are significant contents/readings necessary for the abstraction part, it can
be put as an annex or appendix of the entire course pack. However, proper
labeling is required.
5. Use A4 paper size, Times New Roman font style, volume 12, 1.5 inches left
margin, and 1inch on the remaining sides. Use single line spacing in the module
contents.
6. The module format should be followed for the project to write. The template
and format may be customized should the participating HEIs wish to implement it
in their respective institutions.
 MODULE 5: FINANCIAL LITERACY

MODULE OVERVIEW
Welcome to Module 4! This module deals with financial literacy. As we all know,
financial literacy is one of the essential 21st century skills. Despite the fast changing
times, it is important to equip teachers and students on dealing with things and
challenges on the financial aspect. This module consists of three lessons that you can
apply as you go along in your teaching-learning journey. Good luck!

MODULE LEARNING OUTCOMES

At the end of the module, you should be able to:
✔ discuss the theoretical underpinnings of financial literacy
✔ identify the fundamental concepts of financial literacy
✔ evaluate financial literacy in day-to-day setting
✔ evaluate financial literacy in 21st century education
✔ cite the importance of financial literacy across different learning areas in 21 st
century
✔ apply financial literacy in designing teaching and learning activities.
LESSONS IN THE MODULE
✔ Lesson 1: Financial planning/Goal Setting and Valuing
✔ Lesson 2: Budgeting, spending, and investing
✔ Lesson 3: Integration of Financial Literacy Across the Curriculum

LESSON 1: FINANCIAL PLANNING/GOAL SETTING AND VALUING

INTENDED LEARNING OUTCOMES
At the end of the lesson, you should be able to:
✔ gain understanding on the different concepts in financial planning, goal
setting, and valuing that they can utilize in their daily lives;
✔ create a financial roadmap leading to financial freedom; and
✔ apply the different concepts of financial planning in their daily lives.

TIME FRAME: 1-2 hours

INTRODUCTION
Several years from now, you all desire to make your dreams come true.
Achieving your dream house, owning several properties, establishing a business, and
other dreams you want to achieve in the future are examples. These dreams you want
to achieve would be impossible without planning your finances.
Come and see the concepts in financial planning. Let’s start!

ACTIVITY
Right now, you are given the opportunity to share your financial status in the
future. What assets or financial resources do you want to have ten (10) years from now?
Give yourself a few minutes to gather your thoughts and after such, write those things
on the graphic organizer below. You can add as many bubbles as you want.
ANALYSIS
Great! You are now done with the activity phase. Based on the things you wrote,
ponder on the financial resources or assets you wanted to have in the future and
answer the following questions:

1. What financial asset or resource do you want to have first? How will you work on
your first target financial resource in order to earn it?
2. What financial assets or resources do you find the most challenging to have in the
future? Why?
3. Granting that you have a stable job or a business in the future, you still cannot
deny the reality that you will have limited financial resources. With the big
challenge you currently face, how will you achieve all of your goals written on the
graphic organizer? Make your answer as practical as possible.

ABSTRACTION
Attaining the different financial goals in the future is indeed a challenging one. In
different parts of the world, most students in higher education systems are really
stressed in terms of financial aspect (Bernardo & Resurreccion, 2018). In the college-
age population, 37.58% of the people mentioned that the main reason why they do not
usually enroll themselves to college or university is because of the cost of higher
education. Moreover, the majority of the data says that having additional means of
earning money to support schooling does not stop them from attaining their dreams
(Reyes et. al., 2015).

With financial literacy, schools are now motivating their students to maintain their
well-being and acquire their positive resources that will help them in dealing with their
present financial challenges. Scholarships, student assistance programs, and other
interventions done by several schools are usually conducted to encourage students in
continuing their education and achieve their dreams. Consequently, the financial
strategies that the students usually do in the present times are carried out as they go
along in their respective journeys. This can be carried through obtaining a stable job,
establishing a business, and additional means of earning money in the world of work
(Bernardo & Resurreccion, 2018).

With these things, it is highly possible for you to obtain your financial goals if you
start with yourself. Do take note that everything starts with discipline and motivation.
That is why an activity earlier was conducted in order for you to have a roadmap to
financial freedom. Stay tuned because as you go further in the future lessons, you will
be equipped with achieving financial stability to be able to teach your future students to
be financially literate.

Financial literacy refers to the ability to “use knowledge and skills to manage
one’s financial resources effectively for lifetime financial security” (Mandell, 2009). It is
highly composed of two elements: understanding and use. When people understand
utilizing ways to manage their own finances, such as the knowledge of financial
products, knowledge of financial concepts, possessing the mathematical skills in
financial decisions, and engaging in financial planning, they are able to apply those
strategies in managing their money (Huston, 2010, as cited in Maur, n.d.). Establishing
a plan, accumulating more wealth, having a less credit card debt, and mitigation of
engaging in high-cost borrowing methods are examples (Maur, n.d.).

Investing in financial education really creates a huge impact to the students,

especially that it teaches you to be responsible and instills the value of discipline
needed to keep track of your financial goals. This involves setting your short-term,
medium-term, and long-term goals. Short-term goals include the payment of your
monthly living expenses, basic needs, and emergency fund. Achieving goals that are
attainable within five (5) years such as buying a house or car are examples of medium
term-goals. Lastly, long-term goals are those that take longer than five years to achieve.

As Maur (n.d.) asserts that in addressing the growing demand for more
investments in the Philippines, most financial industries recommend Filipinos to save
first and then spend whatever is left after setting aside the savings.

APPLICATION
For effective application of your learning in this module, make short-term,
medium-term, and long-term financial goals. Make sure that your financial plan is
SMART (Specific, Measurable, Attainable, Results-oriented, and Time-bounded) and
discipline-oriented. Rubric for scoring is as follows

Excellent 25-20 pts.

Good 19-15 pts.
Fair 14-6 pts.
Needs Improvement 5-1 pt.
Short-term financial goals
Medium-term financial
goals

Long term financial goals

CLOSURE
Congratulations! I hope that you will walk your talk after accomplishing this
lesson. You can now proceed to the next lesson.

LESSON 2: BUDGETING, SPENDING, AND INVESTING

INTENDED LEARNING OUTCOMES
At the end of the lesson, you should be able to:
✔ define budgeting spending, and investing;
✔ determine the fundamental concepts of budgeting, spending, and investing;
and
✔ apply the basic concepts by creating a budgeting and investment plan.

TIME FRAME: 2 days

INTRODUCTION
Budgeting and spending issues are commonly heard from people. Some
students say that their daily allowance is vanished by the fare. But little did their parents
know, they spent most of their daily allowance on food items sold outside the school.
Some working individuals say that their monthly salary is immediately vanished by
payment due dates, but some people fail to pay those because there is a midnight sale
at the mall..
Are you ready? If not yet, give yourself a minute to breathe and get started.

ACTIVITY
 In this activity, there are no right or wrong answers. What you need to do is
interview at least five (5) people- three (3) from the working individuals, one (1) from
your classmates/friends who’s still attending school, and one (1) from yourself. While
interviewing them, be reminded of the guide questions:

1. How do you budget your monthly salary (for working individuals) or daily
allowance (from your classmate/friend, and yourself)?
2. In budgeting your money, what do you usually spend first and what do you
spend later on?
3. If given a chance to invest at least one thing (may it be a small material thing
or a big one), what would it be? Why?

ANALYSIS
I hope that you have already gathered all of the answers.

Pondering all of the ideas, kindly answer the following questions:

1. Among the five answers you have gathered, who made the best strategy in
budgeting their monthly salary/daily allowance? Why did you say so?
2. Based on the answers you have gathered, what is usually prioritized first in
spending? Do you think it was their “need” or their “want”??
3. Based on the answers you have gathered, what do they usually want to
invest first? Do you think it is a small material or a big one?

ABSTRACTION
Money mobilizes the world. Everyone purchases products and services that are
highly available in the market. Adults earn money by making products or performing
services. Kids receive allowances. Everything is earned and bought by money. As
others say, “you need to work hard in order to earn money for a living.”
Due to increasing demand of basic needs and status of living, many people are
tested whether to prioritize their needs or their wants. Some want to prioritize their basic
needs for daily survival, but some want to “go with the trend” by buying expensive
clothes, accessories, and other things that will satisfy their desires.

For people in the early adulthood stage- specifically for college students who are
given independence in terms of living and the opportunity to budget their own
allowances, they commonly encounter challenges especially on managing their finances.

Shahrabani (2012) asserted that the intention to budget among college students
is affected by past debt frequency; thus, calling for the improvement of financial literacy
and changing attitudes that will lead to effective financial management that can increase
intentions in terms of budgeting. In addition, changes in budgeting requires additional
knowledge about money management. Consequently, this will motivate students to
avoid and solve financial problems in the future. This will also motivate the students to
create a financial plan as they will go along on their respective milestones.
Maintaining a budget reduces feelings of anxiety and stress brought by consequences
of financial debt.

Budgeting is a process that puts you in control of your money. This shows how
much money you currently have and where will it go to meet your needs and wants.
This will also pave the way for attaining your financial plan.

Budgeting is a challenging thing in managing your finances as this is crucial in

making your financial plans within the reach. Vohwinkle (2012) cited in Gitman (2013)
emphasizes tips on budgeting:

1. Gather every receipt you have. This includes your grocery receipt, utility
bills, school contribution expenses, and other transactions you made with
receipt.
2. Record all of your sources of income/allowance. If you receive your
monthly allowance or your salary from a part-time job, list it down as a
monthly amount.
3. Create a list of usual monthly expenses. This includes grocery purchase,
school expenses, and other expenses you usually encounter. Make sure
that you include your savings in your expense allocation.
4. Make adjustments to expenses if necessary. The target in this tip is to
make your monthly allowance and monthly expenses equal. If your
expenses are greater than your monthly monetary source, adjust your
expenses.
5. Review your budget monthly. It is really important to review your budget
regularly in order to make sure you know how things are going.

After allocating a saving fund every month for your monthly allowance, you can
start investing something. When we talk about investment, this emphasizes the act to
start a project. With investment, you can start a small project. This can be in a form of
selling small food items or buying a printer and then offer a service where you can print
a certain document for a reasonable price. In this way, the capital you have invested in
your small project prospers into a bigger one, and this helps you to further achieve your
financial goals.

APPLICATION
Answer the following questions:
 1. Oenone is a 3rd year college student and works as a part-time tutor and freelance
content writer. The net monthly income from her first job is Php 2000. The
approximate income from her second job is 3000.

Her planned fixed monthly expenses include:

● Php 1600 for rent
● Php 1000 for school project allowance

Her planned flexible expenses include:

● Php 1000 for food
● Php 500 for fare
● Php 500 for emergency fund
● Php 400 for personal items

How her month actually went

1. What she made:

● Oenone earned Php 2000 from her job as part-time tutor
● Oenone didn’t get her target income for freelance writing. She only got
Php 1500
● Oenone got an extra profit in reselling lip tints and umbrellas endorsed by
Kristine, her close friend. She got a net income of 1000

2. What she spent on fixed, regular expenses:

● She paid Php 1600 for the rent
● Her school project allowance unexpectedly went to Php 1500 due to
numerous projects in her specialization subjects

3. What her flexible expenses actually were:

● Php 500 for food
● Php 500 for fare

4. Oenone’s unexpected expenses

● She went on a movie and food trip with her friends. She spent Php 400

a. What is the difference between Oenone’s planned expenses and her actual
expenses?
b. In what areas did she overspend?
c. In what areas did she spend less than she planned?
d. How much money did she have at the end of the month to put into savings?
e. If it were your budget, what did you change about the budget?
f. If it were your budget, how much would you save each month to put toward your
financial and personal goals?
*Adapted from https://www.practicalmoneyskills.com/assets/pdfs/lessons/lev_4/L4Activities1.pdf
2. Each month, Honey and Josh have hour-long discussions about their household
spending. They do not understand why they are continually short of money even
though they both have good salaries. What actions might be taken to avoid personal
and financial difficulties?

CLOSURE
Thank you for exerting your efforts in further establishing your discipline in terms
of budgeting and spending. We hope that you learn so many things in this lesson. You
can now proceed to the next lesson.

LESSON 3: INTEGRATION OF FINANCIAL LITERACY

ACROSS THE CURRICULUM
INTENDED LEARNING OUTCOMES
After the lesson, you should be able to:
✔ understand different concepts on the importance of integrating financial
literacy across the curriculum
✔ identify several teaching strategies and technological tools that will enhance
the financial literacy of students
✔ make a series of activities on integrating financial literacy in day-to-day
classroom activities
✔ apply your daily financial activities on building financial literacy across the
curriculum
TIME FRAME: 2 days
INTRODUCTION
Integrating financial literacy for students is an imperative. As an agent of
socialization, schools are one of the instruments in enhancing the financial literacy of
the students. As Havighurst (cited in Corpuz et. al., 2018) emphasizes, students who
belong in the middle childhood until the early adulthood stage face a huge responsibility
in managing their finances; thus, calling for several schools to integrate financial literacy
in their respective curricula.
ACTIVITY
 Imagine yourself in the stages when you were still a kid, a high school student,
and your current age. Write in column 2 what things you would prioritize if you are given
Php 5000. You can make several details as possible
Column 1 Column 2

Childhood
(Elementary)

Adolescent
(High School)

Early Adult
(College)

ANALYSIS
With the information gathered in the activity earlier:

1. What would be the best age for you to have an idea in handling your money
properly? Why do you say so?
2. How will you incorporate those experiences in educating your students to be
wise in terms of their finances?

ABSTRACTION
Prior financial experience enhances teachers to incorporate financial discipline to
their students. As Kaiser & Menkhoff (2017) emphasizes, integrating financing in
education creates a huge impact in financial behavior of students and will develop their
financial literacy. Up to this time, financial literacy is called to be one of the imperatives
in the teaching-learning process, as this is highly crucial in the daily living of the
students as they go ahead in their respective milestones in life. As financial literacy
becomes a basic life skill, Meszaris and Suiter (2017) calls for parents and teachers to
establish a strong home/school relations to their students in order to enhance the
financial literacy of their children.
 For elementary education, it is indeed a challenging thing especially when
financial literacy is integrated into the curriculum. Henning & Lucey (2017) suggests that
faculty collaboration in integrating financial literacy in learning simulates students in the
real-world. Encouraging students to drop a single coin in a day or in a week will entice
students to save. In establishing closer relations with their parents, this will foster a
great collaboration as it helps students to utilize financial strategies in saving and use
financial decisions on how they are going to spend their savings. Motivating parents to
enroll their children into a bank savings account is a plus point.

Most students in secondary education are considering financial choices in their

daily lives. Enhancing their personal independence, especially on making financial
decisions, high school students are trained with basic financial skills such as
mathematical and numeracy skills in budgeting, and financial literacy where the
students are trained with critical thinking skills, especially on considering financial
decisions and prioritizing their needs and wants (Erner et.al., 2016).

For incorporating financial literacy to young adults with special needs, Henning &
Johnston-Rodriquez (2018) recommends to facilitate materials that are culturally-
responsive, accurate, and relevant. Individualized approaches must be facilitated and
make sure that the materials meet the needs of the students considering their current
economic and sociocultural factors.

With the technological advent, there are many technological tools that are
available and accessible for students and teachers in facilitating financial literacy.
Several examples are given below:

1. iAllowance- this application helps parents to give frequent reminders to their kids
in getting their chores done before giving their allowance.
2. Bankaroo- this mobile app motivates students ages 5-14 years old in setting their
financial goals, saving money, using basic accounting skills, and ways of budgeting their
money.
3. PiggyBot- kids ages 6-8 years old can learn goal setting, saving, and virtual
banking. This mobile app lets children upload photos and review transaction records

Moreover, Page (2014) indicates four lesson principles in preparing lessons that
enhances the financial literacy of the students:

1. Relevance. Making sure that the students see the financial world through the
lesson you made is vital in the crucial development of students in their daily survival.
Saving strategies, goal-setting activities, comparison-shopping techniques, concepts in
compound interest, and behavioral finance strategies are opportunities you can offer to
the students. In this way, students are given the skill in making better financial decisions
and managing their own money.
2. Integration. Introducing financial concepts that the students can actually use
throughout their lives are useful. Giving them numerous opportunities in saving money,
doing saving challenges, encouraging students to use expenses and budget tracker
mobile applications, and other ways can enhance the financial literacy of the students.
3. Critical Thinking Skills. Giving students the opportunity to use their critical
thinking skills in making financial decisions, such as prioritizing their needs and wants
will help them utilize empowered financial strategies that they can carry throughout their
lives.
4. Improvements of Knowledge, Behavior, and Attitudes. As a teacher, always
motivate your students to put their learning into action. Encourage your students to use
financial tools that they can access. Encouraging students to use spreadsheets,
financial ledgers, and other technological tools that will let them keep a track on their
expenses will improve their lives in terms of financial literacy.

With the enormous opportunities in encouraging your students to build their

financial literacy, it is important to entice your students in applying basic financial
concepts that are highly applicable in their daily lives. With different simulations and
activities that will enhance their financial literacy, this will incorporate discipline and
motivation in letting the students achieve their financial goals. As an essential 21st
century skill, this will prepare students to attain their financial goals in a short-term,
medium-term, and long-term basis.

APPLICATION
In the situations provided below, create a list or series of proposal activities that
you will conduct for the students. Make sure that every proposed activity or situation is
SMART.

1. Define and give examples of objects that satisfy people’s wants and services.

Objectives List of Activities (with time Assessment Tool

frame)

2. Diagram the relationship among a final good or service, the way it’s produced,
and who consumes and produces it.

Objectives List of Activities (with Assessment Tool

time frame)
 3. Explain scarcity and how not all wants for goods and services can be satisfied.

Objectives List of Activities (with Assessment Tool

time frame)

*Adapted from (https://www.edutopia.org/practice/piggy-bank-friday-life-skills-through-

financial-literacy)

CLOSURE
I highly congratulate you for the enormous efforts you have exerted throughout
the module. Equipped with financial literacy, it is assured that you can integrate and
build this in your teaching-learning journey.

MODULE ASSESSMENT
1. Which of the following refers to the ability to use knowledge and skills to make
informed money management decisions?
A. Financial knowledge
B. Financial literacy
C. Financial plan
D. Financial aspect
 2. Which of the following is NOT an indicator that a person is financially-literate?
A. Anna makes sure that she has less credit card debt
B. Shannon invests in stocks
C. Raul makes sure that his house loan is fully paid
D. Thayer is living and spending above his means

3. Which of the following is made up of financial literacy?

I. Use of finances
II. Understanding the use of finances
III. None of these

A. I only
B. II only
C. I and II
D. I, II, and III

4. What type of goal is usually achieved within a year?

A. Short-term goal
B. Medium-term goal
C. Long-term goal
D. None of these

5. A spending plan is another name for a budget.

A. True
B. False

MODULE SUMMARY
● Financial literacy refers to the ability to use knowledge and skills in managing
one’s financial resources
● Knowledge of financial products, financial concepts, numeracy and mathematical
skills, and engaging in financial planning activities refer to financial literacy
● Financial education is one of the best tools in attaining better financial outcomes
● Developing financial education in the Philippines is an imperative. Enticing
people to save and invest enhances their financial decisions on spending and
utilizing financial decisions.
REFERENCES
Bernardo, A. B., & Resurreccion, K. F. (2018). Financial stress and well-being of Filipino
students: The moderating role of external locus-of-hope. Philippine Journal of
Psychology, 51(1), 33-61
.
Mandell, Lewis. The Financial Literacy of Young American Adults. Results of the 2008
National Jumpstart Coalition Survey of High School Seniors and College Students.
Jumpstart Coalition; Washington D.C.: 2009.
Maur, M. A. (n.d.). Financial literacy for Filipinos: Understanding for better living:
National Economic and Development Authority-Caraga. Retrieved July 17, 2020, from
http://nro13.neda.gov.ph/financial-literacy-for-filipinos-understanding-for-better-living/

Reyes, C., Tabuga, A., Asis, R., & Mondez, M. B. (2014). Child poverty in the
Philippines. Philippine Institute for Development Studies Discussion Paper Series,
(2014-33).

The Impact of Financial Education. (2016, April 26). Retrieved July 17, 2020, from
https://www.stlouisfed.org/on-the-economy/2015/march/the-impact-of-financial-
education
MODULE ASSESSMENT (After the students have read and studied all the lessons in
the module, it is at the institutional level to decide whether to administer assessment in
any forms. This part allows flexibility within the institution.)
1. Which of the following refers to the process of creating a plan in allocating funds
on where to spend your money?
A. Spending
B. Budgeting
C. Financing
D. Projecting

2. What financial term refers to the one that is owned?

A. Asset
B. Equity
C. Liability
D. Savings

3. What financial term refers to the one that is owed?

A. Asset
B. Equity
C. Liability
D. Savings

4. What refers to the action of putting money into something for profit or material
result?
A. Spending
B. Collaborating
C. Budgeting
D. Investment

5. What refers to the action of purchasing products or services?

A. Spending
B. Collaborating
C. Budgeting
D. Investment

MODULE SUMMARY
● Budgeting refers to the process that puts you in control of your money
● It is indeed an imperative to keep track of your monthly financial records every
time you spend.
● At the end of the month, make sure to compare your planned and actual
expenses
● Allocate an emergency fund every month to give way for expenses that are
beyond our control
REFERENCES
Shahrabani, S. (2012). The effect of financial literacy and emotions on intent to control
personal budget: A study among Israeli college students. International Journal of
Economics and Finance, 4(9), 156-163.

Vohwinkle, J. (2020, May 25). Your 6-Step Guide to Making a Personal Budget.
Retrieved July 17, 2020, from https://www.thebalance.com/how-to-make-a-budget-
1289587

MODULE ASSESSMENT
The application phase already serves as the assessment. Rubric for scoring are as
follows
 Excellent 25-20 pts.
Good 19-15 pts.
Fair 14-6 pts.
Needs Improvement 5-1 pt.

MODULE SUMMARY
● Incorporating financial literacy in the curriculum is an imperative as this is
essential in 21st century learning.
● There are many teaching strategies of integrating financial literacy in the
teaching-learning process.
● Technological tools in enhancing the financial literacy of students can be
introduced for them to exercise further accountability and responsibility in
managing their own finances
● Relevance, integration, critical thinking skills, and improvements of knowledge,
behavior, and attitudes must be considered in introducing lessons that will
enhance the financial literacy of students.
● In enhancing the financial literacy of students, encourage them to establish their
own short-term, medium-term, and long-term financial goals.
REFERENCES
Erner, C., Goedde-Menke, M., & Oberste, M. (2016). Financial literacy of high school
students: Evidence from Germany. The Journal of Economic Education, 47(2), 95–105.
doi:10.1080/00220485.2016.1146102

Henning, M. B., & Johnston-Rodriguez, S. (2018). Evaluating financial literacy

curriculum for young adults with special needs: A review of content, universal design for
learning, and culturally responsive curriculum principles. Citizenship, Social and
Economics Education, 17(2), 118–135. doi:10.1177/2047173418789593

Henning, M. B., & Lucey, T. A. (2017). Elementary Preservice Teachers’ and Teacher
Educators’ Perceptions of Financial Literacy Education. The Social Studies, 108(4),
163–173. doi:10.1080/00377996.2017.1343792

Kaiser, T., & Menkhoff, L. (2017). Does financial education impact financial literacy and
financial behavior, and if so, when?. The World Bank.

Lynch, M. (2018, June 28). Apps and Tools to Teach Students Financial Literacy.
Retrieved July 18, 2020, from https://www.thetechedvocate.org/apps-and-tools-to-
teach-students-financial-literacy/

Page, B. (2014, March 31). Financial Literacy in High School: Necessary and Relevant.
Retrieved July 18, 2020, from https://www.edutopia.org/blog/high-school-financial-
literacy-resources-brian-page

Person. (2016, February 16). Financial Literacy From Age 5 On. Retrieved July 20,
2020, from https://www.edutopia.org/practice/piggy-bank-friday-life-skills-through-
financial-literacy

MODULE 6: CYBER/DIGITAL LITERACY

MODULE OVERVIEW
In this digital age, it is important to develop skills and ability to use computer
technologies effectively and to understand simultaneously the implications of your
actions.

MODULE LEARNING OUTCOMES

At the end of this module, you should be able to:
✔ evaluate the value of cyber/digital literacy to your personal life;
✔ evaluate the implications of cyber/digital literacy to 21st century education;
✔ reflect on the importance of cyber/digital literacy in teaching across learning
areas; and
✔design teaching learning activities applying cyber/digital literacy.

LESSONS IN THIS MODULE

✔ Cyber Citizenship in the Digital Age
✔ Internet Safety, Cyberbullying, and Cyber Crimes
✔ Researching and Evaluating the Web
✔ Integration of cyber/digital literacy to teaching and learning

LESSON 1: CYBER CITIZENSHIP IN THE DIGITAL AGE

INTENDED LEARNING OUTCOME
At the end of the lesson, you should be able to:
✔ evaluate the value of cyber/digital literacy to your personal life.

TIME FRAME: 2 sessions

INTRODUCTION
We are facing great challenges in this digital age such as social media,
cyberbullying, internet addiction, cybercrimes and privacy concerns. This Cyber
Citizenship is a new addition to the curricula and its elements must be understood by
students, especially on how they will apply these qualities to the digital age realities.

ACTIVITY

Recall what are the characteristics of a good citizen. List down the characteristics
of a good citizen that you can remember. Use the matrix as your guide.
Emphasis Characteristics of a good citizen

Equal Human rights

Treating others

Other’s property

Communication

Education

Money

Basic human rights of privacy

Protection

Physical and Mental health

Transform the characteristics of a good citizen into a Good Digital Citizen.

Characteristics of a good citizen Characteristics of a good digital

citizen
ANALYSIS
Focus questions:
1. How do you find the activity?
2. You think it was easy recalling the characteristics of a good citizen based on the
emphasis given?
3. How were you able to transform the characteristics of a good citizen into the
characteristics of a good digital citizen?
4. Is there a difference between the characteristics of a good citizen to the
characteristics of a good digital citizen?
5. Why do you think students should develop characteristics of a good digital citizen?
ABSTRACTION
Based on the characteristics of a good digital citizen that you identified, these
become the basis for the 9 elements of Digital Citizenship such as the following:
1. Digital Access
2. Digital Etiquette
3. Digital Commerce
4. Digital Rights and responsibilities
5. Digital literacy
6. Digital law
7. Digital communication
8. Digital health and wellness
9. Digital security
Digital Access involves the ability to connect with others or access information
using technology.

Digital Etiquette is just what it sounds like: treating other internet users with
respect and avoiding inappropriate behavior.

Digital Commerce refers to buying and selling electronics responsible.

Digital Rights & Responsibilities refers to the privileges that all students have
while using the internet, like freedom of speech.

Digital Literacy is the ability to learn how to use technology and access
information online.

Digital Law encompasses the rules or guidelines set within an organization for
using the Internet.
 Digital Communication have greater options for students for communicating
online.

Digital Health and Wellness involves teaching students how to protect their
psychological and physical well-being while using the Internet.
Digital Security involves teaching students how to take steps to stay online.

APPLICATION

From the 9 Elements of Digital Citizenship, think of ways on how you can teach
your future students in order for them to learn about these elements. What activities are
you going to give them?

CLOSURE

Good that you were able to do the activity on Lesson 1, this will give you an idea
about Internet Safety which will be the next lesson.

LESSON 2: INTERNET SAFETY, CYBERBULLYING, AND CYBER CRIME

INTENDED LEARNING OUTCOMES
After the lesson, you should be able to:

✔ Determine the importance of using the web, its risks and possible threats.
✔ Formulate ways on how to cope and prevent Cyberbullying.
TiME FRAME : 3 sessions

INTRODUCTION
The Internet enables one to access information quickly without limit,
communicate to anybody around the world and be able to do a lot of things. But the
internet is also a home to certain threats, such as malware, pharming, and phishing.
You need to understand these threats or risks if you want to stay online.

ACTIVITY # 1
Are you an Internet user? ________________________________________________
What websites do you visit most of the time?_________________________________
Why do you surf the web? _______________________________________________
Are there also drawbacks when surfing the web? _____________________________
Can you list down the drawbacks? _________________________________________
Have you experienced being threatened while using the internet? If you were not
able to experience a threat in using the internet, recall any persons whom you know
have experienced it. Write the experience and the kind of threat that the person went
through.

Person Threat experienced

Recall any news report either from radio or television you’ve seen or heard about the
risks or threats in using the internet.

Report/News Threat/Risks Experienced

3
ACTIVITY #2

What are Good and Bad Online Behavior?

Label each scenario with B for bad online behavior and G for good online behavior
____Signed on with someone else’s screen name to gather info
____Pretended to be someone else online without that person knowing
____Posted compliments about someone online
____Teased or frightened someone online or by text
____Not told someone who you really are online, telling them to “guess”
____Forwarded a private IM conversation, e-mail or text without the permission
of the other person
____Signed out of someone’s account for him/her after he/she forgot to do it and
left the room
____Told a teacher, parent, or administrator if you noticed nasty messages about
a classmate online
____Posted pictures or information about someone on a Web site without their
 permission
____Used information found online to follow, tease, embarrass or harass
someone in person
____Sent rude or scary things to someone, even if you were just joking
____Used bad language online
____Texted someone “congratulations!” after he/she did well on an assignment
____Signed someone else up for something online without their permission
____Used someone else’s password for any reason without their permission
____Deleted a private text or message from a friend after reading it
____Posted rude things or lies about someone online
____Sent a supportive message or text to someone you knew what being bullied
or harassed online
Adapted from: http://www.stopcyberbullying.org/tweens/are_you_a_cyberbully.html

ANALYSIS

1. Did you enjoy surfing the internet?

2. When you experienced threat or risk, how did you feel?

3. Did it affect you? In what ways?

4. What do you think are the feelings of the persons you know were being
threatened through the internet? You think they were greatly affected?

5. What do you think will happen to those people who experienced being bullied in
the digital world?

6. How do you think a person will cope with Cyberbullying?

7. Can you give ways on how to prevent Cyberbullying?

ABSTRACTION

There are types of Websites that we can visit such as informational which gives
information and corporate or E-commerce which the primary purpose is to sell
something.

Benefits of surfing the Web:

1. Easy Data Comparison
2. Convenient Media Consumption
3. Communication
Drawbacks of surfing the Web:
1. Exposure to inappropriate material
2. Exposure to Cyberbullying
 3. Attack by hackers or cybercriminals
4. Attack by viruses
Computer Threats
1. Malware: Malicious software
2. Spam: unwanted mass emails
3. Phishing:fake companies trying to get private information
4. Pharming: redirecting users to phony websites
5. Pop-ups: messages(ads) that pop up while surfing the web
What happens after an attack?
● Computer crashes
● Computer slows down
● Corrupted files
● Frozen applications
● Stolen private information
Cyberbullying is the use of technology to repeatedly harass, hurt, embarrass,
humiliate or intimidate another person. Is bullying that takes place over digital devices
like cell phones, computers and tablets. Cyberbullying can occur through text and apps,
or online in social media, forums, or gaming where people can view, participate in, or
share content. Cyberbullying includes sending, posting, or sharing negative, harmful,
false, or mean content about someone else. It can include sharing personal or private
information about someone else, causing embarrassment or humiliation. Some
cyberbullying crosses the line into unlawful criminals. (StopBullying.gov)

“Cyberbullying is when someone repeatedly and intentionally harasses, mistreats,

or makes fun of another person online or while using cell phones or other electronic
devices.” (Hinduja & Patchin, 2019 ).
Common Types of Cyberbullying
● Harassment
● Flaming
● Outing
● Degradation
● Deception
Common tools used for Cyberbullying
● Emails
● Website
● Text messaging
● Instant Forums/chat rooms
Cyberbullying can cause emotional scarring and can lead to depression.

APPLICATION
1. Come up with 5 ways on how to cope with Cyberbullying
2. Based from Activity #2, write ways on how to prevent Cyberbullying
3. Create a Digital Footprint

CLOSURE
This module has given you meaningful learning about Internet safety and
Cyberbullying/Cybercrime. Enjoy creating your Digital Footprint.

LESSON 3: RESEARCHING AND EVALUATING THE WEB

INTENDED LEARNING OUTCOMES
After the lesson, you should be able to:

✔ develop skills in researching and evaluating the Web.

✔ reflect on the importance of cyber/digital literacy in teaching across the learning
areas.

TIME FRAME: 2 sessions

INTRODUCTION
Due to rampant fake news, fake articles, fake stories flooding our newsfeed, we
need to be vigilant all the time and we have to see to it that whatever we receive may it
be a letter, invitation, news, article, stories and etc. should be well evaluated to ensure
its reliability and validity. Teachers and students are usually searching the internet for
research, to communicate and to collaborate with others. It is necessary that you know
how to evaluate the websites that you are visiting to ensure that the information you will
be gathering are true and correct.

ACTIVITY

Do you usually ask questions like how are you feeling today?
How is my relationship with my parents, siblings, friends and colleagues?

Do you usually research and evaluate the books you read, the movie you watched,
news you heard, articles forwarded to you, or a post on facebook?

How do you evaluate?

What criteria do you use to evaluate them?

Web check activity

If you have internet connection, check on the following websites and use your identified
criteria to evaluate them:
1. http://planetfacts.org/planet-pluto-facts/
2. https://solarsystem.nasa.gov/planets/dwarf-planets/pluto/overview/

If you cannot access the websites, let’s take the following as an example:

Website #1
Website #2
Website Evaluation Checklist

Come up with criteria and evaluate the two sample websites

Criteria Website #1 Website #2

1.

2.

3.

4.

5.

6.

7.

ANALYSIS

From the activity, what criteria you use in order to evaluate your feelings, relationship,
news you heard, movie you watch, post on facebook?

Can you also use those identified criteria when evaluating websites?

Why do we need to evaluate websites?

What are the implications if we do not evaluate websites, we just use information in our
reports, research etc.?

ABSTRACTION

8 Ways to determine Website reliability

1. Look for Established Institutions
2. Look for Sites with Expertise
3. Steer Clear of Commercial Sites
 4. Beware of Bias
5. Check the date
6. Consider the Site’s Look
7. Avoid Anonymous Authors
8. Check the Links
Website Evaluation Checklist

Author
Contact Information
Up-to-date material
Regularly revised information
Links to support every side fact
Informative purpose
No broken links on the page
No grammar or punctuation mistakes
No misspellings
Mentioned in scientific sources
Bibliography

Credible Sources for children

● Google Scholar
● iSeek
● Microsoft Academic
● Refseek
● OCLC.org
● Dogpile
● Core
Credible Science Sources
● ScienceDirect
● WorldWideScience
● SciCentral
● Athenus
● Science.gov
● Q Sensei Scholar
Credible News Sources
● BBC News
● ABC
● NPR
● The Economist
● The Wall Street Journal
● Google News
● NBC
● The Guardian
 ● CNN
● PBS
Credible Science Sources
● NASA
● Scientific American
● Popular Science
● Real Clear Science
● Discovery
● Nautilus
● National Geographic

APPLICATION
Check on the Websites that you usually visit and evaluate using the criteria above to
determine if they are credible and reliable.

CLOSURE
Congratulations for completing this lesson!

LESSON 4: INTEGRATION OF CYBER/DIGITAL LITERACY

TO TEACHING AND LEARNING
INTENDED LEARNING OUTCOME
At the end of the lesson, you should be able to:

✔ design teaching learning activities applying cyber/digital literacy.

TIME FRAME: 3 days

INTRODUCTION

You will only see if your students learn from the topics discussed if they integrate
the context of cyber/digital literacy to teaching and learning by designing instruction.

ACTIVITY

Designing Lesson Activity

1. Think of a topic that you need to cover in a subject.
2. Grade level to teach the topic
3. Identify essential understanding
4. Formulate learning outcomes
5. Determine what activities the students will experience through the topic identified,
taking into considerations the realization of the learning outcome.
6. Decide whether the activity will be done individually or by group.
7. Process the activity
 8. Reflecting on their journey
9. Assessing the output

ANALYSIS
● Have you decided what topic you identify?
● What is the essential understanding of the topic?
● What learning outcomes you formulated?
● What are the activities that your students will experience?
● Do you have scaffolds to help and guide your students do the activity?
● Are you going to prepare for the materials they are going to use for the activity or
they will be the one to produce it?
● Are you going to let them do the activity alone or you decide to have it by group?
● How are you going to process the activity?
● Are you going to include the reflection part?
● What evaluation tool you are going to use to assess their outputs?

ABSTRACTION
When designing lessons there are components that we need to include such as
the following:

Topic: Responsibility through Safe Navigation

Grade Level: Grade 4

Essential Understanding: To develop responsibility, students should consider all life’s

dimensions and the inclusion of media use is already part of life in this era.

Learning Outcomes:
Students will learn and be able to dramatize situations or come up with a poster that
shows a clear understanding of developing a sense of responsibility in life by being safe
even in a digital world.

Students will analyze and make appropriate decisions about Internet safety scenario
presented by teacher or peers

Introduction: Introduce and discuss Netsmartz Internet Safety Pledge

How can one develop a sense of responsibility in a digital world?

Scenarios
1. Jack can never remember his email password, so he just uses his name Jack1
whenever he needs a password. Safe or Unsafe? Why?

2. Marjorie saw the flashing coupon on the computer that said “Click here, you have
won a free pizza.” She would really like a free pizza, so she clicks on the coupon.
Safe or Unsafe? Why?

3. She asks her mother what she should do. Safe or Unsafe? Why?

4. Davon wants to buy his dad a neat gift online. He has money from his allowance
but the company only takes credit cards. He knows his mom’s credit card
password, and decides to use it to order the gift. Safe or Unsafe? Why?

5. Tia wants to join the Penguin Chat Room. The site tells her to check with an adult
before joining and using a make-believe name. She checks with her Dad. Safe or
Unsafe? Why?
 6. Bryan got an e-mail message from someone he doesn’t know. He does not open
it. Safe or Unsafe? Why?

7. Fathema got an email from a friend that said, “E-mail this message to ten friends
or you will have bad luck for a month.” She forwards the email to ten of her
friends. Safe or Unsafe? Why?

8. Vivian always makes sure the Virus Protection software is turned on and up-to-
date when she uses the computer. If the software says “Virus Found,” she is
careful to destroy the virus before opening a document. Safe or Unsafe? Why?

9. Javier found a neat game online that downloads for free, but it tells him
to turn off his Virus Protection software before downloading. He turns off his
Virus Protection. Safe or Unsafe? Why?

Have students work in pairs to analyze and make decisions about the scenarios
presented. Students should share out giving reasons for their decisions. Students can
also create their own situations or report on similar situations they have encountered.

Sharing in a big group after the pair-share activity and students can also make
additional statements to add to an Internet Safety Chart or Poster

For group work

Students can make a movie with Common Craft discussing Internet Safety
Design safety posters for the classroom or for the school.

Or they can present a skit in an assembly through portraying internet safety and
how to develop responsibility even in the digital world.

Assessment
You can have a peer assessment and self-assessment during the pair-share
activity about the scenario. A checklist for the poster/chart can be used as an
evaluation tool. A rubric on the movie that they will create by group will serve as an
assessment tool. They can also take the Safekids Online Safety & Civility Quiz if the
internet is not a problem to the students.

Lesson Plan on Citizenship in the Digital Age

https://www.clintoncentral.org/ourpages/auto/2017/11/25/55758003/Citizenship%20in%
20the%20Digital%20Age.pdf

CLOSURE
Congratulations for successfully completing Module 6.
REFERENCES

Waterford.org: How to Teach Your Students the 9 Elements of Digital Citizenship?

(2019 July 11).
https://www.waterford.org/education/digital-citizenship-activities-and
tips/#:~:text=A%20few%20examples%20of%20digital,or%20otherwise%20disrespect%
20digital%20property

Goodwill Community Foundation, Inc (1998-2020). Introduction to Internet Safety.

https://edu.gcfglobal.org/en/internetsafety/introduction-to-internet-safety/1/

Waterford.org July 11, 2019. How to Teach Your Students the 9 Elements of Digital
Citizenship.
https://www.waterford.org/education/digital-citizenship-activities-and-
tips/#:~:text=A%20few%20examples%20of%20digital,or%20otherwise%20disrespect%
20digital%20property

Hinduja, S. & Patchin, J. W. (2019). Summary of Our Cyberbullying Research (2007-

2019) Cyberbullying Research Center. Retrieved from https://cyberbullying.org/2019-
cyberbullying-data

Custom-Writing.org. 2019. List of Credible sources.

https://custom-writing.org/blog/signs-of-credible-sources

Rogers, T. 2019. 8 Ways to Determine Website Reliability

https://www.thoughtco.com/gauging-website-reliability-2073838

Sample Websites
https://solarsystem.nasa.gov/planets/dwarf-planets/pluto/overview/
http://planetfacts.org/planet-pluto-facts/

MODULE 7: ECO-LITERACY
MODULE OVERVIEW
In this module, the most essential knowledge in understanding Eco-Literacy, the
sixth of the new literacies, will be operationally defined and discussed. To perform the
Intended Learning Outcomes (ILOs), you need to fully comprehend the content
knowledge which will be presented in the succeeding pages. Moreover, may this
module not only add to your existing array of knowledge about the environment, but will
also help you as a future educator to think of pedagogies which would incorporate ways
of preserving the environment.
MODULE LEARNING OUTCOMES
At the end of the module, you should be able to:
✔ identify the concepts/ dimensions/ categories/ features/ characteristics of
eco-literacy;
✔evaluate the value of eco-literacy to their personal lives;
✔evaluate the implications of eco-literacy to the 21st century education;
✔reflect on the importance of eco-literacy in teaching across the learning areas;
and
✔design teaching-learning activities applying eco-literacy.

LESSONS IN THE MODULE

Lesson 1: Eco-Literacy and Sustainable Development
Lesson 2: The Seven Environmental Principles
Lesson 3: Making Schools Dark Green Schools
Lesson 4: Environmental Education
Lesson 5: Integration of Eco-literacy to Teaching and Learning
LESSON 1: ECO-LITERACY
INTENDED LEARNING OUTCOMES
At the end of the lesson, you are expected to:
✔ explain Eco-Literacy and Sustainable Development;
✔ evaluate the value of eco-literacy and sustainable development to your
personal lives.

TIME FRAME: 2 weeks

INTRODUCTION
In this lesson, we will be defining the terms “Eco-literacy” and “Sustainable
Development”. The discussion on ways to develop Eco-literacy and the ideas on how to
practice sustainable living will also be presented in this lesson. You are expected to
complete the activities presented in diagrams. Keep learning!
ACTIVITY
 Activity 1. List down all the activities which you consider are beneficial to
humanity (+) and those that contribute to nature’s degradation (-). Rank them according
to the extent of their impact, and write the most interesting thing you found out while
doing this activity.

ANALYSIS
From the activity, reflect by answering the following questions:
1. How many “positives” were you able to list down? How many “negatives”? Do
you think the “positives” can outweigh the “negatives”?

2. What is the importance of learning about the “positives” and the “negatives”?
What is the significance of learning about the environment in general?

3. How can you contribute as a student, as a future educator and as a citizen to

minimize the “negatives” at the same time increase the “positives”?

ABSTRACTION
ECO-LITERACY
A. Definition of Eco-Literacy and Sustainable Development

What is Eco-Literacy?
● It is the ability to understand ecology’s basic principles and to live
accordingly. – Fritjof Capra (American physicist)
● It is the ability to understand the natural systems that make life on earth
possible. To be ecoliterate, you should be able to understand ecological
communities, to create sustainable human communities, to let nature
become our teacher, to form legacy by sharing our knowledge to other
individuals. – Bill Graham (Marine Biologist)
● It is fostered when teachers integrate an inquiry-based approach on
developing student’s understanding and awareness of all the
environmental elements and their interconnectedness. Environmental
education strengthens the ecoliteracy of students and of the community
where they belong. – Joel Barnes (2013)
What is Sustainable Development?
● “Development that meets the needs of the present without compromising
the ability of future generations to meet their own needs.” - 1987
Brundtland Commission Report
● Environment, Society, Culture and Economy are the four intertwined
dimensions of sustainable development. Thus, sustainable development
pertains to the many processes and pathways such as sustainable
agriculture and forestry, sustainable production and consumption, good
government, research and technology transfer, education and training to
achieve sustainability. – UNESCO

B. Five Ways to Develop “Ecoliteracy” (Goleman, et.al, 2013)

1. Develop empathy for all forms of life.

It is important to realize that all living organisms, including human beings,
need the same materials to survive like food, water, and shelter. By
knowing this, humans will not feel superior but will view oneself as a
member of nature. This will allow us to feel more empathetic towards other
organisms.

2. Embrace sustainability as a community practice.

It is important to note that living organisms are interconnected. This
connection determines our ability to survive and thrive. Strengthening
relationships and acting cooperatively as a community is very important.

3. Make the invisible visible.

A lot of people are still not convinced of the effect on climate change of the
increase on the demand of fossil fuel. This is due to the fact that we don’t
often experience changes in the weather, but climate disruption overtime
 is a different story. Thus, it is important to recognize the invisible things
and make it visible.

4. Anticipate unintended consequences.

Most of the environmental issues of today are the effects of
unpremeditated human activities of yesterday. Thus, it is very important to
turn to nature and recognize that the capacity of natural communities to
bounce back from unintended consequences is very essential for survival.

5. Understand how nature sustains life.

Eco-literate individuals live in such a way that it fulfills the present
generation’s needs and at the same time supports the ability of nature to
sustain life into the future.

C. 25 Ultimate Ideas to Practice Sustainable Living (conserveenergyfuture.com)

1. Become a member of a community garden.

2. Practice minimalism.
3. Change the lights (to CFL- Compact Fluorescent Lamp) in your house.
4. Be more efficient with your errands.
5. Start using natural cleaners.
6. Spend more time reading and playing games.
7. Try to get on a more natural sleep schedule to lessen the amount of power
you use at night.
8. Reduce, Reuse and Recycle.
9. Walk, bike or carpool to work.
10. Unplug device when not in use.
11. Buy a right-sized house.
12. Use daylight as much as possible.
13. Stop unwanted mail.
14. Practice keeping a “zero energy balance” budget.
15. Change your washing habits.
16. Choose renewable energy.
17. Buy products with less packaging.
18. Ditch the plastic.
19. Skip single-use items.
20. Replace all possible disposables.
21. Carry your own disposable shopping bags.
22. Use sustainable technologies.
23. Observe an Eco-Sabbath---a day or an afternoon or at least an hour of not
doing anything and giving yourself and the planet a break.
24. Share with friends or borrow.
 25. Have a tree-free home (ex: replacing paper napkins with cloth or towels).
APPLICATION
Activity 2. From the previous activity, transfer all your “negatives” on the left box
and think of ways of turning it into “positives” using your understanding about Eco-
literacy and sustainable development. Add more boxes if needed.
“Negatives” “Positives”

CLOSURE
Great job for completing all the activities! Your knowledge about Eco-literacy and
sustainable development will definitely help you to easily understand our next topic on
the Seven Environmental Principles. Keep reading!
LESSON 2: THE SEVEN ENVIRONMENTAL PRINCIPLES
INTENDED LEARNING OUTCOMES
At the end of the lesson, you are expected to:
✔ explain the seven environmental principles.
✔ relate the seven environmental principles to your personal lives.
✔ evaluate the educational implications of the environmental principles.

TIME FRAME: 2 weeks

INTRODUCTION
In the previous lesson, we discussed the definition of the important terms like
Eco-literacy and sustainable development. This part of the module explains the seven
environmental principles that we should familiarize to become eco-literate and to better
practice sustainable development. I look forward to the completion of the activities
which I hope you find very interesting. Keep the fire burning!
ACTIVITY
 Activity 1. Four Pictures, One Word! Use the four pictures presented per item to
identify the word being described.

1. _______________________________________

2. ____________________________________

3. ____________________________________
 4. _____________________________________

ANALYSIS
From the activity above, create a statement using the four words you were able
to identify. (You may place the words in any order)

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

How did you come up with the statement? Can you expound your statement?

Let’s connect your answer to our topic on the seven environmental principles,
and let’s find out which of the seven principles is closely related to your statement. Keep
reading!
ABSTRACTION
THE SEVEN ENVIRONMENTAL PRINCIPLES
This part focuses on the fundamental environmental principles. It is important to
get acquainted to these principles for us to be more effective in protecting our
environment and be wise in using our resources.

1. Everything is Connected to Everything Else

In Science, we are taught about the “Ecosystem”. This gives the idea that
everything is interconnected. Ecosystem is defined as the interaction between the
living components and nonliving components of the environment. For example, a
tree which is essential to the living organisms such as orchids, ants, birds, lichen,
insects, and even big animals happens to also play an important role in
converting carbon dioxide and water to oxygen and glucose in a process known
as photosynthesis. The biotic components of the ecosystem (in this case the tree)
affects and is affected by the nonliving components such as the air, temperature,
and soil.
The interaction of humans with the environment creates a chain of effects
because any changes outside of the system can cause imbalance and might
collapse the system.

2. All Forms of Life are Important

Most of the time we admire the beauty of birds and butterflies flying around,
but we are less appreciative of snakes and alligators because of fear.
Appreciation leads to care but fear sometimes leads to cruelty. Thus, it is vital to
always remember that all organisms are important and that they play a significant
role in the environment. All forms of life are important and should be treated
equally with respect.

3. Everything Must Go Somewhere

Enjoying your favorite chocolate bar and then throwing the wrapper away
may seem like the packaging had disappeared, but it still exists and just ends up
elsewhere. This is because everything ends up elsewhere. The use of resources
and the disposal of wastes must be our concern knowing that it can go
somewhere and affect other organisms. For example, garbage not properly
handled can cause air, soil, or water pollution.

4. Ours is a finite Earth

There are two classifications of the resources in our planet--- renewable and
non-renewable resources. It can be recalled that renewable resources are Earth’s
resources which can be replaced or replenished by the cycles of nature.
Examples of renewable resources are water, air, and biomass from plants and
 animals. On the other hand, oil, natural gas, coal, and nuclear energy are
examples of nonrenewable resources. It is important to remember that even if
renewable resources can be replenished, it can be overused and can be
destroyed by pollution and other anthropogenic factors.

5. Nature knows best

It is necessary for human beings to understand the rules of nature and follow
these natural laws. Following these rules and not going against the natural
process would ensure a continuous and steady supply of natural resources.
However, if human beings disrupt nature's cycle, this will result to ecosystem’s
imbalance.

6. Nature is Beautiful and We are Stewards of God’s Creation

Human beings are created in the image and likeness of God and have given
the right control over His creations. Tagged as the most intelligent and gifted with
will and reasoning, human beings have the capacity to manipulate God’s creation
to one’s advantage. However, it is important to remember that living organisms
do not exist to be damaged or abused, but to be taken care of bearing in mind
that humans can never exist without nature. Human beings and other creatures
co-exist in the environment they inhabit. Thus, destroying the environment is
tantamount to destroying one’s self.

7. Everything Changes

Everything is constantly changing, including the environment both its biotic

and abiotic components. Living organisms develop over time and the non-living
things change through time. However, with the advancement of technology, the
changes in nature may now cause problems to us. Therefore, humans should
think wisely of the actions which might create a beneficial but at the same time
disastrous effects to human beings and to other organisms.

APPLICATION
Activity 2. Complete the table below. From the principles discussed in the
previous part, identify a word/term/ phrase which you find very interesting, give your
own definition, and write down the social and educational implications of understanding
these terms or the principles in general.
 EDUCATIONAL
TERMS/ PHRASES DEFINITION SOCIAL IMPLICATIONS
IMPLICATIONS

1.

2.

3.

4.

5.

6.

7.

CLOSURE
Congratulations for completing the second part of the module. Keep in mind all
the notes that you were able to gather after finishing the two lessons, it will be very
helpful as we discuss how to turn the schools into Dark Green Schools. Keep reading to
find out more!

LESSON 3: MAKING SCHOOLS DARK GREEN SCHOOLS

INTENDED LEARNING OUTCOMES
At the end of the lesson, you are expected to:
✔ identify the key concepts of Dark Green Schools.
✔ evaluate the value of Dark Greens Schools to your personal life.
✔ identify ways of solving problems on a school level.

TIME FRAME: 2 weeks

INTRODUCTION
Hi, future educator! Since you will play an important part in school as an educator
in the future, it is important that you know what is a “dark green school” and its
characteristics. It is by knowing that you can contribute and play your role as a teacher.
Let’s do this, Ma’am/Sir!

ACTIVITY
Activity 1. Paint me a picture. Draw a picture inside the box of the scenery that comes
into your mind when you think of “DARK GREEN SCHOOLS”.
ANALYSIS
What are the things that you have included in your drawings to describe a “Dark
Green School”?
Why did you include those key features?
Is your school similar to the school you have painted? If yes, in what ways? If no,
why not?

ABSTRACTION
MAKING SCHOOLS DARK GREEN SCHOOLS

A. What is Green School?

 According to The Center for Green Schools, a green school is a school that
supports global sustainability by looking at the future, and by creating learning activities
for students so they can lead a world progressing towards a healthier, cleaner, more
sustainable future. There are three pillars in measuring the school’s progress: 1.
Reduced environmental impact; 2. Increased health and well-being; 3. Increased
environmental and sustainability literacy for all graduates. These create a genuine
impact on student and teacher’s health and on sustainability on a global scale.
The following are the benefits of Green School as described by the Center for Green
Schools:
1. Protect Health
2. Increase Student Performance
3. Save Energy, Save Money
4. Reduce Carbon Emissions
5. Reduce Water Usage
6. Improve Teacher Retention
7. Improve Daily Attendance
8. Provide A Unique Educational Opportunities
9. Create Green Jobs
10. Improve Equity

B. What is a Dark Green School (DGS)?

Dark Green School (DGS) as defined by the Environmental Management Bureau
(EMB) 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”. The main objective of the Dark Green School
Program is for the graduating students from Philippine Schools to acquire the necessary
knowledge, skills, and motivation to work for the integrity of the environment in the
country, for the whole God’s creations, and for the sake of the present and the future
generations.

Characteristics of a Dark Green School

The following are the characteristics of a Dark Green School as described by the
Environmental Management Bureau of the Philippines:

1. Neat and clean--- evidence of good management and housekeeping.

 2. Calls for green spaces, appropriate land use, conservation of materials and
energy, proper waste management, segregation, appropriate use of materials
and avoidance of harmful ones, and respect others’ right to smoke-free air.
3. Calls for management policies and guidelines.
4. Has well-planned environmental curriculum for all levels.
5. Faculty and students’ awareness and appreciation of the environmental
programs of the school.
6. Community extension on information drive about Mother Earth and conducts
projects to improve the environment.
7. Engages in research about nature and the impact of human activities.

The DGS Program, through Standardization and Accreditation of Schools, is

committed to the actualization of Environmental Education Goals by standardizing
expectations for different “LEVEL OF GREENNESS”.

APPLICATION
Activity 2. Problem Solving. You are part of the quest to make your school a dark
green school. To carry out your part, you need to identify at least 3 problems that your
school is facing and look for solutions to solve the problems. Write each problem inside
the box, and enumerate your proposed solutions inside the arrow.
CLOSURE
I hope you had fun while learning about Dark Green Schools. Congratulations for
completing the activities. You might be wondering about “Environmental Education” as
mentioned in the last part of the discussion. Don’t worry! We will be discussing
“Environmental Education” in the next lesson. Keep reading!

LESSON 4: ENVIRONMENTAL EDUCATION

INTENDED LEARNING OUTCOMES

At the end of the lesson, you are expected to:
✔ identify the key goals/ objectives of environmental education.
✔ evaluate the value of environmental education to your personal life and to 21st
✔ century education by designing a project proposal.

TIME FRAME: 2 weeks

INTRODUCTION
Hi, future mentor! This part of the module revolves around environmental
education. We will specifically discuss its definition, goals/objectives, and strategies as
presented by the National Environmental Education Action Plan for Sustainable
Development. Keep learning!

ACTIVITY
Activity 1. Rebus. Identify each picture and follow the signs: (-) to delete letter/s,
(+) to add letter/s, and (=) to change one letter to another. Combine all the words to
decode the statement.

Answer: ____________________________________
ANALYSIS
From the decoded statement, why is it important to include this in the curriculum?
1. How can you contribute to its realization?
2. What activities can promote this?

ABSTRACTION
ENVIRONMENTAL EDUCATION
(*The following content is taken verbatim from the National Environmental Education
Action Plan for Sustainable Development 2005-2014)
BROAD DEFINITION OF ENVIRONMENTAL EDUCATION
Environmental education is the process by which people develop awareness,
knowledge and concern of the environment and its diverse values and processes, and
learn to use this understanding to preserve, conserve and utilize the environment in a
sustainable manner for the benefit of present and future generations. EE involves the
acquisition of skills, motivations and commitments to work individually and collectively
toward the solution of current environmental problems and the prevention of new ones.
Environmental education adopts an integrated approach to the environment, both
natural and human-made, and promotes a holistic, dynamic and interactive view of its
biological, physical, social, economic, technological and cultural components.
Different emphases are recommended for environmental education in various
sectors:
1. Elementary, Secondary, and Teachers’ Training: Environmental education at the
school level should orient and develop students’ perceptions and values as well as
encourage their active participation toward environmental protection and conservation.
At the teacher education level, EE should train pre- and in-service teachers to plan,
develop and implement environmental commitment, not only in teaching but also in their
daily life.
2. Higher Education: Environmental education at the higher education level should
contribute in the deepening of knowledge and developing the necessary skills for the
management and improvement of environmental quality that is conducive to the
welfare/well-being of the Filipino people. EE at this level should help develop a critical
mass of specialists for the management of environmental resources in a manner which
sustains its productivity and maintains its ecological integrity. For the non-specialists,
environmental education at the tertiary level should incorporate important environmental
perspectives in the General Education Curriculum of all professional disciplines.
3. Non-formal Sector: Environmental education should inculcate awareness and
understanding, as well as promote skills, commitments and actions among individuals
and social groups for the protection and improvement of environmental quality for the
benefit of present and future generations.
Environmental education should:
1. consider the total environment (natural and human-made, scientific and social
dimensions, immediate and global);
2. be integrated in all subject areas;
3. be taught in all grade levels, progressively building up students’ understanding,
skills and attitudes;
 4. utilize diverse learning environments and a broad array of interactive approaches
and learning experiences;
5. be suitable to the cognitive level of students at different year levels;
6. enable students to develop their own sense of values and commitment by
participating in the problem-solving and decision- making situations;
7. promote the value of local, national and international cooperation.
With the value that Filipinos place on education, a high percentage of our children
obtain some years of schooling. The formal school can be utilized to reach these
millions of children. Their actions now and as adults in the future will spell the difference
between environmental protection and environmental degradation.

EE has two components. The first is the knowledge component which describes:
1. what the problems are;
2. why these problems exist;
3. what is presently being done about the problems and who are responsible; and
4. what remains to be done about the problems.

The second is the process component which includes the teaching methods by which
the knowledge base may be taught to students at various levels regardless of subject
matter.
The scope of EE therefore includes the development of the three aspects of the
teaching/learning process namely:
1. cognitive, to develop awareness and understanding of environmental concerns;
2. affective, to develop positive values, attitudes and behaviors; and
3. practical, to develop the “hands on” skills – observation, investigations, problem-
solving and decision-making for studying and protecting the environment.
Teachers and teacher-trainers should be familiar with the content and process
component to effectively and efficiently implement EE programs. Pre-service and in-
service training programs should include EE dimensions.
Higher Education
Environmental education should:
 1. provide specialists with a clear understanding of the intricacies and complexities
of the different components of the environment, both natural and human-made
ecosystems;
2. enable specialists to acquire a working knowledge of the interrelationships
between humans (and their activities) and the different ecosystems; specifically,
how various activities of humans affect the environment, and how various
configurations of the environment influence the behavior of humans;
3. inculcate within specialists a set of values appropriate to the Filipino culture;
4. be responsive to the present needs of the country and be anticipative of future
needs;
5. stress the importance of sustainable development and the contribution of the
different specialist disciplines in achieving this goal;
6. not only develop the technical capability of specialists; it must also be able to
foster critical thinking and environmentally-sound decision- making;
7. inculcate within the business, economics, and related non- environmental
science professional disciplines the right attitude toward resource management
and resource rents, and sustainable development of common resources; and
8. integrate into the general education curriculum, the significance of natural
systems and environment as economic sources of growth and life-support
systems.
Non-Formal Sector Environmental Education should:
1. enable people to appreciate the diverse values of their natural heritage and to
realize the importance of each individual in protecting and restoring ecosystems
(i.e., promote awareness);
2. provide information about environmental problems and foster in people a desire
to improve the quality of their local environment (i.e., be informing);
3. cater to all ages and social groups (i.e., be including);
4. encourage the undertaking of initiatives and the acquisition of skills to help solve
environmental problems (i.e., be empowering);
5. motivate individuals to participate in community decision-making on
environmental issues and undertake responsible actions (i.e., be participatory);
6. motivate individuals to adopt an ethic of partnership with Nature to enable the
sustainable management of natural resources (i.e., promote partnership)

OBJECTIVES AND STRATEGIES

The National Environmental Education Action Plan (NEEAP) will operationalize the
environmental education strategy espoused under the Philippine Strategy for
Sustainable Development (PSSD), and the Enhanced Philippine Agenda 21. It will also
echo, in an operational manner, the stipulation pertaining to environmental education as
embodied in the major environmental laws of the country. Lastly, it will address the
issues/concerns highlighted in the review of EE in the country,

OBJECTIVES:
The three-fold objectives of the NEEAP are as follows:
1. to initiate mass-based action on environmental conservation through information,
education, and communication (IEC) campaign;
2. improve the delivery systems for environmental education at the formal and non-
formal levels; and
3. to produce the environmental human power needed for the next two decades.

KEY STRATEGIES:
The major strategies that shall be adopted by the DENR, in tandem with the major
education departments (DepEd, TESDA and CHED), in attaining these objectives are
as follows:
1. help in the establishment of centers of excellence in environmental education in
the different regions of the country;
2. provide an incentive support to deserving professionals who would wish to
pursue specialization in the fields of environmental science and management;
3. strengthen the environmental education role and advocacy work of NGOs;
4. improve the technical capability of the DENR and the education departments, in
the delivery of environmental education to the general public and other
concerned agencies;
5. mobilize the youth in environmental enhancement projects; and
6. promote an integrated approach in educating the local communities on
environmental conservation.

APPLICATION
Activity 2. Project Design. Use the template below to design a project that will
solve problem/s in your school or community while incorporating environmental
education.
Project Title:
Project
Proponent:
Project
Rationale:

Project
Objectives:

Project
Description:

Project
Duration:
Target
Beneficiaries:

Proposed
Budgets:

Monitoring and
Evaluation:

CLOSURE
Great job for finishing all the activities! I hope by now you were able to gain more
knowledge about ecoliteracy, and you were able to evaluate your role in using this 21st
literacy as a tool to handle 21st century learners. Keep reading because in the next
lesson you will be applying everything that you have learned from the previous activities.
Have fun while learning!

LESSON 5: INTEGRATION OF ECO-LITERACY

 TO TEACHING AND LEARNING

INTENDED LEARNING OUTCOMES

At the end of the lesson, you are expected to:
✔ evaluate the implications of Eco-literacy to the 21st century education:
reflect on the importance of Eco-literacy in teaching across the learning
areas: and
✔ integrate Eco-literacy to the teaching and learning process with a view
to formulating intended learning outcomes and designing aligned teaching
and learning activities (TLAs) across the learning areas.

TIME FRAME: 2 weeks

INTRODUCTION
Hi, future teachers! This lesson focuses on integrating Eco-literacy to the
teaching and learning process. May you be able to learn more on how to use this
literacy in teaching your subject matter. Keep learning!
ACTIVITY
Activity 1. Read the storyboard presented below. For each picture, give a short
description to describe the picture and the conversation between the student and the
teacher.
ANALYSIS
Based on the storyboard in the activity, what particular strategy did the teacher
use?
1. Do you think that the strategy the teacher used is effective? Why or Why
not?
2. What suggestions can you give to the teacher to improve her strategy?

ABSTRACTION
TEACHING STRATEGIES

The Center for Ecoliteracy suggests different teaching strategies that the teacher
can use which would be able to cater the students’ level of development and which are
brain-based research. The goal is to nurture the knowledge, skills, and values of the
students which are important to sustainable living. The teaching strategies vary such
hands-on activities, reflection, discussion, indoor and outdoor exposures, and
interdisciplinary projects.

1. Place-based Learning
This is one of the ways to capture students’ imagination, environmental
stewardship, and civic involvement. Placed-based programs let the students
participate in their community. The center for Ecoliteracy suggests the following
activities:
a. local environment mapping for learning of ecological and cultural
principles.
b. Habitat restoration projects
c. Projects in cooperation with the locals for quality life improvements.

2. Project-based Learning
Traditionally, projects are supplementary to instruction, but this teaching
strategy is the core of the curriculum. This is anchored to challenging questions
which requires higher-order thinking skills. In this type of strategy, the teacher
acts as a facilitator rather than the sole source of knowledge because the
projects may range from a few weeks to an entire academic year. This would
also require the students to utilize a variety of resources, community’s
involvement, field experts, technology, written materials and the web. The Center
for Ecoliteracy already supported teachers in projects such as:
a. Habitat restoration
b. Modeling the evolution of agriculture
c. Changing the food in schools

3. Socratic Inquiry
This strategy is named after Socrates, a Greek Ancient philosopher. He
believed that questions stimulate learning and not the answers. Instead of
presenting facts, Socrates encouraged students to ask questions about
assumptions, values, and preconceptions. In this way, the students will develop
their critical thinking, develop tolerance despite differences in opinion, improve
listening skills, and express their thoughts and ideas. On the part of the teacher,
he/she becomes facilitator of the discussion. The Center for Ecoliteracy
developed a curriculum anchored to Socratic inquiry which allows the students to
discuss and debate about:
a. Animal welfare
b. Workers’ rights
c. Right to know the food content
d. Copyrighting of genetically modified plants.
 4. Experiential Learning
This is based on the works of Piaget and Dewey who were a firm believer that
learning is an active process. In a traditional setting, the teacher is viewed as an
expert while the learners are just passively taking all the information. However,
experiential learning believes that students should be actively involved in the
process while the teacher facilitates the learning process. This type of learning is
important for promoting sustainability because it is through firsthand experiences
of the environment that the students can understand the primary ecological
principles. The Center for Eco-literacy promotes the following as learning
laboratories:
a. School gardens
b. Food and cooking
c. Civic engagement
d. Schoolyard

5. Interdisciplinary Learning
This type of learning strategy focuses on the connections of disciplines such
as math, science, history, and language arts, rather than focusing only on one
content area. This prevents the isolation and fragmentation of topics and skills.
Studies show that students learn more when there is application in different
areas and at the same time interaction with their classmates, teachers, and
community. The Center for Ecoliteracy believes that their:
a. Publication,
b. Seminars, and
c. Ongoing work take an interdisciplinary approach

APPLICATION
Activity 2. Complete the table below by formulating an intended learning outcome
and teaching learning activities you want to use in teaching your subject area.

NAME:

COURSE:

MAJOR:

TOPIC:

INTENDED
LEARNING
OUTCOMES:
TEACHING
AND
LEARNING
ACTIVITIES:

CLOSURE
Congratulations for finishing the entire module on Ecoliteracy. I hope that you
were able to gain a deeper understanding about this new literacy. As a future educator,
may you be able to share the information to your future students.
MODULE ASSESSMENT
Part 1. Analyze each statement and write True if the statement is a way of developing
Eco-literacy and False if not.

1. Humans should feel superior over other organisms.

2. Act cooperatively as a community.
3. Recognize the invisible.
4. Unintended consequences should be anticipated.
5. It is unnecessary to understand nature’s way of sustaining life.
6. Treat all organisms in the same way.
7. Embrace sustainability when convenient.
8. Disruption over time is a different story.
9. Most of today’s problem is due to unpremeditated activities of yesterday.
10. Live in a way fulfilling the present generation only.
Part 2. Connect the examples on the left to the statement/words on the right.

A B
1. One must not go against environmental
a. We are the stewards of nature.
processes.
2. Each organism plays a fundamental
b. Ours is a finite earth.
role.
3. In an ecosystem all components
interact which ensures the system is c. Everything must go somewhere.
sustained.
4. It is the ability to understand the natural
d. Everything changes.
systems that make life on earth possible.
5. Development that meets the needs of
the present without compromising the e. Everything is connected to everything
ability of future generations to meet their else.
own needs.
6. The environment is in a constant state
f. All forms of life are important.
of change.
7. Involves the acquisition of skills,
motivations and commitments to work
individually and collectively toward the
g. Nature knows best.
solution of current environmental
problems and the prevention of new
ones.
8. We have a responsibility to take care of
h. Sustainable Development
the environment and treat it with respect.
9. Things don’t just disappear. i. Eco-literacy
10. Earth’s resources are renewable or
j. Environmental Education
non-renewable.
Part 3. Identification. Identify the teaching strategy being described in each item.

__________________1. This is based on the idea that learning is an active process.

__________________2. This learning strategy focuses on the connections of

disciplines.

__________________3. This strategy believes that learning is stimulated by questions.

__________________4. This strategy lets the students participate in their community.

__________________5. This strategy may range from a few

weeks to a year in which the teacher acts as a facilitator.

MODULE SUMMARY:
⇒ Ecol-Literacy is the ability to understand ecology’s basic principles and to live
accordingly. – Fritjof Capra (American physicist)
⇒ Sustainable Development is the “Development that meets the needs of the present
without compromising the ability of future generations to meet their own needs.” -
1987 Brundtland Commission Report
⇒ Five Ways to Develop “Ecoliteracy” (Goleman, et.al, 2013)
i. Develop empathy for all forms of life.
ii. Embrace sustainability as a community practice.
iii. Make the invisible visible.
iv. Anticipate unintended consequences.
v. Understand how nature sustains life.
⇒ THE SEVEN ENVIRONMENTAL PRINCIPLES
i. Everything is Connected to Everything Else
ii. All Forms of Life are Important
iii. Everything Must Go Somewhere
iv. Ours is a finite Earth
v. Nature knows best
vi. Nature is Beautiful and We are Stewards of God’s Creation
vii. Everything Changes
⇒ Dark Green School (DGS) as defined by the Environmental Management Bureau
(EMB) 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”.
⇒ Characteristics of a Dark Green School
i. Neat and Clean
ii. Calls for green spaces
iii. Calls for management policies
iv. Well-planned environmental curriculum
v. Faculty and students’ awareness
vi. Community extension
vii. Engages in research
⇒ Environmental education is the process by which people develop awareness,
knowledge and concern of the environment and its diverse values and processes,
and learn to use this understanding to preserve, conserve and utilize the environment
in a sustainable manner for the benefit of present and future generations.

⇒ The scope of EE therefore includes the development of the three aspects of the
teaching/learning process namely:
a. cognitive, to develop awareness and understanding of environmental
concerns;
b. affective, to develop positive values, attitudes and behaviors; and
 c. practical, to develop the “hands on” skills – observation, investigations,
problem-solving and decision-making for studying and protecting the
environment.
⇒ The three-fold objectives of the NEEAP are as follows:
a. to initiate mass-based action on environmental conservation through
information, education, and communication (IEC) campaign;
b. improve the delivery systems for environmental education at the formal
and non-formal levels; and
c. to produce the environmental human power needed for the next two
decades.
⇒ The Center for Ecoliteracy suggests different teaching strategies that the teacher
can use which would be able to cater the students’ level of development and which
are brain-based research.
a. Place-based Learning
b. Project-based Learning
c. Socratic Inquiry
d. Experiential Learning
e. Interdisciplinary Learning

REFERENCES

Bostongreenschools.org. 2020. What Is A Green School? – BPS Healthy & Sustainable

Schools. [online] Available at: <https://bostongreenschools.org/what-is-a-green-school/>
[Accessed 24 July 2020].
Caubalejopaul, V., 2020. The 7 Environmental Principles. [online] Site Title. Available at:
<https://caubalejopaul.wordpress.com/2016/12/03/environmental-principles/> [Accessed
27 July 2020].
Center for Green Schools. 2020. What Is A Green School?. [online] Available at:
<https://www.centerforgreenschools.org/what-green-school> [Accessed 25 July 2020].
Clever Prototypes, L., 2020. Storyboard (Nature Walk) Storyboard By Jacquelync1998.
[online] Storyboard That. Available at:
<https://www.storyboardthat.com/storyboards/jacquelync1998/storyboard--nature-walk->
[Accessed 26 July 2020].
Conserve Energy Future. 2020. What Is Sustainable Living And 25+ Ultimate Ideas For
Sustainable Living - Conserve Energy Future. [online] Available at:
 <https://www.conserve-energy-future.com/15-ideas-for-sustainable-living.php> [Accessed
24 July 2020].
ecoliteracy.org. 2020. Teaching Strategies. [online] Available at:
<https://www.ecoliteracy.org/article/teaching-strategies> [Accessed 23 July 2020].
Graham, W., 2020. What Is Ecoliteracy ? | Nature's Web Of Life. [online] Nature's Web Of
Life. Available at: <http://www.freshvista.com/2018/what_is_ecoliteracy/> [Accessed 23
July 2020].
Greater Good. 2020. Five Ways To Develop “Ecoliteracy”. [online] Available at:
<https://greatergood.berkeley.edu/article/item/five_ways_to_develop_ecoliteracy>
[Accessed 24 July 2020].
NEEAP (2009), National Environmental Education Action Plan for Sustainable
Development (2005-2014), Environmental Management Bureau of the Department of
Environment and Natural Resources, Koronadal City.
UNESCO. 2020. Sustainable Development. [online] Available at:
<https://en.unesco.org/themes/education-sustainable-development/what-is-esd/sd>
[Accessed 22 July 2020].
http://119.92.161.2/embgovph/Portals/20/EE/NEEAP/The%20DARK-
GREEN%20SCHOOLS%20PROGRAM.ppt

https://www.quora.com/Who-formulated-the-seven-environmental-principles

MODULE 8: Artistic and Creative Literacy

MODULE OVERVIEW

What is this Module About?

Without being aware of it, you are surrounded by art and use it on a continual
basis. From your home, school, church, workplace, nature parks and malls, different art
forms can be present . Paintings, food photographs, church architecture, flower
arrangements, products logo, beautiful melodies, choreography of dances are a few
expressions of Art. People perceive Art through different lenses and viewpoints. Some
may have liking for a piece of art which another person may find absurd. Also, Art can
display expressions of ideas reflecting the past, present and even the future. Most
people don’t realize how much of a role art plays in our lives. Further, Art may convey
impressions like happiness, sadness, excitement, boredom and creativity.
 Creativity is a big deal in the 21st century classrooms. This stream of interest in
creativity among teachers, school leaders, and governments is largely guided by a
growing knowledge that a fast-paced global economy you have at present requires
future workers with the flexibility of mind to adjust to constant change and the
confidence to face the unknown. In 2020, the World Economic Forum identified
creativity to be as important as artificial intelligence in the jobs of the future.
Despite the technological advances humankind has developed for itself, the
world is still bombarded with complex problems necessitating creative solutions.
Although the world faces complexities, these challenging conditions create good
avenues and opportunities for people to explore, rethink and harness their creativity. To
prepare the next generation for the future, we need to understand the gaps in the
market—the human skills that computers, artificial intelligence and automation cannot
achieve—and this is where creativity fits.

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

developing their creative potentials to keep themselves afloat while meeting the
challenges of the 21st century. You are to develop within you the knowledge, skills,
attitudes, and values needed to succeed in your studies, work, and life amidst the fast-
paced changes in the 21st century. It is only when this happens that you will become an
important medium towards preparing yourself and your future students to become
artistically and creatively literate in 21st century communities.

MODULE LEARNING OUTCOMES

At the end of this module, you should be able to equip yourself with the
knowledge, skills, attitudes, and values (KSAVs) required in integrating Artistic and
Creative Literacy across different subject areas.
Specifically, you should be able to:
✔ identify the concepts and expressions of creative arts as a 21st century skill;
✔ evaluate the value of artistic and creative literacy to your personal lives;
✔ evaluate the implications of artistic and creative literacy to the 21st century
education ;
✔ reflect on the importance of this literacy in teaching across the learning areas;
and
 ✔ integrate artistic and creative literacy to the teaching and learning process with
a view to formulating intended learning outcomes and designing aligned teaching
and learning activities (TLAs) across the learning areas.

LESSONS IN THE MODULE

The four lessons in this module will equip you with the necessary knowledge,
skills, attitudes, and values vital in integrating Arts and Creative Literacy across different
subject areas.

✔ Lesson 1 : Aesthetics and Creative Expressions in the Arts

✔ Lesson 2 : Developing Creativity as a 21st Century Learning and Innovation

Skill in Schools

✔ Lesson 3 : Aesthetics and Creative Arts Integration Across the Curriculum

LESSON 1: AESTHETICS AND CREATIVE EXPRESSIONS IN THE ARTS

INTENDED LEARNING OUTCOMES

After studying this lesson, you should be able to:
✔ identify relevant concepts, principles, functions, purposes and creative
expressions of Arts;

✔ apply the knowledge of the principles of Art designs by analyzing an art piece;
and

✔ reflect on the value of artistic and creative literacy to one’s personal life

TIME FRAME: 1 week

INTRODUCTION
The word ‘Art’ is most commonly associated with pieces of work in a gallery or
museum, whether it’s a painting from the Renaissance or a modern sculpture. However,
there is so much more to art than what you see displayed in galleries. As it turns out,
creativity is general in nature—it is essentially a multi-faceted competency that involves
similar attitudes, disposition, skills and knowledge, all transferable from one situation to
another.
According to the National Coalition for Core Art Standards ( 2014), artistic literacy
is the knowledge and understanding required to participate authentically in the arts.
While individuals can learn about dance, media, music, theatre, and visual arts through
reading print texts, artistic literacy requires that they engage in artistic “creation
processes” directly through the use of materials (such as charcoal or paint or clay,
musical instruments or scores) and in specific spaces (concert halls, stages, dance
rehearsal spaces, arts studios and computer labs). This proposes that students must
experience the arts from diverse perspectives called Artistic Processes including
creating, performing/presenting or producing, responding, and connecting.
Artistic thinking involves complex and sometimes contradictory interactions
between internal curiosity or perspective and external environmental influence; symbolic
or metaphoric interpretation and verbal or written explanation; creative problem solving
and literal interpretation; and, self-regulatory discipline and external expectations.
Indeed, you as an artist and at the same time a learner must often balance the internal
processes of creativity with conflicting forces of the world around them. Teaching
students to think like an artist is challenging, indeed.

ACTIVITY

Musical Moods
Read the lyrics of the song “ We Heal as One” performed by various Filipino artists.

We Heal As One
Music: Ryan Cayabyab
Title and Lyrics: Floy Quintos

Sa wari mo’y nag-iisa, lahat kanya-kanya

Ngunit di man nagsasama, kaya pang magkaisa
Isa sa pag-iingat, isa sa ‘ting dasal
Lahing nagpapatunay, na tayo’y makatao pa

Together we are being called

To make a future world
The test we face is for us to prove
That we can heal as one
 We heal as one with kindness
We heal as one
We serve, we share, we show compassion
We heal as one

Sa wari mo’y nag-iisa

But when we heal, we heal
We heal as one

Isa sa pag-iingat, Isa sa ‘ting dasal

Lahing nagpapatunay
Na tayo’y makatao pa

Together we are being called

To make a future world
The test we face is for us to prove
That we can heal as one
Is when we heal as one

We heal as one with kindness

We heal as one
We serve, we share, we show compassion
Sa wari mo’y nag-iisa but when we heal, we heal

Yes we will heal, we heal

Yes we can heal, we heal, we heal as one,
We heal as one, we heal as on

Draw the emotions that you see and feel from the lyrics. You may use any coloring
materials available in your surroundings ( home and nature) for your drawing
ANALYSIS

1. What feeling/s do you think is the musician trying to convey?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. After doing the activity, can you call yourself an artist? Justify your answer.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Why do you think artists create artworks?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. Why are art forms like music, dances, paintings, poems, etc worth studying?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

5. In what ways do you think is Art important to your personal life?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

ABSTRACTION

Etymologically, the word “art” came from the Latin word “arti” which means
craftsmanship, inventiveness , mastery of form, skill. It serves as an original record of
human needs and achievements. It usually refers to the so-called “fine arts” (e.g.,
graphics, plastic, and building) to the so-called “minor arts” (everyday, useful, applied,
and decorative arts).
 However, some sources are saying the word came from “ars” which means art,
skill or craft. The first known use of the word comes from 13th-century manuscripts.
However, the word art and its many variants (artem, eart, etc.) have probably existed
since the founding of Rome (Gordon, n.d.).

According to Marcos (2010), Art is the process of using our senses and emotions
in making creative activities (Marcos, 2010). It is a human capability to make things
beautiful (e.g., buildings, illustration, designing, painting, sculpture, and photography)
through the production of his/her imagination depending on the preparation, the medium,
and values used.

Significantly, the word artist comes from the French word artiste and the Spanish
artista, which means “performer”. It is someone who creates art that is merely trades
and professions by which different people make their living. (Goines, 2004).

Artists as perceived usually by people are those who create within a context of
the fine arts only such as acting, dancing, drawing, filmmaking, painting, sculpture,
writing photography, and music. They are those who use imagination and skill to
construct works that may be judged to have aesthetic importance. Creativity is a
characteristic of an artist that progressed in the extent of his/her life to express feelings.

However, the title “artist” doesn’t only mean one who paints, draws or sculpts. An
artist is one who recognizes talent and respects it. Artists are creative individuals.
Creativity does not belong to a selected few. Everyone is creative and this creativity
comes out in our everyday lives. Therefore you are creative. Even without knowing it,
you are an artist.

Look at this change makers (artists) whose work created a significant impact in
this world. Check out Steve Jobs (Apple), Araham Lincoln (president). Michael Jackson
(performer), Howard Crter (Archaeolgoist), William Shakespear (Poet), Wayness Goss
(Makeup Artist), Ansel Adams (Photogrpaher), Adolphe Pegoud (Pilot) and Selvin
(Forester) WE arll reative. It’s just some of us earn our living by being so.
 In recent years, the word “art” is roughly used as an abbreviation for creative
art or fine art, where some skill is being used to express the artist’s creativity, or to
engage the audience’s aesthetic sensibilities, or to draw the audience towards
consideration of the “finer” things. If the skill being used is more lowbrow or practical,
the word "craft" is often used instead of art. Similarly, if the skill is being used in a
commercial or industrial way, it may be considered "design" (or "applied art"). Some
have argued, though, that the difference between fine art and applied art or crafts has
more to do with value judgments made about the art than any clear definitional
difference.
Reflect:

Why is the process of creating Art more important than its product/output?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 None other than John Dewey, one of the most influential voices in the history of
modern education, suggested that art should be the center of education, rather than a
“nice embellishment.”
Why did Dewey place so much value on the discipline of art?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Why did he feel that the artistic process is so essential to learning?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

The Value of Arts in the Educational System

According to the National Art Education Association (1994), Arts are inseparable
from education. Knowing and practicing the art disciplines are fundamental to the
development of the minds and spirits of the students. History has taught us that when
early humans drew images on the walls of the caves, the artworks have been the
means of recording human experience and making sense of what is happening to the
world during that period. Those creations and products educated us on how our
ancestors lived and survived. Thus without the skills in the arts, you cannot claim that
you are professionally trained.

There are significant reasons why the art needs to be incorporated in an

educational system. It is apparent that involvement in the arts has helped students in
their academic, personal and social development. Below are the significant points for
this contention:

1. Arts are worth studying because it serves to connect our imagination with the
most profound questions of human existence.

2. Arts are always used because it helps to present issues and ideas to teach,
persuade and entertain people.
Functions of Arts

There are many reasons why artists create art. In the prehistoric period for
example, people performed songs and dances to gratify their ancestors. Likewise
hunters brushed different figures on the walls of caves to depict their day to day
experience. Function refers to the intended effect of the artwork. Arts also served
several functions which are outcome to its purpose (Menoy, 2009), namely:

1. Personal Function – The artist performs arts because of the passion of their
respective art forms. It can also be to express personal feelings. A singer
presents a concert for free because of advocacy and the love of singing. Or
he/she may write to remind viewers of a personal family tragedy or perhaps the
artist wanted to tell people to appreciate what they have.

2. Social Function – Man associates with others through his art performance that
arouses social consciousness. This is also done to reinforce or enhance the
shared sense of identity of families and communications. Examples of this
association are the festive occasions, parades, uniforms, choral singing, group
dancing, public art exhibits and other practices.

3. Economic Functions – Arts are emerging as a potent force in the economic life of
people assuming an essential role as direct and indirect contributor to state
economies. Example of this is by generating economic vitality in under-
performing regions through crafts, tourism, and cultural attractions.

4. Political Functions – Art provides a forum for ideas that will lead to employment,
prestige, status, and power. During the election period, for example, the
 candidates created their artworks (poster) which expresses their propagandas,
agendas and political views about making a stable society.

5. Historical Functions – Art is an essential technique for information to be recorded

and preserved. It serves to document or reconstruct historical figures and events.
Most arts that are in the Museum, for example, are filled with amazing stories
about the world's most excellent and most creative people who brought us
treasures. By looking at a work of art’s colors, materials, and symbolism, we can
learn about the story and culture that produced it in the past.

6. Cultural Functions – Arts is an articulation and transmission of new information

and values. Example, when you think of Manila, you probably think of Fort
Santiago, Luneta Park, and its world- renowned churches, or the famous
Intramuros.

7. Physical Functions – Buildings are artistically designed and constructed to

protect their occupants and make their life inside more meaningful. Architects,
Industrial and Graphic Designers, and Interior Decorators share responsibility in
building environments that balance forms and functions.

8. Aesthetic Functions – Any artwork means beauty. It is a visual spice for

gracefully adorned interiors and can bring out the most elegant features of
different décor elements. It reasonably reproduced visual images which
communicate through fantastic persuasions and meaningful words.
9. Spiritual functions – To express spiritual beliefs about the destiny of life
controlled by the force of a higher power.

Purposes of Art

Creativity or imagination is the primary basis of art. Art is created when an artist
produces a stimulating experience that is considered by his audience to have artistic
merit. The artwork is the visual expression of an idea or experience of an artist, through
the use of a medium (Frank, 2011). It allows expression of the individuality of the artist.
Through artistic endeavors, we can share what is important to us with others and can
learn about the values of feelings of those sharing art with us. Some purposes of art are
the following ( Marcos et al, 2011):
 1. Create Beauty – Art is an expression of our thoughts, emotions, and intuitions.
It is the communication of concepts that cannot be faithfully portrayed by word
alone. The Artist has considered nature as the standard of beauty. The example
of beauty can be in a snowy mountain scene, and the art is the photograph of it
shown to the family.
2. Provide Decoration - Artworks are used to create a pleasing environment. It is
intended to beautify things to please and amuse the viewers through its colors
and patterns.
3. Reveal Truth – Artwork helped to pursue truth and attempted to reveal about
how the world works. It is a kind of language that allows artists to send a
message to the souls of the recipients that help change their attitudes, their
sensibility, and their ethics.
4. Express Values – Arts can illuminate our inner lives and enrich our emotional
world. Through arts, the artist will be encouraged to develop their creativity,
challenge, and communication skills. It also promotes self-esteem and wellness.
5. Commemorate Experience – Art serves to convey the personal experiences of
an artist and record his impression in his work.
6. Create Harmony – An artist makes use of the composition to put an order in
diverse content of his work.

Classification of Arts and Their Creative Expressions

Fine Arts

The fine types of art expression are the kinds of arts wherein the arts are visually
attractive and appreciable. This is why the fine types of art expression include drawings,
paintings, sculptures, pottery, and many others. The thing is that when you hear fine
arts, it pertains to the many different kinds of arts that are expressed wherein people
can see their visual appeal and value. Most of these types of arts are well appreciated
by other artists. They say that the people who appreciate these arts are said to be born
artists as they are able to appreciate the beauty of these kinds of arts. Fine Arts can be
expressed through the following:

Drawing is a representation of any form or object by hand

through the medium of pencil, pen, charcoal, etc. Drawings are not
necessarily a depiction of what we see around us. A drawing can
also be abstract, illustrating certain emotions and ideas that are in
the mind of the artist and which are open to interpretation.

Paintings are classified according to the style in which they

are made as well as the genre and main object of the painting. Still
life, landscapes, seascapes, abstract and pop art are the different
types of painting genres that are popular among artists.
Moreover, the kind of medium used for the painting like oil
colors, pastels, water colors, charcoal and the surface that it is
painted on, whether it is canvas or paper has a bearing on how the
painting would look.

Sculptures are also among the different art forms that fall
under visual art. Sculptures can be defined as a three-dimensional
art form that uses materials like clay, stone or wood for its
execution. Sculptures are essentially made in two ways. Either they
are formed bit by bit into a particular shape and structure as it is in
the case of a clay sculpture or it is chiseled and carved from a block
of wood or a piece of stone. There are many clay sculpture ideas
that an amateur can take inspiration from while attempting to make
a sculpture.

The capacity to use this ability to create 3D shapes and

forms has been recognized since ancient times, and today is still
considered one of the primary forms of art. Sculptures can be made
out of any material, and can be created by carving, assembling,
molding, casting...
 Calligraphy. The art of writing letters in a manner that
it looks visually appealing is defined as calligraphy. Calligraphy is a
form of visual art that has great commercial value and is much
sought after.

For calligraphy, a special calligraphy pen with a flat nib or

brushes dipped in paint is often used. There are many calligraphy
styles and usually it takes months of training and skill to learn these
calligraphy alphabets and styles.

Baybayin is an indigenous pre-Filipino writing system in the Philippines.

Incorrectly known as “Alibata”, baybayin has been a core part of our culture and
heritage for centuries. It has been the soul interconnectivity of our ancestors through
writing. To spell; rooted from the word Baybay, our ancestors used our very own writing
script to sign documents, write poetries, communicate, and write letters to one another.
It was a form of communication that we once utilized in our everyday lives and was very
well respected by the explorers who came to our islands.

Visual Arts
Art forms that create works that are primarily visual in nature. Hence, all
fine arts in addition to the new media, photography, environmental art and
contemporary forms of expression

Photography is the art of producing an image of an object

on a photographic film. The way the image is captured with the use
of light differs from photographer to photographer. There are
different types of photography, from fashion photography, wildlife
photography, food photography to wedding photography and more.
 Environmental Art embraces a variety
of practices and movements such as, and not limited
to, Land art, Earth art, Sustainable art, and
Conceptual Art. As a movement, environmental art
emerged in the 1960s. The leading artists associated
with this type of art included Jean-Max Albert, Piotr
Kowalski, Nils Udo and Robert Smithson. It primarily
addresses environmental issues.

Installation art is a term generally used to

describe artwork located in three-dimensional interior
space as the word "install" means putting something
inside of something else. It is often site-specific -
designed to have a particular relationship, whether
temporary or permanent, with its spatial environment
on an architectural, conceptual, or social level.
It also creates a high level of intimacy between
itself and the viewer as it exists not as a precious
object to be merely looked at but as a presence within
the overall context of its container whether that is a
building, museum, or designated room.
“Heartbeat,” a display of 100,000 balloons, by French artist Charles Pétillon
enthralled tourists and shoppers at the popular city spot. To create the installation, 20
people inflated the balloons for five days, which suspended over visitors as white light
was pulsed through them. Let’s look at other truly inspirational works of art from the
world over for everyone to enjoy and marvel at.

Applied Art

Applied art is a part also a visual art and it is defined as art that has practical
application of utilitarian objects in everyday use. Whereas works of fine art have no
function other than providing aesthetic or intellectual stimulation to the viewer, works of
applied art are usually functional objects which have been "prettified" or creatively
designed with both aesthetics and function in mind. Applied art embraces a huge range
of products and items, from a teapot or chair, to the walls and roof of a railway station or
concert hall, a fountain pen or computer mouse.

Architecture is the first of the fine arts, due to the

ingenuity and great use of aesthetics required to create
buildings which are harmonic with space and which endure
in time. For the ancient Greeks, with monumental buildings
like the Parthenon and architects like Parmenio who were
tasked to erect Alexandria, architecture was one of the most
fundamental aspects of its civilization and art in the making.
 An architectural design should not only be functional
but also aesthetically pleasing. There are different
architectural styles from Colonial, Victorian, French Colonial,
Spanish to the modern ones.

Fashion design is the art of designing apparel that

are aesthetically pleasing as well as functional. Fashion
design involves working with different types of fabrics and
patterns which are then designed into garments.
The convergence of art and fashion is symbiotic.
Everything that exists and surrounds us is a product of the
society we live in. Who we are, what we see, and what we
experience is interconnected and interrelated. There is no
place we can point to and say that this or that object does
not belong to the sphere of art.

Jewelry design is also a different form of art and it

involves the design of intricate pieces of jewelry from metals,
wood or plastic. Metals that are primarily used for designing
jewelry are gold, silver, platinum, copper, etc. Jewelry design
also incorporates precious and semi precious stones for its
execution.

Woodcraft is any object that is made with wood that

is aesthetically pleasing to the eye as well as functional is
called wood crafts. Furniture and decor items are examples
of woodworking. Design can be curved on wood or different
wood pieces can be joined together in wood craft.

Interior Designing. The art of planning

the design, layout and style of an architectural
space, be it home or office is called interior
design. Interior designing includes furnishings,
furniture placement, layout of the interiors and
many other factors.
Performing Arts
Of all the different forms of art, performing arts is much appreciated and enjoyed
by people. Artists that perform these arts are known by the type of art that they have
perfected. Singers, actors, comics, magicians, dancers and musicians are all people
who do these performing arts.

Dance. Moving the body in a particular sequence to

music is called dancing and there are many forms of dance.
A particular dance form can be from a particular region or
country that has the steps and movement to a particular type
of music prevalent there.

Dance is also considered as Performing Arts is also

part of the fine arts due to the use of vigorous movements of
the body to the beat of music, and this serves as one of the
most aesthetic means of expression that we can enjoy.
Dance is used as a form of expression, spiritual interaction,
social connection and non-verbal communication.
Dance is a kind of non verbal communication and
movement of the body is aesthetically pleasing and
harmonious. Both classical as well as modern dance are
different forms of performing art like ballet, ballroom, Salsa,
Tango , Line Dancing, Tap Dancing, Belly dancing, Latin
Dancing, Hip Hop Dance , Folk Dancing

Singing. The act of producing sound with the voice

in a rhythmic manner so as to be pleasing to the ear is
known as singing. Singing is often accompanied by the use
of musical instruments. There are different singing styles
ranging from operatic, classical, modern, country, pop, etc.
There are many famous singers in the world who
have incredible talent and voice quality. Learning to sing
takes a lot of dedication and effort and only the truly talented
can attain great heights of fame.

Music, art concerned with combining vocal or

instrumental sounds for beauty of form or emotional
 expression, usually according to cultural standards
of rhythm, melody, and, in most Western music, harmony.
Both the simple folk song and the complex electronic
composition belong to the same activity, music. Both are
humanly engineered; both are conceptual and auditory, and
these factors have been present in music of all styles and in
all periods of history, throughout the world.

Literary Arts

Literary works include nondramatic textual works with or without illustrations.

They may be published or unpublished. Computer programs and databases also are
considered literary works. Plays, dramas, and screenplays are not in the literary works
category. These belong to performing arts and multidisciplinary arts

Multidisciplinary Arts

Multidisciplinary arts are those that include multiple types of arts. This means that
something like a comic book has both visual art and literary art. Films
or cinematography is a prime example of multidisciplinary arts because it includes
performing arts (acting,) literary arts (scripts,) and visual arts (effects, set design.)

Multidisciplinary arts combine various different arts. An example is a Broadway

play, which combines music, acting, and dancing on stage. All of these arts are an
important aspect of culture, because it moves everything forward. Arts are a way that
people can express themselves whether through written works or performing them.

Film. Some of the generalized purposes of art

is to entertain and express meanings and emotions.
In the modern world today, the entertainment industry
has no geographical boundaries. Films produced in
different parts of the world reach their target
audiences even in the remotest parts of the planet
earth. There are various film forms that resonate with
 the preferences of film enthusiasts across the world.
Among the popular types of films across the globe
include animation, documentary, epic, comedy, movie.

Theater or Dramatic Arts is a form of art that

has evolved from medieval times to become one of
the best modes of entertainment. Theater artists
perform in front of an audience and there are various
forms of theater that are performed across different
regions of the world. It is an art concerned almost
exclusively with live performances in which the action
is precisely planned to create a coherent and
significant sense of drama.

Comics are a visual medium—but most

comics still rely heavily on narration and dialogue.
Once in a while, though, a series, a single issue, or
even one great scene in a comic will forgo text, or
keep it at a minimum, to tell a gorgeous story with just
images.

What Can You learn from the Arts?

 Arts subjects such as art and design, music, drama and dance are often
associated with creativity and innovation. A broad and balanced curriculum recognises
that encouraging the arts can help students to develop their own creative voice and
creative thinking skills. Studying an arts subject can also build learners’ self-confidence
as they feel valued for their unique contributions and talents. When encouraging
creativity across the curriculum, it can be useful to look at the ideas and techniques that
underpin the teaching of creative subjects such as art, drama and music.
Learner autonomy: Arts subjects can be popular with learners because of the
perceived high level of learner choice that is involved. Learners often work on projects
that they have devised themselves, according to their own interests and passions.
Unique and original work is particularly valued, in both informal and formal assessments.
When learners take control of their work in this way, their levels of intrinsic (internal)
motivation tend to increase (Craft, 2005, p.56).
Valuing uniqueness: Every learner’s outcome will be different in arts subjects.
The idea of there being ‘no one right answer’ is deeply embedded in both the teachers’
and the learners’ approaches. Although other subjects have more fixed subject matter, it
is important for students to learn that there is often more than one correct answer or
more than one way to arrive at an answer.
 Experimentation and play: In all arts subjects, there is an emphasis on
experimentation and ‘play’. An art teacher will introduce a technique or material, for
example acrylic paint, and learners try it out. This may initially involve copying examples
and practising. Boden (2001, cited in Ferrari, Cachia & Punie, 2009, p.19) describes this
as ‘exploratory creativity’, and likens it to a jazz musician learning to improvise based on
a defined set of chords or scales. Having developed some degree of skill, learners can
then start to experiment and push the boundaries of the material or technique. They
may choose to combine it with another technique or idea to produce something that is
original to them. Boden calls this ‘combinatorial creativity’ – the generation of new ideas
by combining or associating existing ideas.
There is a role for experimentation and play in all disciplines so that students
learn to use their imagination and develop engagement. As in arts subjects, this must
be balanced with, and be supportive of, skill development so that it supports students’
basic literacies.
Looking at and discussing artworks: The study of artworks is not necessarily
limited to art or art history lessons. Images of artworks can be used to prompt thinking in
any subject area. Teachers can use carefully chosen artworks to prompt discussions
and deeper critical thinking about a topic. Visual Thinking Strategies (VTS), developed
by Yenawine (2014, p.25) uses art to help learners of any age to develop their visual
literacy, thinking and communication skills, and is an excellent resource.
Journals, notebooks and sketchbooks: Keeping a notebook, sketchbook or
journal is an essential part of an art and design education. All the creative skills can be
practised through the discipline of keeping a record of a learner’s observations, ideas,
reflections and collections. By recording and collecting a wide range of information, a
learner can then start to cultivate creative connections between different elements and
come up with more unique and original ideas. Notebooks and journals have been used
by many great creators, such as the poet Lord Tennyson, who recorded fragments of
thought and then generated connected words and images which led to his poetry.
Charles Darwin kept detailed journals on his travels to the Galapagos Islands, and his
journals contain a record of his tentative diagrams of the branching system on which he
eventually based his theory of evolution. Guy Claxton recommends encouraging
learners ‘to keep a commonplace book… in which they keep scraps of overheard
conversation, images, quotes, fleeting thoughts that didn’t go anywhere… as most
creative writers, scientists, composers do’.
The value of failure: The arts, perhaps more naturally than other subjects,
accept and celebrate failure as a learning opportunity and understand that it is an
inherent part of the creative process. As West-Knights (2017, p.49) points out: ‘One of
the mainstays of drama classes… is the notion that mistakes are OK, as long as you
are trying things out.’
Peer review and feedback: Peer review sessions (sometimes called group
critiques) are commonly used in art and design as a method of informal interim
assessment. Learners present their work to small groups of their peers and receive
constructive feedback. The process is carefully scaffolded by the teacher, who leads
initial sessions, modelling the types of questions and comments that are appropriate.
When successful, peer reviewing helps learners to build independence, gain insight into
their peers’ working and thinking processes, and develop confidence in themselves as
creative individuals.

Artistic process Versus Product

As future educators you should reflect upon personal philosophies and practices,
you should consider the benefits for children in engaging in activities that focus on
process rather than product. Regardless of whether children are engaged in music,
visual arts, or dramatic arts there are very clear differences between whether an activity
is centered on the experience itself or the final outcome.

Whether the art is music (improvising a soundscape with instruments rather than
singing along with a recording), visual arts (freeform sculpting with clay rather than
pasting precut shapes onto a piece of paper), or dramatic arts (improvising during
creative play rather than memorizing dialogue and actions for a play), comparing
experiences to end results clearly reveal the depth of differences each activity provides
to children.

There is debate among art teachers as to whether or not process or product is

more important in art education. In this case, process refers to the learning that takes
place during an assignment or lesson. Product refers to the actual artifact that is
produced. Of course, both of these are essential in art education. Some teachers feel
that one should take precedence over the other. So where should the focus be in the
lessons that you present to students? Should you focus on process or product?
It should be understood that both are essential. Introductory levels should be focused
on process while upper levels may focus more on product. You see, if you are effective
in your lessons that focus on process, then the product will follow.
 As art educators, we should be educating our students. They should be learning
from us. So-to be fair, we should never focus on a product, because the product
naturally follows when the art instruction is quality. Don’t misunderstand that this
product is important. It is important as an indicator of what is being learned. When the
product is quality across an entire class, you know that you have done your job as an
art educator. The students have learned in the process and as a result created a great
product.

It is really your job to help students know how to get to the quality product. Let’s
look at the basketball coach analogy in relation to advanced art students. These
students may have developed skills just like a more developed basketball team may
have. The focus of the basketball team is now on winning. But what is the job of the
coach? Isn’t it still the coach’s job to teach and show the team how to win? Even though
the focus has changed, the job of the coach remains the same. The same is true of the
art educator at the advanced level. The focus of the assignment may be on the product,
but the focus of the teacher remains on the process.

Appreciating Beauty in the Arts

Aesthetics is from the Greek word eithesis which means “perception”. It is a

branch of philosophy devoted to the study of art and beauty used during the 18th century
by Alexander Baumgarten, a German philosopher. This term also refers to the principles
governing the nature and appreciation of beauty, especially in visual arts (Radar, 1979).
Art appreciation is a way to express ideas and allow individuals to illustrate their
feelings when they view their art. It helps develop critical and innovative skills in thinking
and teaches essential qualities like listening, observing, responding to multiple
viewpoints, It also requires an ability to differentiate what is obvious and what is not
( Gargaro & Jilg, 2016 and Sanger, 2012 as cited in Ramos, 2018.
For you to easily analyze works of arts, you must study the following by heart.

The Principles of Understanding Artistic Design and Composition

Art principles are created by combining art elements. Artists utilize organizing
principles to develop forms that inform. Among fundamental principles of art are
harmony, variety, balance, movement, emphasis, proportion, and rhythm. Whether
analysing or composing artwork, one must have a complete understanding of how art
principles are created (Elsen, 1891).
The Principle of Harmony. When all of the elements of art interact well in an
artwork, visual harmony is attained. This is accomplished by using similar types of
geometric shapes, lines or colors within a work of art to create unified composition.
Likewise, using various cool or warm colors would help to produce a harmonious work
of art.
The Principle of Variety. A stable composition will also demonstrate the
principle of variety. It is accomplished by using differing colors, lines, and shapes within
an artwork to make key areas stand out. Artists can use this idea to direct a viewer’s
eye to a place within the art that he or she wants to emphasize.
The Principle of Balance. It refers to the symmetry of opposing visual forces. It
is created in a work of art when colors, forms, shapes or textures are combined
harmoniously.
The Principle of Movement. It is the way that an eye moves throughout a work
of art. In this work of art, our eyes move up through the pattern in the rippling surface of
the water to the two paddlers. An artist creates a visual movement to drive the eye to
the focal point of the artwork.
Principle of Emphasis. It refers to the need for an artist to create a focal point
within an artwork. The artistic point is an essential part of a work of art, and a viewer’s
eye should be drawn to that area.
Principle of Proportion. This principle is created when the sizes of the elements
in an artwork art are combined harmoniously. The artist usually tries to make all of the
parts in a composition relate logically to each other to depict the human form within the
proper proportion.
Principle of Rhythm. It refers to the visual pattern within a work of art. Models
within an artwork are created by repeating certain colors, lines, or shapes in specific
areas. It can also be used to form a variety of textures within a work of art.

In a Nutshell
 Artists, alongside scientists and entrepreneurs, are role models for innovation in
our societies. Not surprisingly, arts education is commonly said to be a means of
developing skills considered as critical for innovation: critical and creative thinking,
motivation, self-confidence, and ability to communicate and cooperate effectively, but
also skills in non-arts academic subjects such as mathematics, science, reading and
writing.

Ultimately, the impact of arts education on other non-arts skills and on innovation
in the labour market should not be the primary justification for arts education in today’s
curricula. The arts have been in existence since the earliest humans, are parts of all
cultures, and are a major domain of human experience, just like science, technology,
mathematics, and humanities.

The arts are important in their own rights for education. Students who gain
mastery in an art form may discover their life’s work or their life’s passion. But for all
children, the arts allow a different way of understanding than the sciences. Because
they are an arena without right and wrong answers, they free students to explore and
experiment. They are also a place to introspect and find personal meaning

Complete the tasks below. Utilize your knowledge and skills in completing
what are asked of you.
 Photo credits: Eric P. Granada
https://ericpgranada.files.wordpress.com/2016/06/sarimanok.jpg?w=1000

Evaluate the artwork according to the principles of Art

Harmony

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Variety
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Balance

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Movement

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Emphasis

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Proportion

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Rhythm

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What do you think are the function/s and purpose/s of the artwork created by the artist?

Function/s :
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Purpose/s:
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CLOSURE
Congratulations! You may now take your assessment for this lesson before you
proceed to Lesson 2.

Read the statements below. Identify the concept being described in each one. Choose
your answer from the choices inside the box. Write the letter corresponding to your
choice on the blank space before each number.

A. Aesthetics
B. Art
C. Balance
D. Calligraphy
E. Dance
F. Drawing
G. Harmony
H. Literary Arts
I. Music
J. Performing Arts
K. Photography
L. Sculpture
M. Variety
N. Visual Art
_____ 1. This is accomplished by using similar types of geometric shapes, lines or
colors within a work of art to create unified composition.
_____ 2. Any harmonious sound either vocal or produced from a musical instrument
_____ 3. Singers, actors, comics, magicians, dancers and musicians are all people who
do these performing arts.
_____ 4. A representation of any form or object by hand through the medium of pencil,
pen, charcoal, etc.
_____ 5. It refers to the symmetry of opposing visual forces. It is created in a work of art
when colors, forms, shapes or textures are combined harmoniously.
_____ 6. Moving the body in a particular sequence to music
_____ 7. It is accomplished by using differing colors, lines, and shapes within an
artwork to make key areas stand out.
_____ 8. A three-dimensional art form that uses materials like clay, stone, metal or
wood for its execution.
_____ 9. The art of writing letters in a manner that it looks visually appealing
_____ 10. It is a branch of philosophy devoted to the study of art and beauty

Test II. Identify daily activities in your life which involves Art?

Example : Mixing and matching of colors for outfits to be worn on a formal gathering
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. ________________________________________________________________

Multiple Choice. Encircle the letter of the correct answer. Decide which function of Art is
depicted best in each situation.

1. The statues of national heroes that grace our parks and plazas are commemorative
works as are the commissioned paintings of leaders or rulers.
A. Personal Function C. Physical Function
B. Social Function D. Economic Function

2. Tools and containers are created to make human lives comfortable.

A. Personal Function C. Physical Function
B. Social Function D. Economic Function

3. Designing a building which is adaptable to the climate of the region

A. Personal Function C. Physical Function
B. Social Function D. Economic Function

4. Slogans and posters are created by artists for candidates during elections.
A. Personal Function C. Physical Function
B. Social Function D. Political Function

5. Art pieces are placed in museums to preserve, document and record very important
historical figures and events.
A. Historical Function C. Physical Function
B. Social Function D. Political Function
Essay.

Is it possible to utilize your knowledge on artistic or creative literacy to help

yourself deal with the challenges brought about by the COVID 19 pandemic? If so, how?

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LESSON 2: DEVELOPING CREATIVITY AS A 21ST CENTURY

LEARNING AND INNOVATION SKILL IN SCHOOL

INTENDED LEARNING OUTCOMES

After studying this lesson, you should be able to:

✔ discuss the roles of teacher in creative education;

✔ evaluate the implications of creative literacy to the 21st century education;
✔ create one innovative product for self-expression and for promoting
advocacies;
discover the qualities and values of highly creative persons; and
✔ describe a classroom environment where creative thinking can thrive.

TIMEFRAME: 1 week
INTRODUCTION

From the first wheel to the latest microprocessor, creativity has continuously
enriched our lives. Creativity plays a vital role in science, innovation and the arts.
Moreover, the significance of creativity has also been recognized in daily life problem
solving, in maintaining and fostering wellbeing and in the successful adaptation to
change.

Creativity is the ability to generate original and useful ideas that drive us forward
and arguably is among the most sought-after life and work skills in our complex and fast
changing world. Creativity as a skill is not anymore a “nice to have” but a must have in
the 21st century.

Education plays a central role in fostering creativity in all learners. Sadly, while
the world has undergone evolutionary changes, teaching practices have not changed
much as teaching and learning continues to focus primarily on rote learning instead of
stimulating creativity among the learners. As future teachers you are being called to
make a turn-around from its current traditional emphasis on memorization of facts to
that of student centered creative education.

Young children and adolescents have curious minds. A curious mind always
loves to learn more and the creative classrooms can build up a curious mindset in them
through unconventional ways. Hence, every classroom should be filled with creativity
and wonder. As future teachers you should unleash the creative potentials in all of the
students so that they can be makers, designers, artists and engineers of new
knowledge.

Students deserve the opportunity to be their best creative selves both in and out
of school and that they are all unique, authentic, and destined to be original. However,
educational institutions are busy. Materials can be scarce. The creative process may be
time consuming especially when you have a tight curriculum map. So, creativity
becomes a side project, an enrichment activity teachers perform when they have extra
time for it. As 21st century learners and future agents of change, you can do better. You
have the power to inspire and spark the creativity within them. It is the role of a good
teacher to bring in the right mix of creativity in classrooms and bring out the best in the
students. As what we have already emphasized in chapter 1, every child has some
inbuilt creativity in them and proper guidance from the teacher coaxes and cultivates it
to help them grow up as creatively literate.

Activity – 30 Circles Challenge

Below are 30 circles. Turn as many of the circles as possible into a recognizable object
in 3 minutes. Set your timer to last 180 seconds. Challenge yourself to think outside of
the box but you have to draw quickly. The first circle is done for you as an example.
Before you start the fun, make sure to prepare the following materials:
A timer ( you may use your cellphone) , set to 3 minutes
A pencil

Set your timer …ready … set … go!

1. How do you feel looking at the circles you have completed?

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2. You were able to create objects out of circles. Does this mean you are a creative
person? Why or why not?
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3. Do you think artistic skill can be learned or is it a product of genetic influence?

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4. Why do you think Creativity and Innovation is considered a 21st century skill?
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5. As a future teacher, will you push for teaching of creativity in schools? Why or why
not?
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ABSTRACTION

The State Of Creativity Drive In Schools Worldwide

“Creativity” also called creative thinking in some literatures is generally

conceptualized as the ability to produce something that is both novel and useful
( Amabile, 1996; Plucker, Beghetto, & Dow, 2004). For example, inventions such as the
computer and the printing press and paintings such as the Mona Lisa are creative
endeavors.

Creativity can also be described as the ability to see ordinary things differently.
An often-cited example of this kind of creative thinking is the creation of Velcro, which
arose from the observation of cockleburs clinging to clothes. The inventor, George de
Mestral, clearly was able to see a common item in a different and original way and was
able to generate a clear, detailed idea that resulted in his million-dollar product. The
developers of the iPod, the cell phone, and the YouTube Website all employed creative
thinking in the creation of their products.

But notice that whenever one creates a thing for whatever purpose it may serve,
the creation will always start with gathering thoughts known as “idea generation. You do
not create a product right away. You go into a process of “self talk” to purge ideas that
you need for the step by step making of a product. From these definitions, idea
generation could be viewed as a part of learning because all idea-generating activities
are experiences leading to the change of a person’s knowledge or behavior.

Developing student creativity has been, and continues to be,one of the most
important educational goals in the world (Craft,1999; Pang & Plucker, 2012; Shaheen,
2010 as cited in Pang, 2015). In support of this goal, researchers have not only made
great efforts in developing relevant theories but also provided numerous practical
suggestions for school teachers (e.g., Beghetto & Kauf-man, 2010; Starko, 2010;
Sternberg & Williams, 1996).

However, classroom practices that focus on fostering creativity are not as

successful as expected (Bronson & Merryman, 2010). For instance, the PISA 2012
results concerning students’ creative problem solving abilities showed that about one in
five students in participating countries is only able to solve problems in a conventional
way, thus indicating a lack of creative thinking(OECD, 2014). The reasons the teaching
of creative thinking is less than successful are undoubtedly many, but the major reason
might be the de-emphasis and ineffectiveness of classroom creativity in teaching and
learning (Beghetto & Plucker, 2006).

Since the issue of promoting classroom creativity is directly associated with

learning, idea generation, and creativity, it might be useful for you to analyze their
relationships first. Learning is typically defined as a relatively permanent change in
human performance or performance potential as a result of experience( Driscoll, 1994;
Mayer, 1982).

Idea generation refers to “the creation of new and potentially useful ideas”. But,
not all learning is derived from idea generation. For example, learning which results
from memorizing facts and familiarizing oneself with mathematical rules, do not result in
new ideas. Similarly, creativity could be depicted as a type of idea generation if put
under the context of learning and focusing on outcomes or products. The ideas that are
generated during learning can be any ideas: new or old, useful or useless. However, be
reminded that only ideas that are novel and useful are creative ones (Beghetto& Plucker,
2006).

In other words, creative ideas are nothing but those newly produced and at the
same judged as useful. Yet not all the ideas generated during learning are creative,
even if they have the potential to be creative. To help better understand this relationship,
you may look at the figure below.
 Relationship between learning, creativity and Idea Generation according to Pang (2015)

From this figure, you can deduce that in terms of cognitive outcomes, learning
(outermost layer) contains idea generation (middle layer), which in turn contains
creativity (innermost layer). This relationship is partly supported by what Guilford (1950)
claimed, “a creative act is an instance of learning, for it represents a change in behavior
that is due to stimulation and/or response”. So whenever there is less idea generation
because of the tight curriculum which focuses so much on rote memory, then expect
that lesser opportunities for classroom creativity ensue.

Pang( 2015) liken the relationship between idea generation and creative
development is to pearl cultivation. Pearls are generated by living pearl oysters and
freshwater mussels. With human aid, an oyster or mussel produces pearls of various
sizes, shapes, smoothness, and shine. The pearls with the finest quality valued as
gemstones are bigger, rounder, smoother, and more nacreous. The smaller but round
and smooth pearls are also valuable. However, oysters and mussels also generate
pearls with irregular shapes.

Although these may also be referred to as pearls, most of them have no use.
Thus, the best cultured pearls are generated by oysters and mussels and selected by
humans from numerous pearls formed in the same way. If a pearl farmer wants to
harvest valuable pearls, he must first enable the oysters or mussels to generate pearls.
Creative ideas or products come from idea-generation activities in the same way. If we
want to obtain creative products (valuable pearls) from our students, we must first
engage them in various idea-generation activities and encourage them to generate as
many new ideas as possible, regardless of whether some are silly or of no use.

From our discussions in Lesson 1, it was presented that creativity is one of the
most essential traits that every employer desires while hiring an employee. Creativity is
important in almost every aspect of life, right from feeding a child to almost every aspect
of the business, creativity plays an exceedingly crucial role. Therefore, it is important to
understand what is creativity and what is the psychology behind it.
 Studying and understanding of creativity is not easy. It is considered one of the
most complex topics to study by the psychologists. Since a lot of definitions about it
abound, there is no clear consensus on how to define creativity. However, creativity is
a way to produce something new and different which has some value or to do the same
mundane thing or a new thing in a new way using a new technique which is unique in
itself to get better / positive results or simply to get more business.

Any person who has a fresh perspective towards a particular thing is different
from any usual perception. Musicians, artists, engineers, business
tycoons, entrepreneurs, and several people like them are creative thinkers. One cannot
copy anything; everyone has their way of creativity. Examples of creative
thinking skills include visual art, problem-solving, communication skills, writing,
composing music. All creative thinkers are not an artist. Some include science and
business too.

So in simple words, we can say creativity means when a person comes up with
something new, something unique which is different from others. Hence, as an
individual, try something new, take challenges, keep struggling and come out of your
comfort zone. These ways are certainly you to help you become a better thinker.

The Significant Benefits Of Creativity In The Classroom ( Sylvia Duckworth)

Creativity is a valuable skill. All too often people outgrow their imagination as
adulthood approaches due to an encroaching sense of self-doubt, an ingrained belief
that it’s an impractical pursuit, or firm guidance from more experienced grown-ups
advising engineering over art school. Although almost everyone would agree that
creativity is important, budget cuts to areas of education like art and music programs
demonstrate differently.
1. Creativity is Multidisciplinary. Not only can you practice creativity through many
different mediums, its benefits are applicable to almost all professions.

2. Creativity allows you to express yourself. An integral part of the human condition
involves learning who we are and recognizing how that fits into the rest of the world.
Creativity allows self-discovery, as well as the opportunity to share a hidden side of
ourselves.

3. Creativity promotes thinking and problem-solving. From technical details of

writing, drawing, or composing to the challenge of creating, problem-solving is a
required component of the creative process.

4. Creativity reduces stress and anxiety. People usually pursue creative projects
because they enjoy the process or the outcome. Just the act of creating inspires a
sense of contentment.

5. Creativity allows you to enter your happy zone and have fun. Creativity is really
another form of play, and play is universally important to each individual’s sense of joy
and well-being.

6. Creativity gives you a sense of purpose. Writers, artists, and musicians often
identify by those words whether they make money at their craft or not. Their creative
method is their way of processing the world and a way of describing who they are.

7. Creativity can lead to feelings of accomplishment and pride. The combination of

brainstorming, the technical process, and a finished process is often the perfect recipe
for personal satisfaction.

8. Creativity can link you to others with the same passion. Art is important because
it fosters a sense of connection and understanding of what it means to be human. A
creative focus can help you find your community and feel less alone in the world.

9. Creativity improves your ability to focus. The act of creating requires dedication
and commitment, not only to each individual project but to the craft itself.
10. Creativity promotes risk-taking and iteration. Making things isn’t easy; making
things others will appreciate is even harder. Creativity requires courage, confidence,
and the willingness to fail and try again.

11. Creativity is a prerequisite for innovation. Every advancement known to mankind

started with a new idea, and new ideas are inspired by imagination and creativity.

12. Creativity encourages us to be lifelong learners

Creativity requires the humbleness to know that there’s always room for improvement
and a commitment to continue challenging your ideas and ability until new growth
occurs.

The Roles Of Teachers In Helping Learners Develop Their Creative Habits And
Skills

Teachers are creative, experimenting with new ideas and pursuing an enquiring
approach in their teaching. They are open to new challenges, being resourceful,
imaginative, and flexible. They are always ready to learn and apply new skills and
techniques.’
 However, it is very hard for a teacher to be creative if they are following a
prescribed curriculum and given little or no room for their own creative input into their
teaching practice. Syllabuses, textbooks and teacher support material are extremely
important in helping to structure and support learning but they also need to allow for the
teacher’s professional creativity. Teachers can support creativity and innovation by:

1.Role modelling creative habits.

Nothing is more important than the teacher exemplifying the habits,
behaviours and thinking they want students to demonstrate. They need to exemplify
creative traits such as curiosity and the development of creative skills (see thinking
routines later in this chapter).

2. Appreciating the critical importance of questions, both their own

and those asked by students

Questions of creative teachers are usually open-ended, probing and requires

time to come up with answers to. Pose questions and challenges, and follow up with
opportunities for solitude and reflection. Solicit questions from you’re the students too.
This provides time and space to foster the forging of new connections that is so vital to
creativity.

3. Treating mistakes as learning opportunities and encouraging learners to take

sensible risks in the classroom.
Encouraging learners to take ‘sensible risks’ in their work is important for building
up their creative confidence. It is important that this takes place in a supportive
environment, and that the teacher and learner have discussed what boundaries are
acceptable in their context. It is also important to set some ground rules in collaboration
with learners.
4. Giving learners sufficient time to complete their work.
Sometimes ideas need time to develop before becoming valuable. Giving
learners the scope to come up with their own ideas can be challenging for both teachers
and learners. Learners will need time to think and work independently of the teacher.
Delay judgement of learners’ ideas until they have had time to work them out properly
5. Scaffolding tasks carefully to provide the appropriate level of challenge
Ideally, a teacher should try to design tasks that help the learner to cross over
into this area by ‘scaffolding’, or supporting them at first, and then withdrawing support
so that the learner can increasingly achieve the task on their own.
 Even a small change in teaching approach can bring about a change in a
learner’s creative disposition. If learners start to see that there is not always ‘one right
answer’ to many questions, both in school and in life, then their creative confidence will
grow. The most important thing of all is for learners to lay the foundation of their
personal creative abilities, on which they will build throughout their lives
6. Focus less on the reproduction of information and more on critical thinking
and problem solving.

7. Curate activities that transcend traditional disciplinary boundaries, such as by

painting murals that depict biological food chains, or acting out plays about historical
events, or writing poems about the cosmos. After all, the world doesn’t come carved up
into different subject areas. Our culture tells us these disciplinary boundaries are real
and our thinking becomes trapped in them.

Creativity As a Learned Skill

Research studies have shown that creativity can be learned Torrance & Torrance
(1973) analysed 142 separate studies and concluded that creativity training significantly
improves individual creativity and problem solving. This finding has been replicated
many times.

In a modern review across two studies, Scott, Leritz & Mumford (2004) found that
creativity training programmes produced improvements on everything from attitudes
towards the importance of creativity at work through to improvements in job
performance. It is a good thing if schools have allocated budgets for the training of their
teachers.

Although educators claim to value creativity, they don’t always prioritize

it.Teachers often have biases against creative students, fearing that creativity in the
classroom will be disruptive. They devalue creative personality attributes such as risk
taking, impulsivity and independence. They inhibit creativity by focusing on the
reproduction of knowledge and obedience in class.

Common misconceptions about creativity

People sometimes hold tacit beliefs or theories about the nature of creativity
which can have detrimental effects on attempts to nurture creativity in an educational
context. These theories are different from what research suggests is in fact the case.
For example, many people believe that creativity is a natural talent which cannot be
taught, whereas studies have shown that learners can improve their creative thinking
skills with the right type of input.
 Sharp (2004), Behghetoo (2007) as cited in Ferrari, 2009, p 17

How Does a Creative Classroom Look Like?

When students are being creative in the classroom they are likely to:

• Question And Challenge. Creative pupils are curious, question and challenge,
and don’t necessarily follow the rules.

• Make Connections And See Relationships. Creative pupils think laterally and
make associations between things that are not usually connected.

• Envision Want Might Be. They imagine, see possibilities, ask ‘what if?’, picture
alternatives, and look at things from different viewpoints.

• Explore Ideas And Options. Creative pupils play with ideas, try alternatives and
fresh approaches, keep open minds and modify their ideas to achieve creative results

• Reflect Critically On Ideas, actions and outcomes. They review progress, invite
and use feedback, criticize constructively and make perceptive observations.

To encourage the above is likely to require a change in the way schools are run
and the way teachers teach. “The most powerful way to develop creativity in your
students is to be a role model. Children develop creativity not when you tell them to, but
when you show them.
Give Students Extended, Unhurried Time To Explore And Do Their Best Work.
Don’t interfere when students are productively engaged and motivated to complete
tasks in which they are fully engaged.

Create an inviting and exciting classroom environment. Provide students with

space to leave unfinished work for later completion and quiet space for contemplation

Provide an abundant supply of interesting and useful materials and resources.

 Create a classroom climate where students feel mistakes are acceptable and risk
taking is encouraged. Appropriate noise, mess and autonomy are accepted.

BARRIERS AND BRIDGES TO CREATIVITY

Saying that creativity may be “deliberate” means that it is intentional —
something done with thought and the application of specific processes. The more the
tools and skills associated with creative thinking and Creative Problem Solving are used,
the more ingrained the habit of creative thinking becomes and the easier it is to utilize in
many contexts.

Of course, there are both barriers and bridges to the practice of deliberate
creativity. BARRIERS As with any practice of effort, some barriers are quite common.
When people feel they are being judged negatively for their efforts, these barriers can
also become self-protective statements:

• “We don’t have time!”

• “It takes too many resources.”
• “I’m just not the creative type.”
• “In this culture? You’ve got to be kidding.”
• “Not me! I’m not hanging myself out to dry like that.”
• “I don’t have a creative bone in my body. Not my skill-set.”
• “Don’t we have an art department that does that?”
• “I don’t want to look stupid.”
• “We tried that before. It won’t work.”

Notice that all of these focus on time, resources, culture, internal and external
judgment, and perceptions of talent or skill. Whether these are external statements or
internal self-talk, they have a dramatic impact: they help others believe that they aren’t,
can’t be, or shouldn’t be creative — and that simply isn’t the case. So, remember that
everyone has tremendous creative potential that can be unlocked and harnessed. The
challenge is to identify the factors that affect awareness and use of creativity. Once an
individual knows those, it’s easier to make productive choices about how to use,
improve, and refine skills that support creativity.

BRIDGES Along with the barriers that inhibit the ability to express creativity,
there are also bridges. These key elements support deliberate creativity and creative
thinking. They include the choice to:

• Shift from “Yes, but” to “Yes, and” thinking.

• Foster a “What if?” outlook (remaining curious).
• Suspend or defer judgments to maintain openness to new ideas.
• Recognize that every experience informs creativity.
• Embrace incubation and letting the brain work “out of awareness” on ideas.
 • Develop a climate for creativity; changing the physical environment or mental/
emotional outlook to be open to new ideas.
• Use Creative Problem Solving tools to hone practice.
• Work ideas instead of using them (allowing them to change and develop).
• Balance the use of imagination, knowledge, and evaluation.
• Develop an internal observing “wise self.”

Two Main Components of Creativity

1. Originality. The method or idea must be new and unique. It should not be the
extension of something, which already exists. However, one can take inspiration
from the already existing methods and ideas to fabricate something new and
unique.
 2. Functionality. Another important component of creativity is its functionality. A
creative idea must work and produce results, otherwise, the whole effort will be in vain.

Most of the time, people wonder how creativity happens. It has been seen that
creativity becomes another nature of some people whereas others have to spend hours
on road or on a mountain to think of a tiny idea. In the following paragraph, you will
learn about when creativity happens and what kind of people are called creative?

● People who are thought-provoking, curious and have a variety of uncommon

thoughts are known to be creative people. Sometimes these people don’t even
know what they are doing and how much importance that innovation holds.
Therefore, they usually fabricate new ideas, which leave people flabbergasted.
● People who have important self- discoveries, who view the world with a fresh
perspective and have insightful ideas. These people make unique discoveries
which they don’t share with the outer world.
● People who make great achievements which are known to the world. Inventors
and artists fall under this category.

Qualities of Creative Persons

Creative people have numerous traits that influence their creative thinking.
Following are the few personality traits of creative people. In his 1996 book Creativity:
The Work and Lives of 91 Eminent People, positive psychologist Mihaly
Csikszentmihalyi suggested that "of all human activities, creativity comes closest to
providing the fulfillment we all hope to get in our lives.

Csikszentmihalyi proposes that some people possess what he refers to as a

creative personality. While some people certainly come by these tendencies naturally,
incorporating a few of these creative practices into your daily life might just help you
achieve your full creative potential.
Creative People Are Energetic, but Focused

Creative people have a great deal of energy, both physical and mental. They can
spend hours working on a single thing that holds their attention, yet seem to remain
enthusiastic all the while.

This doesn't mean that creative people are hyperactive or manic. They are
imaginative and curious and spend a great deal of time at rest, quietly thinking and
reflecting on the things that hold their interest.

Creative People Are Smart, but Also Naïve

Creative people tend to be smart, but research in 2013 has shown that having a
very high IQ is not necessarily correlated with higher levels of creative achievement -
personality traits are important too.

In Lewis Terman's famous longitudinal study of gifted children, for example,

children with high IQs kids were shown to do better in life overall, but those with very
high IQ weren't exactly creative geniuses. Very few of those involved in the study
demonstrated high levels of artistic achievement later in life.3

Csikszentmihalyi notes that studies suggest that there seems to be a cutoff point
at around 120.1 Having a higher than average intelligence might contribute to
creativity, but having an IQ over 120 does not necessarily lead to greater creativity.

Csikszentmihalyi suggests that creativity involves a certain amount of both

wisdom and childishness. Creative people are smart, but they are able to maintain their
sense of wonder, curiosity, and ability to look at the world with fresh eyes.

Creative People Are Playful, Yet Disciplined

Csikszentmihalyi notes that a playful attitude is one of the hallmarks of creativity,
but this lightheartedness and excitement is also mirrored by a major paradoxical trait —
perseverance.
When working on a project, creative people tend to exhibit determination and
doggedness. They will work for hours on something, often staying up late into the night
until they are satisfied with their work. Consider what you would think when you meet
someone who is an artist.
On the surface, it sounds both exciting, romantic, and glamorous. And for many,
being an artist certainly does involve a great deal of excitement. But being a successful
artist is also a lot of work, which is what many people fail to see. A creative person,
however, realizes that real creativity involves combining both the fun and the hard work.
Creative People Are Realistic Dreamers

Creative people like to daydream and imagine the possibilities and wonders of
the world. They can immerse themselves in imagination and fantasy, yet remain
grounded in reality. They are often described as dreamers, but that doesn’t mean that
they live with their heads in the clouds.

Creative types, ranging from scientists to artists to musicians, can come up with
imaginative solutions to real-world issues.“Great art and great science involve a leap of
imagination into a world that is different from the present,” Csikszentmihalyi explains.

“The rest of society often views these new ideas as fantasies without relevance
to current reality. And they are right. But the whole point of art and science is to go
beyond what we now consider real and create a new reality.”

Creative People Are Extroverted and Introverted

While we often fall into the trap of categorizing people as

solely extroverted or introverted, Csikszentmihalyi suggests that creativity requires
combining both of these personality types.

Creative people, he believes, are both extroverted and introverted. Research has
shown that people do tend to be either more extroverted or introverted and that these
traits are remarkably stable.

They are both gregarious and reticent, sociable and quiet. Interacting with others
can generate ideas and inspiration, and retreating to a quiet place allows creative
individuals to fully explore these sources of creativity.

Creative People Are Proud, Yet Modest

Highly creative people tend to be proud of their achievements and

accomplishments, yet they are also aware of their place. They have tremendous respect
for others who work in their field and the influence that those previous innovations have
had on their work. They can see that their work is often remarkable in comparison to
that of others, but it is not something they focus on.

Csikszentmihalyi observes that creative people are often so focused on their next
idea or project that they don't fixate on their past achievements.

Creative People Are Not Weighed Down by Rigid Gender Roles

 Csikszentmihalyi believes that creative individuals resist, to at least some degree,
the often rigid gender stereotypes and roles that society often tries to enforce. Creative
girls and women tend to be more dominant than other girls, he suggests, while creative
boys and men are less aggressive and more sensitive than other males.

"A psychologically androgynous person in effect doubles his or her repertoire of

responses," he explains. "Creative individuals are more likely to have not only the
strengths of their own gender but those of the other one, too."

Creative People Are Conservative, Yet Rebellious

Creative people are "out-of-the-box" thinkers by definition, and we often think of

them as non-conformist and even a little bit rebellious. But Csikszentmihalyi believes
that it is impossible to be truly creative without having first internalized cultural norms
and traditions.
Creativity, he suggests, requires being both traditional and iconoclastic. Being
able to appreciate and even embrace the past, while still seeking new and improved
ways of doing things. Creative people can be conservative in many ways, yet they know
that innovation sometimes means taking risks.

Creative People Are Passionate, but Objective About Their Work

Creative people don't just enjoy their work — they dearly and passionately love
what they do. But just being passionate about something does not necessarily lead to
great work. Imagine a writer so in love with his writing that he is unwilling to edit a single
sentence. Imagine a musician reluctant to listen to her own performance and hear areas
that need improvement.
Creative people love their work, but they are also objective about it and willing to
be critical (and take criticism) of it. They are able to separate themselves from their work
and see areas that need work and improvement.

Creative People Are Sensitive and Open to Experience, but Happy and Joyful

Csikszentmihalyi also suggests that creative people tend to be more open and
sensitive, characteristics that can bring both rewards and pains. The act of creating
something, of coming up with new ideas and taking risks, often opens people up to
criticism and even scorn. It can be painful, even devastating, to devote years to
something only to have it rejected, ignored, or ridiculed.

But being open to the creative experience is also a source of great joy. It can
bring tremendous happiness, and many creative people believe that such feelings are
well worth the trade-off for any possible pain.
Four Types of Creativity

1. Deliberate and Cognitive creativity. People who possess deliberate and

cognitive characteristics are purposeful. They have a great amount of knowledge about
a particular subject and combine their skills and capabilities to prepare a course of
action to achieve something. This type of creativity is built when people work for a very
long time in a particular area.

People who fall under this type of category of creativity are usually proficient at
research, problem- solving, investigation and experimentation. This type of creativity is
located in the brain’s prefrontal cortex, which is at the front part of the brain. These
types of creative people spend a great deal of time every single day testing to develop
new solutions.

Thomas Alva Edison is one prominent example of this type of creative people.
He ran experiment after experiment before inventing electricity, the light bulb, and
telecommunication. Hence, deliberate and cognitive creativity requires a great deal of
time, dedication and abundance of knowledge about a particular subject.

2. Deliberate And Emotional Creativity. People who are categorized as

deliberate and emotional let their work be influenced by their state of emotions. These
types of creative people are very emotional and sensitive in nature.
These individuals prefer relatively quiet and personal time to reflect and they usually
have a habit of diary writing. However, they are equally logical and rational in decision
making.

Their creativity is always a balanced product of deliberate emotional thinking and

logical actions. This type of creativity is found in the amygdala and cingulate cortex
parts of the human brain. Amygdala is responsible for human emotions whereas the
cingulate cortex helps in learning and information processing. This type of creativity
happens to people at random moments. Those moments are usually referred to as “a-
ha!” moments when someone suddenly thinks of a solution to some problem or think of
some innovative idea.

For example, there are situations when you feel low and emotional which
distracts you from your work. In those kinds of situations, you should take 5 minutes and
point out the things which are making you sad and keep them aside and focus on the
work in hand. It will help you to get improvised results and you will get work done easily.
One should seek “quiet time” for deliberate and emotional creativity to happen to them.
 3. Spontaneous and Cognitive creativity. There are times when you spend a
long time cracking a problem but can’t think of any solution. For example, when you
want to make a schedule for a month to get a job done, but you can’t seem to think of
any possible way and when you are watching television and having your relaxed time
and suddenly you think of a solution and everything falls in place. The same case
happened with the great scientist Isaac Newton. He got the idea about the law of gravity
when an apple hit his head while he was sitting under a tree and relaxing.

This is the “Eureka!” moments for Newton and an excellent example of a

spontaneous and cognitive person. This type of creativity happens when one has the
knowledge to get a particular job done, but he requires inspiration and a hint to walk
towards the right path. This type of creativity usually happens at the most inconvenient
time, such as, when you are in bed with your partner or having a shower. Spontaneous
and cognitive creativity takes place when the conscious mind stops working and goes to
relax and the unconscious mind gets a chance to work.

Mostly, this type of creative person stops conscious thinking when they need to
do “out of the box” thinking. By indulging in different and unrelated activities, the
unconscious mind gets a chance to connect information in new ways which provide
solutions to the problems. Therefore, to let this type of creativity happen one should
take a break from the problem and get away to let the conscious mind overtake.

4. Spontaneous And Emotional Creativity. Spontaneous and emotional

creativity takes place in the “amygdala” part of the human brain. Amygdala is
responsible for all emotional types of thinking in the human brain. Spontaneous ideas
and creativity happen when the conscious and Prefrontal brain is resting. This type of
creativity is mostly found in a great artist such as musicians, painters, and writers etc.
This type of creativity is also related to “epiphanies”.

Epiphany is a sudden realization of something. Spontaneous and emotional

creativity is responsible for a scientific breakthrough, religious and also philosophical
discoveries. This allows the enlightened person to look at a problem or situation with a
different and deeper viewpoint.

Those moments are defined as rare moments when great discoveries take place.
There is no need to have specific knowledge for “spontaneous and emotional” creativity
to happen but there should be a skill such as writing, musical or artistic. This type of
creativity can’t be obtained by working on it.

The Creative Process

 As what you have read in the early parts of Lesson 2, Creativity is an inevitable
part of the human condition that is indirectly related to learning with intelligence and fun.
Creativity is a mode game and a game is one of the most important things in each
individual’s growth and development of the brain.

Creativity plays a major role in molding a child’s character as creative thoughts

always require humbleness to know that every puzzle has an improved parallel easy
solution and that it can be developed through patience, thus making it an important part
of the classroom.
1. Preparation

The first stage is the idea of PREPARATION, the idea that you are immersing
yourself in the domain. If you are a musician you are absorbing a lot of the music that is
inspiring you to create this new piece. If you’re a writer you are reading other writers in
this area. If you are an artist you are looking at other artist’s work in the area that you
are looking at creating something in. If you are a scientist you are looking at all the
background research. And if you are an entrepreneur or marketer you are looking at all
the previous market research and what other companies have done before.

So this stage is normally best carried out in a quiet environment. It’s really this
stage that you are trying to absorb as much information as possible because this
information will go into your subconsciousness where it is very important for the second
stage, or second level.

2. Incubation

The second stage is what we call the INCUBATION stage. In incubation this is
when all the information that you have gathered in the PREPARATION stage really
goes back. It starts to churn in the back of your mind, in the sub-consciousness. This is
an extremely important stage because sometimes it can take days, or weeks, or months
or sometimes even years.

That idea that you’ll think about writing about a book or piece of music, and
you’re writing about it and you just leave it to the side for a while and then you come
back to it. Now the interesting thing about the incubation stage is that to a certain extent
it is not really under your control how long that stage will take. It is something you
cannot really rush because what it leads to is the third stage.

3. Insight

The third stage is what most of the public think is a classic signal or sign of a
creative person, what is called the INSIGHT stage or the insight step. With insight it is
really the idea of the ‘Aha’ moment, the ‘Eureka’ moment. Although it is probably the
smallest part of the five steps, it is possibly one of the most important parts.

The ‘Aha” moment most often happens when you are doing some kind of low-
level physical activity; going for a shower, driving a car, having a walk. This is because
your subconsciousness in the previous stages is bubbling away and this insight stage
really allows the mind to work on something else. And then bring these ideas to the
forefront of your mind. So that’s the third stage, the insight’s stage. And now we go on
to the fourth stage.

4. Evaluation
 The fourth stage is this idea of EVALUATION. This is something I have a
problem with. I think it is an area that a lot of creative people struggle with because
often you have so many ideas and you have a limited amount of time. So the evaluation
stage is important because this is where it requires self-criticism and reflection. It is
asking yourself questions like:

“Is this a novel or new idea or is it one that is just re-hashed and has been done
before?”
It’s the idea of going out to a small group of trusted friends and saying:
“I’ve had this idea, what do you think about this?”

It is a very important part because we only have a limited amount of time to do

certain things. Often you find that people who are called the most ‘creative people’ are
often very good at this stage, the evaluation stage. They have all these ideas but they
can use self-criticism and reflection to say “these are the ones that have the most merit
and that I’m going to work on”.

5. Elaboration

And then you have the final stage. This is called ELABORATION. This is where
Edison said that it’s “1% inspiration and 99% perspiration”. Now the elaboration stage is
the 99% perspiration stage. This is where you are actually doing the work. So many
people out there think that the creative process is that insight, that ‘Aha’ moment, or the
preparation part.

But really a creative individual isn’t complete, and I don’t think they can do
anything that really lasts, unless they can go through that and actually put in the hard
work. The elaboration; testing the idea, working on the idea, those late nights in the
studio, working at your desk, those hours in the laboratory if you are a scientist, those
days testing and micro-testing products. This is the elaboration stage.

Common Uses of Creative Thinking in Everyday Life

There are multiple ways where one can implement creative thinking in real-life
situations, be it on an artistic capacity or find solutions to a practical problem.

Anything which involves intensive brainstorming followed by

a “lightbulb” moment can be regarded as creative thinking. Here are
some examples of how to implement innovative thinking in day-to-
day practical scenarios.

1. Artistic Creativity
 One doesn’t need to be an aficionado of art to put an artistic touch to their work.
Ordinary tasks such as making discounts more appealing to the customers in retail
displays when you sell products online to support your studies can use your artistic
creativity.

Below given is the list of tasks where artistic creativity takes center stage:

● Composing a positively-worded fundraising script for the volunteers to appeal to

the prospects.
● Dialogue writing for a television or a radio commercial which appeals to the
customer
● Setting an exam to test the accuracy of students
● Innovative ideas for product packaging
● Creative logo designing for a brand or an initiative which people can recognize
and appreciate at the same time
● Creating a lesson plan that is more engaging for the students and participative.
● Designing a newer look for a clothing line that speaks of the particular season it
releases.
● Scripting an appealing marketing copy for a print or online advertisement.

2. Creative Problem-Solving

Innovation also includes finding a solution to a particular problem by thinking out-

of-the-box. One who can implement creative thinking to find a specific solution for a
problem stands a better chance not only to solve that particular problem, but there are
high chances that the solution is more efficient.

Finding a solution to find a way to solve the health crisis brought about by COVID
19, energy crisis, cutting costs due to a budget deficit or coming up with valid and
persuasive arguments to defend your stand or your clients - all these require innovative
ideas. Innovative ideas demand creative thinking.

Some more ways and examples of developing creative thinking and making use
of it are
 ● Finding innovative steps to create a perfect strategy plan for a financial year
during a staff meeting
● Coming up with solutions which can cut energy use without compromising
on efficiency
● Implementing innovative ways which can improve the quality of a particular
product or a service
● Finding efficient ways to process travel reimbursement to the employees
● Devising a new strategy and coming up with ideas to tackle a budget deficit
● Improving worker efficiency by implementing appropriate incentives and rewards
program to be awarded to the hard-working employees
● Implementing an efficient database system to enter and access information
● Bringing in better ways of communication between two individuals engaged in a
relationship
● Finding better ways to improve customer-company interaction which will further
enhance the company’s credibility

Top Creative Thinking Skills (Bhasin, 2020)

1. Open-Mindedness. Creative thinkers can think in a different and novel way.

Keep aside your assumptions and look for things in an utterly new way. When a
problem arises, try to deal with it with an open mind. Give yourself a chance to think
creatively.

2. Analysis. The first rule of creative thinking is to listen first and try to
understand it very well. Do not jump into the conclusion. To understand the things you
need to have the quality of examining things minutely, carefully to understand what
exactly it wants to say

3. Problem-Solving. Not every employer is the same. Every employer wants to

hire creative thinkers so that they can bring changes in the organization. The employer
wants creative thinkers who will help them to solve problems. So when you are applying
for a new job writing that you can think creatively but also implement your thinking in
work and solve problems.
 4. Organization. The organization is an integral part of creativity. During trying a
new idea, you might sometimes feel messy. It would help if you organized your thoughts
so that other people would be able to understand your concepts and follow your vision.
Create a plan of action and make your goal clear.

5. Communication. One will appreciate your creativity if you can communicate

well with them and make them understand well about your idea. To make other people
understand, you should have strong oral and written skills.

Improving Your Creative Thinking

1. Keep working even if you feel uninspired

Numerous distractions are roaming around you, don’t let them hit you. It often
happens when you are composing something and running after a deadline that a
“writer’s block” distracts her/him from his path. Procrastination and Writer’s block are
two different things. Procrastination is when you keep on delaying any task due to your
laziness or less interest in it.

On the other hand, Writer’s block is when you want to write, but you can’t find
any word to initiate. There can be weeks where you don’t feel like writing anything. And
on those days, try to work, work for short periods, but keep on working. And don’t let
anyone distract you; don’t get indulged in any other work than this.

Keep yourself focused, though it won’t be effortless, the harder you try, the better
you’ll get. Even if you work for 20 minutes and take breaks, do that. Keep practicing this,
and after a few attempts, you’ll observe that you are doing great. The Writer’s block or
any other distraction won’t bother you the same way.

2. Leave your Comfort Zone

We know that it’s tough for a person to choose a path of

struggle instead of staying in their comfort area. But you
know, it’s for your benefit, you get to know yourself better.
The more you try new, the more creative it gets, every time.
The comfort zone makes you lazy and a bit less productive.

Creativity gives you strength and the idea to think more

about new ways. If you are one of those people who have
never struggled for anything in your life, you are privileged
but less creative. Creativity comes with effort and struggle,
try hard and put effort. Whenever you feel you are on your
low, try being creative.

Creativity lets your mind think more and encourages your brain to give creative
solutions. Imagine if there is any competition, be it writing or any artwork. If you try to be
more creative and different, then you have a higher chance of being a winner. Hence,
take challenges and come out of your comfort zone.

3. Work, enjoy, dream, work

Keep your mind fresh and relax when you are at doing something. You don’t
have to worry too much about it; you should create your own space. Try to work with full
effort and when you relax, try to relax all your muscles. Enjoying and relaxing should be
a part of your daily routine.

It is better if you work and daydream and then continue to work. Dreaming,
napping or even dancing helps you in enhancing the creative side of your brain. There
are several works which can give you a headache, so the best way to tackle it is
relaxing. Try to compose your mind and be comfortable with whatever you do.

Also, when you are working on a serious topic, it’s better to take time and a nap.
The creative side of your brain gets enhanced instead of getting a headache. Always
working makes you feel irritated, thus allowing it to relax can help it reach more
creativity.

4. Brainstorm

Brainstorming is a way to generate ideas for solving

any problem. This method includes an association that
 encourages creative thinking and creates a free-
thinking environment. It’s about containing groups of people
and asking them for a solution regarding any problems. This
teamwork and combination of creative thinkers give us a
method named brainstorming.

The group members have to listen to each of the

ideas. Most of them will come with creative, innovative and
positive thoughts. It is suggested that you go with the one
who gave you the worst idea, try to create the best out of it.
That way you’ll think creatively about converting it into a
positive one.

It is guaranteed that you will love this new kind of brainstorming. Being creative is
what everyone likes; new ideas are encouraged. An exciting twist to this brainstorming
will be proved to be one of the best ways to build creative thinking skills. It’s better to
create the best out of the worst and work better in every form.

Characteristics of effective creativity tasks

Below are the characteristics of an effective creativity task. There is no specific

checklist for what a creativity task should contain. More important is what the task does.
It should:

Focus on content. Creative thinking cannot occur without some content

knowledge (Baer, 2016; Csikszentmihalyi, 1996). Therefore, a clear focus on content is
the most important characteristic of effective tasks.

Emphasize divergent thinking. The task should encourage thinking that is out
of the norm and goes in many different ways, rather than the typical convergent thinking,
which emphasizes working quickly to get to the right answer and is typically used for
information learning.

In other words, tasks that encourage creativity are open-ended and have many
possible solutions or outcomes. Four features of creativity are often used to teach and
measure divergent thinking: flexibility, fluency, originality, and elaboration. Some
teachers want their students to converge and do not support divergent thinking (Guilford,
1986; Torrance, 1974).

(a) Flexibly, or able to use many points of view

(b) Fluently, or able to generate many ideas
(c) Originally, or able to generate new ideas
(d) Elaboratively, or able to add details
 Incorporate creativity strategies. Tasks that ask students to be creative can
include one or more of these strategies:

Combine. Blend two things that do not usually go together.

Try different sequences or layouts. Change parts with other things. Sort it
differently.

Adapt. Look at other ways this can be used.

Reverse. Turn it upside down, inside out, front-side back. Change black to white
and white to black. Choose the opposite.

Substitute. Find something else that could be a part of this or could do what this
does.

Modify. Change the meaning, purpose, color, movement, sound, smell, form, or
shape.

Magnify. Enlarge the size, the duration, the frequency; make smaller pieces into
bigger segments.

Minimize. Decrease the size or strength; break it down into smaller pieces.

Engage students. Student engagement is also essential for tasks in which

students are expected to think creatively. Typically, teachers can facilitate student
engagement by using authentic content that students understand applies to their lives..

Employ informational rather than controlling feedback. Informational

feedback helps students to understand how their audience understands their work and
what the strengths and weaknesses of their work are so that they can continue to
assess themselves. Controlling feedback, which evaluates only how well students did
compared to other students or to their previous work, can be threatening and
disengaging for students (Hattie & Timperley, 2007).

In a Nutshell
 Creativity is part of the essential skills that enable students to meet with
future challenges and market competitions. While current educational systems do
not provide the necessary creativity and innovation strategies required to meet
with these demands and challenges, teachers can implement a number of tips
and techniques that can help students to think creatively and find innovative
solutions for existing and future problems.

Art educators are the idea people in schools. Change is part of the natural
flow of life and humans have a unique ability to thrive in conditions of change.
Change requires new behaviors, new ways of perceiving and thinking, novel
approaches, innovation, creativity. You perceive the world actively through our
senses, creating meaning and adapting to its demands in novel and inventive
ways.

Today, a new vision of arts and creativity is emerging. Disciplined work

habits, learnable skills, perseverance, practice, resilience and collaboration have
become equal partners with more traditional ideas of arts education such as
talent, uniqueness, vision and spontaneity. Creativity and the Arts are no longer
just for the talented few. All students can and must develop skills and
understandings in these areas if they are to be successful in the 21st century.
Creative thinking, creative habits of mind, creative expressions, creative
problem solving, creative collaborations and relationships – all can be acquired,
practiced, refined, learned. In successful schools of today and tomorrow, the goal
of a vibrant education in the arts is to prepare students for all kinds of work, life
experiences, and social challenges, not “simply” for a career in an arts-related
area. The creative mind is one that is prepared for the future, in all its challenging
dimensions.

Task 1: Product Name and Slogan Making Steps:

1. Think of a product that you wish to market to earn something during this
pandemic.
2. Create a name for the product.
3. Justify did you name the product as such
4. Draw the product inside the perforated box
5. Write the slogan about the product
 6. Justify why your slogan is effective

Here are sample slogans

Example : KFC – “Finger Lickin’ Good”

Nike – “ Just Do It”

_______________________________
Name of the Product

Why did you name the product so?

______________________________________________________________
______________________________________________________________
____________________________________________________________.

(Draw the product inside the box)

Write your slogan here:

_____________________________________________________________

What in the slogan is effective in helping you with your advertising?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Task No. 2. Mind Map Making

Create a mind map as to how you came about with all the processes to be able to
create the product from its conception till its advertising. You may include in the map
your feelings, thoughts and experiences while you were in the journey of the creative
process.

CLOSURE

Congratulations for a job well done! Please proceed to the next lesson.

LESSON 3: AESTHETICS AND CREATIVE ARTS INTEGRATION

ACROSS THE CURRICULUM
INTENDED LEARNING OUTCOMES
After studying this lesson, you should be able to:

✔ reflect on the importance of this Art integration in teaching across the learning
areas ; and

✔ integrate artistic and creative literacy to the teaching and learning process
with a view to formulating intended learning outcomes and designing aligned
teaching and learning activities (TLAs) across the learning areas.

TIME FRAME: 3 days

INTRODUCTION

Whenever the issue of “creativity” is discussed in academic circles, a

number of teachers still believe that harnessing the skill is the job of Art and Drama
teachers. As most schools follow a rigid and tight curriculum, the importance of
creativity skills (creative thinking as we have called it in Lesson 2 is disregarded and not
given much attention in areas such as science, math, and social studies.Teachers from
these learning areas infuse creative activities only when they have spare time to it.

People often disregarded the idea that creative thinkers have established
essential breakthroughs in knowledge in all areas—although their ideas may have been
considered crazy at first. According to research conducted by The Arts Education
Partnership who is an online clearinghouse of research focused on the outcomes of arts
education for students and educators, found that students who received arts-integrated
lessons versus traditional lessons improved their ability to assess their learning, as well
as had greater intrinsic motivation and motivated students to continue learning.

Meanwhile, the Institute for Arts Integration and STEAM, found more astounding
results and that is a 10 percent rise in student achievement for those student art
integration classes. They too found that when the arts are intentionally integrated,
students become more active participants in their learning and can work through
problem-solving and innovate new solutions. Arts Integration offers positive effects as
proven by researches, as a future teacher you need to utilize this knowledge and apply
it in your teaching approaches to learning.
There may be frustrations when you start out on your Arts Integration journey as
you cannot get the participation of everyone to join you in the journey. Just keep going -
the more diligently that you plug on with what you know works for YOUR students, the
better your results will be. Your students will become more confident and excited about
what they are doing. You’ll begin to see deeper connections and thought
processes. Students will begin to persevere in problem-solving because it’s just too fun
not to do the hard work. That’s when colleagues will take notice.

Too often, we try and push our passion onto others. We like to move fast – if
there is something that we’re doing and it’s working, we want the rest of the world to do
it too. But that comes across and pushy and aggressive. It’s as if you’re trying to make
your colleagues do something when they don’t even know what it looks like for
themselves.

Remember, people don’t like change. They are anxious about what a new
approach might do to them instead of what it will do for them. Even so, go back to your
work. Make a difference for each child sitting in each chair every single day. Use the
arts integration approach consistently and make small changes to your own classroom
over time. This will pull in your students who will begin talking to their parents and their
friends about how much they are enjoying your content.

And just like a garden, your students are going to bloom. That will get their
attention and then you’ll start to hear more and more people asking about that “arts
integration thing” you’ve been doing all this time. Be that catalyst for change

Color the picture and answer the questions below it.

1. What could be a good title for this picture?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Do you think it was a good thing that fruits were mixed and blended together or do
you wish that only kind of fruit was used?

______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Despite being mixed with other fruits, did the fruits in your drawing stand
out individually?
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. Can you point out similarities between the salad and Creative Art Integration across
subject areas?

______________________________________________________________
______________________________________________________________
______________________________________________________________
5. What does Art Integration across the subject areas mean to you?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

6. Do you believe Art Integration across the subject areas help a student learn better?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Abstraction

Art Integration

You may think Art Integration is a new concept. Well, you are wrong for Art
Integration, a research-based curricular strategy, has been utilized in classrooms for
more than 30 years. It is founded on solid pedagogy and abundant research studies
have supported its effectiveness.

Art integration is an approach to teaching and learning in which the arts and
another subject area are taught together with the intentional purpose to make
connections, foster creative and critical thinking, and develop awareness of multiple
perspectives. It has been repeatedly emphasized in the introductory part of this lesson
that Arts are essential to all classrooms. Integrating the arts helps break down the walls
of the traditional classroom and make students more aware of the interdisciplinary and
multidisciplinary 21st century education they are learning from. With integration,
learning becomes holistic and not fragmented.
 Arts integration is a curricular program which requires collaboration, time, a
culture of success and innovation, and encourages making lessons into units that focus
on twice the amount of objectives and goals, therefore additional resources will be
needed.

Why Is Art Integration So Important?

“Give a man a fish; you have fed him for today. Teach a man to fish;
and you have fed him for a lifetime.”

Think of art integration as the same with the father in the picture teaching his son
to fish. From the previous lesson, you learned that artistic literacy leads to creativity
(also called creative thinking). You don’t know what the world has in store for your
learners, but you know that they must be ready to face the challenges as creative
thinkers and problem solvers.

They must be able to think (fish) for themselves. They must also have the
confidence that comes with experience so they know that they can take risks and
investigate ideas they have. Children who are only required to take tests and be either
right or wrong learn to fear mistakes, which translates to fear of learning. Use art
integration to engage your students again and excite them about the process of learning,
not the answers or end results.
The Goal of Art Integration Across the Curriculum

The goal of true arts integration is to be co-equal. This is when the arts are
looked at and treated with the same respect and validity as the core academic subjects.
This is visible when the arts have a class time of their own to teach their subject matter,
have equal classrooms as academic teachers, are incorporated into the staff culture,
and have equal planning time as their academic peers. In terms of inserting the arts into
an arts integration program, the arts teachers are looked at as professionals and
collaborate with teachers to create lessons that match both sets of objectives.

Benefits of Arts Integration

1. Sparks Interest. Students become active participants in their learning

when the arts are intentionally integrated. This in turn, provides an opportunity for
students to own the learning and have a vested interest in their own success.

2. Builds Critical Thinking Skills. Students engage in critical thinking and

construct personal meaning through their learning in arts-integrated
lessons. They develop the skills to work through problem-solving and to innovate
new solutions. This builds grit (determination) and perseverance capacities in all
learners.

3. Empowerment for Teachers and Students. Teachers become facilitators

of creative learning and are empowered in their own professional
growth. Teachers feel fulfilled and able to provide a hands-on learning
environment for their students.

4. Provides Connective Learning. Furnishes a research-based pathway to

teaching 21st century learning skills and natural avenues for differentiation.

Planning For Integrating Art Instruction Across Curriculum

As with all curriculum, planning is critical to cross-curricular instruction. Teachers
must consider the objectives of each content area or discipline: Please take a look into
the following steps for you to learn how integration is done.
Say for instance, you will integrate Arts particularly Elements of Art to Science on its
lesson on Effects of Modification of Biosystems.
1. Decide on the core subject area to integrate Arts with

2. Select outcomes from the subject areas to be integrated

 3. Decide on a Teaching Learning Activity that will connect both subject areas

2. Identifying cross-curricular questions that can be asked about the benchmarks

that have been selected;

3. Identifying a product or performance assessment that incorporates the

benchmarks.

STUDENT LEARNING OBJECTIVES:

1. Analyze and explore how artists have painted storms throughout history.
2. Explain the process of weather and water cycles
3. Collect and compile data on the interconnectedness of weather and water cycles as well as
the influence of convection.
4. Collaborative in groups to create their own weather and water cycle posters and paintings.

TOPIC : How Storms Happen

VOCABULARY:
Abiotic factors: all nonliving elements in an ecosystem
Biotic factors: all living factors in an ecosystem
 Ecosystem: the relationship between the living and nonliving factors in an area
functioning as a unit
Water cycle, evaporation, condensation, precipitation
MATERIALS
Hot plate, steel pan with lid, poster paper and poster boards, yarn, colored
pencils, acrylic paint, watercolors, crayons, old magazines, fabric scraps, glue
sticks.

LINKS
Image of Ships in a Stormy Sea off a Coast
Painting techniques and samples
ESSENTIAL QUESTION
What causes weather and storms?

CROSS CURRICULAR QUESTIONS:

1. Why did the artist choose to portray the ships on a stormy sea rather than in
calm waters? What effect does that have on the viewer?
2. How did the artist capture this natural phenomenon in the painting?
3. Why did the artist choose the colors and shapes he used?
4) How do storms start; why do they happen?

PROCEDURE

Introduce the topic of thunderstorms using the focus work of art. Students investigate how
artists observe and depict the weather in the open sea and research the factors that create weather.
Small-group work is followed by a whole-class discussion on various types of weather and how
weather can be traced to the sun. Students create a work of art demonstrating comprehension and
observation of weather and water cycles.

TEACHING LEARNING ACTIVITIES

Observation. Look intently at this work of art for two minutes, and take in any and
all details that make it interesting and memorable. At the end of two minutes, we will
close our eyes and recall all the details. (Teacher sets a timer.)

Small Group Discussion. Brainstorming the factors that bring forth while looking at the work
of art

Experimentation. Using a direct instruction method the teacher will use a hot
plate to boil a pan of water and then hold the cold lid over the pan to demonstrate the
three steps of the water cycle: evaporation, condensation, and precipitation. The cold lid
causing the warm mist to turn into water droplets also displays heat transfer via
convection.

Small Group Discussion: As a group, discuss how and with what

techniques/materials artists might represent characteristics of water.

Online Research Work : Students explore how weather and the water cycles
are related by doing an online research on what causes weather. In keeping with
this topic, have students also research how artists have painted storms
throughout history. Once the data is collected, the groups identify what the
weather and water cycles have in common in a discussion led by the teacher.

Reporting of Output. Student groups make Venn diagrams guided by the teacher
comparing and contrasting the weather and water cycles (the key concept being they both start with
the uneven heating of the earth’s surface, atmosphere, and earth’s water; and both are traced back
to the sun). In the same Venn diagram, students itemize what they learned from their research on
how artists have depicted storms (examples: gray/dark clouds, lightning, unexpected colors like red,
bold brushstrokes, ships that are off kilter, animals and people running for shelter).

Small Group Discussion. Students divide into groups of four or five. They
experiment with different ways of portraying thunderstorms as a natural force the way
the artist did. How can a thunderstorm be painted to look fierce and realistic on a poster?
What painting techniques and details can be employed to that end? Observe the work
of art again, and study the clues; the colors, the movement, the action.

Project Making: Using poster board, students have the option of (1) creating a
painting showing the steps of the weather and water cycles, or (2) making a three-
dimensional collage using multimedia (yarn, craft paper, old magazines, fabric scraps)
demonstrating the weather and water cycles with an emphasis on thunderstorms. Each
poster should depict the sun, clouds, winds, a body of water, the turmoil caused by cold
air replacing the warm air, and the thunderstorm. Students may choose their own
medium and method to show the storm.

ASSESSMENTS

Whole-class discussion and research and data collection may be used to assess
students’ understanding of weather and artists’ use of the subject in art.

Group discussions and the Venn diagram will demonstrate students’ ability to use
the language of visual arts to communicate as well as to analyze artistic expression.

The posters will demonstrate the students’ mastery of the essential phases of the
weather and water cycles and their interconnectedness.
 Using your area of specialization, look for a topic that you would wish to integrate
with Arts. Formulate and complete the Teaching Learning Process Sheet below.

Refer to the sample that was presented to you in the Abstraction phase.

STUDENT LEARNING OBJECTIVES:

TOPIC : How Storms Happen

MATERIALS:

ESSENTIAL QUESTION

CROSS CURRICULAR QUESTIONS:

PROCEDURE:

TEACHING LEARNING ACTIVITIES:

ASSESSMENTS:
MODULE ASSESSMENT

MODULE SUMMARY

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Photographs
Double Exposure Portraits By Andreas Lie http://nostalgiafilipinas.blogspot.com/
https://online-tourist-guide.blogspot.com/2011/08/peoples-park-davao-city-
philippines.html

http://biyahedavao.blogspot.com/2013/03/peoples-park-of-davao-city.html

https://clipground.com/jewellry-clipart.html

http://getdrawings.com/mirror-clipart

“Heartbeat,” a display of 100,000 balloons, by French artist Charles Pétillon

https://www.msn.com/en-au/travel/tripideas/30-amazing-art-installations-around-the-
world/ss-AAer6Zz

https://www.deviantart.com/squeegool/art/tribal-dance-328176468

https://www.deviantart.com/squeegool/art/filipino-ethnic-girls-314320515
http://clipart-library.com/silhouette-singing-cliparts.html
https://www.pinterest.co.uk/pin/189221621818963488/