Chapter 1 Ed 110 - Building and Enhancing New Literacy 2nd Sem SY 2023-2024

Chapter 1:
ST
21 CENTURY EDUCATION

INTRODUCTION

This modern society is ushered in by a dramatic technological revolution. It is an

increasingly diverse, globalized and complex media-saturated society. According to Dr. Douglas
Kellner, this technological revolution bears a greater impact on society than the transition from
an oral to print culture.
Education prepares students for life in this world. Amidst emerging social issues and
concerns, there is a need for students to be able to communicate, function and create change
personally, socially, economically and politically at the local, national and global levels by
participating in real-life and real-world service-learning projects. Emerging technologies and
resulting globalization also provide unlimited possibilities for exciting discoveries and
developments.

OBJECTIVES
• Define 21st Century education;
• Describe the 21st Century teacher and the needed innovative tools learning;
• Examine the critical attributes of 21st Century education;
• Explain how 21st Century education concepts can be integrated in the classroom ; and
• Share relevant life lessons and significant values from the experience in practicing 21 st
Century education.

LET’S FIND OUT!

21st Century Education Contexts

21st Century Schools. Schools in the 21st century focus on a project-based curriculum for
life that would engage students in addressing real-world problems and humanity concerns and
issues. This has become an innovation in education, from textbook-driven, teacher-centered,
paper-and-pencil schooling into a better Understanding of the concept of knowledge and a new
definition of the educated person. Therefore, it makes a new way of designing and delivering the
curriculum.
Schools will go from ‘buildings’ to ‘nerve centers’, with open walls and are roofless while
connecting teachers, students and the community to the breadth of knowledge in the world.
Teachers will transform their role from being dispensers of information to becoming facilitators
of learning and help students translate information into knowledge and knowledge into wisdom.
Therefore, the 21st century will require knowledge generation, not just information
delivery, and schools will need to create a “culture of inquiry”. Learners will become adaptive to
changes. In the past, learners spent a required amount of time in respective courses, received
passing grades and graduated. Today, learners are viewed in a new context.

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These changes have implications for teachers: (1) Teachers must discover student interest
by helping them see what and how they are learning to prepare them for life in the real world; (2)
They must instill curiosity, which is fundamental to lifelong learning; (3) They must be flexible in
how they teach; and (4) They must excite learners to become more resourceful so that they will
continue to learn outside formal school.
21st Century learning demands a school that excites students for school. There is a little or
no discipline problem because of strong student engagement. Likewise, parents are informed
about positive changes in their children. As a result, students manifest significant improvement in
basic skills of reading, writing, speaking, listening, researching, scientific explorations, math,
multimedia skills and others.

The 21st Century Curriculum. The twenty-first century curriculum has critical attributes that
are interdisciplinary, project-based and research-driven. It is connected to local, national and
global communities, in which students may collaborate with people around the world in various
projects. The curriculum also integrates higher-order thinking skills, multiple intelligences,
technology and multimedia, multiple literacies and authentic assessments, including service-
learning.
The classroom is filled with self-directed students, who work independently and
interdependently. The curriculum and instruction are designed imbued with the concept of
differentiation. Thus, instead of focusing on textbook-driven or fragmented instruction,
instruction turns to be more thematic, project-based and integrated with skills and competencies
purely not confined within themselves, but are explored through research and concept
application in projects and outputs (http:/edglossary.org/21st-century-skills).
Learning is not confined through memorization of facts in figure alone but rather is
connected to previous knowledge, personal experience, interests, talents and habits.

The 21st Century Learning Environment. Typically, a 21st Century classroom is not confined
to a literal classroom building but a learning environment where students collaborate with their
peers, exchange insights, coach and mentor one another and share talents and skills with other
students. Cooperative learning is also apparent in which students work in teams because
cooperation is given more emphasis than competition, and collaborative learning more than
isolated learning. They use technologies, including internet systems and other platforms.
Hence, in the process of creating a world-class 21st Century learning environment, building
new schools and remodeling of present school facilities can be addressed toward creating
environmentally friendly, energy-efficient, “green” schools. Inside every classroom, students shall
apply their knowledge of research in life, which is a clear indication of a relevant, rigorous, 21 st
Century real-life curriculum.
An ideal learning environment also considers the kind of spaces needed by students and
teachers in conducting investigations and projects by diverse groups for independent work. An
ideal learning environment has plenty of wall space and other areas for displaying student work
that includes a place where the parents and the community can gather to watch student
performances, as well as a place where they can meet for discussions.
Technology in the 21st Century Pedagogy. Technologies are not ends in themselves but
these are tools students use to create knowledge for personal and social change. 21st Century

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learning recognizes full access to technology. Therefore, a better bandwidth of Wifi access should
be available along areas of the school for the students to access their files and supplement their
learning inside the classroom. Various laboratories and learning centers are set up in such a way
that they allow a space needed for students’ simulation and manipulative works. All classrooms
should have televisions to watch broadcasts created by the school and other schools around.
Other resources in the school can also be utilized by students in creating opportunities for their
knowledge explorations.

Understanding 21st Century Learners. Today’s students are referred to as “digital natives”,
while educators as “digital immigrants” (Prensky, 2001). Most likely, digital natives usually react,
are random, holistic and non-linear. Their predominant senses are motion and touch. They learn
through experience and learn differently. Digital immigrants often reflect, are sequential, and
linear. The predominant senses are hearing and seeing. They tend to intellectualize and believe
that learning is constant (Hawkins and Graham, 1994).
Students’ entire lives have been immersed in the 21 st Century media culture. They take in
the world via the filter of computing devices, such as cellular phones, hand held gaming devices,
PDAs, and laptops plus the computers, TVs, and game console at home.
A survey by the Henry J. Kaiser Family Foundation found that young people (ages 8-18)
spend on electronic media an average of six hours a day. In addition, many are multitasking, such
as listening to music while surfing the Web or instant-messaging friends while playing a video
game.
The preschoolers easily navigate electronic multimedia resources on games, in which they
learn colors, numbers, letters, spelling, and more complex tasks, such as mixing basic colors to
create new colors, problem-solving activities, and reading.
However, as Dr. Michael Wesch points out, although today’s students understand how to
access and utilize these tools, they use them only for entertainment purposes. Thus, students
should be prepared and assisted to become media literate as they function in an online
collaborative research-based environment with the advent of researching, analyzing, synthesizing,
critiquing, evaluating and creating new knowledge.

21st Century Skills Outcome and the Demands in the Job Market. The 21st Century skills are
a set of abilities that students need to develop to succeed in the information age. The Partnership
for 21st Century Skills lists three types, namely: (1) Learning Skills which comprise critical thinking,
creative thinking, collaborating, and communicating; (2) Literacy Skills which is composed of
information literacy, media literacy, and technology literacy; and (3) Life Skills that include
flexibility, initiative, social skills, productivity and leadership. These skills have always been
important in an information-based economy.

Likewise, skills demanded in the job market include knowing a trade, following directions,
getting along with others, working hard and being professional, efficient, prompt, honest, and
fair. More so, to adapt to these jobs in this information age, students need to think deeply about
issues, solve problems creatively, work in teams, Communicate clearly in many media, learn ever-

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changing technologies and deal with the influx of information. Amidst rapid changes in the world,
industry requires students to be flexible, take the initiative, lead when necessary, and create
something new and useful.
According to Partnership for 21st Century Skills (P21), various industries look for employees
who can think critically, solve problems creatively, innovate, collaborate and communicate.
Therefore, for a perfect match between academe and industry demands, schools need to embed
time-tested industry-demanded work skills in the curriculum.
The 21st Century Learning Implications. 21st Century skills are viewed relevant to all
academic areas and the skills may be taught in a wide variety of both in-campus and community
settings.
Teachers should practice teaching cross-disciplinary skills in related courses, such as
integrating research methods in various disciplines; articulating technical scientific concepts in
verbal, written, and graphic forms; presenting laboratory reports to a pool of specialists, or use
emerging technologies, software programs and multimedia applications as an extension of an
assigned project.
Likewise, accrediting organizations and regulatory bodies may require 21st century skills in
the curriculum. In doing so, the assessment tools should also contain these skills. They may design
or adopt learning standards that explicitly describe multi-disciplinary skills that students should
acquire and master.
Schools and teachers should use a variety of applied skills, multiple technologies, and new
ways of analyzing and processing information, while also taking initiative, thinking creatively,
planning out the process, and working collaboratively in teams with other students.
More so, schools may allow students to pursue alternatives, in which students can earn
academic merits and satisfy graduation requirements by completing an internship, apprenticeship
or volunteer experience. It is in this manner that students can practice a variety of practical, career-
based, work-related skills and values while equally completing the academic coursework and
meeting the same learning standards required of students.
In today’s world, information and knowledge are continuously increasing at a certain rate
that no one can learn everything about every subject. What may appear true today could be
proven to be false tomorrow and the jobs that students will get after they graduate may not yet
exist. For this reason, students need to be taught how to process, analyze and use the information
and they need adaptable skills that they can apply in all facets of life. Thus, merely teaching them
ideas and facts without teaching them how to use them in real-life settings is no longer enough.
Schools need to adapt and develop new ways of teaching and learning that reflect a
changing world, The purpose of school should be to prepare students for success after graduation
and therefore, schools need to prioritize the knowledge and skills that will be in the greatest
demand, such as those deemed to be most important by college professors and employers.
Hence, teaching students to perform well in school or pass the test alone is no longer sufficient.
Henceforth, teachers must realize and students must understand that no one can move
toward a vision of the future unless he/she understands the socio-historical context of where they
are now, whet events led them to be where they are, how this can inform development of a vision
for the future and how they want to get there. Thus, a clear articulation of the purpose of
education for the 21st Century is the place to begin.

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The Paradigm Shift for 21st Century Education

Before 21st Century Education 21st Century Education

Time-based Outcome-based
Focus: memorization of discrete facts Focus: what students know, can do and
are like after all the details are
forgotten.
Lower order thinking skills in Bloom’s Higher order thinking skills
Taxonomy, such as knowledge and (metacognition), such as application,
comprehension analysis, synthesis, and evaluation
Textbook-driven Research-driven
Passive learning Active learning
Learners work in isolation and confined in the Learners work collaboratively with
classroom (walled classroom). classmates and others around the
world (global classroom).
Teacher-centered: teacher is dispenser of Student-centered: teacher is
knowledge, information and attention. facilitator/coach of students’ learning.
Little to no student freedom. Great deal of student freedom.
“Discipline problems” — No trust between “Discipline problems” — Students and
educators and students. Little student teachers have mutual respect and
motivation. relationship as co-learners. High
student motivation.
Fragmented curriculum Integrated and Interdisciplinary
curriculum
Grades taken from formal assessment Grades are based on students’
measures entered in the class record for performance as evidence of learning
reporting purposes outcome
Assessment is for marking purposes and Assessment is important aspect of
placed as part of lesson plan structure instruction to gauge learning outcome
Low expectations. What students receive is High expectations that students
what they get. succeed in learning to high extent.
Teacher is judge. No one else sees student Self, peer and others serve as
work. Outputs are assessed using structured evaluators of student learning using
metrics. wide range of metrics and authentic
assessments.
Curriculum is irrelevant and meaningless to the Curriculum is connected to students’
students. interests, experiences, talents and the
real world.
Print is the primary vehicle of learning and Performances, projects and multiple
assessment. forms of media are used for learning
and assessment.
Student diversity is ignored. Curriculum and instruction address
student diversity.

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Students just follow orders and instructions Students are empowered to lead and
while listening to teacher's lecture. initiate while creating solutions and
solving problems.
Literacy is the 3 R's (reading, writing and Multiple literacies of the 21st Century
arithmetic). aligned to living and working in a
globalized new society.
Factory model, based upon the needs of Global model based upon the needs of
employers for the Industrial Age of the 19th a globalized high-tech society.
century
.

The paradigm shift from the 20th to the 21st Century, shows that the structure and
modalities of education have evolved. Students become the center of teaching-learning process
in the 21st Century using wide array of technological tools to assist them in exploring knowledge
and information needed in surviving the test of time and preparing for future career endeavors.
Assessment has been made varied to address multiple literacy development in diverse contexts.
Teachers turn to become facilitators rather than lecturers and dispensers of information. As such,
curriculum is designed in a way that it connects to life in the real world, interconnected with other
disciplines and reshapes the students’ holistic perspectives.

The Critical Attributes of 21st

Century Education
Education continuously
changes dramatically
throughout time. There is a
paradigm shift in the way
teaching and learning is
delivered. Therefore, the 21st
Century teacher needs to
develop essential knowledge,
skills and values in order to cope
with these changes and address
students’ need (21st Century
Schools, 2011).

The following are eight attributes of 21st Century education and their implications:
1. Integrated and Interdisciplinary. Education in the 21ST Century is characterized by
interfacing various disciplines in an integrated manner rather than compartmentalizing its
subsequent parts. This critical attribute implies the need to review the curriculum and create
strategies infusing different subjects toward enhancing the learning experiences of students.
2. Technologies and Multimedia. Education in the 21ST Century makes optimum use of
available Information and Communication Technology (ICT), as well as multimedia to improve
the teaching and learning process, including online applications and technology platforms. It

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implies a need to acquire and use computers and multimedia equipment and the design of a
technology plan to enhance learning at its best.
3. Global Classrooms. Education in the 21ST Century aims to produce global citizens by
exposing students to the issues and concerns in the local, national and global societies. This
critical attribute implies the need to include current global issues/ concerns, such as peace and
respect for cultural diversity, climate change and global warming in classroom discussions.
4. Creating/Adapting to Constant Personal and Social Change and Lifelong Learning.
Education in the 21ST Century subscribes to the belief that learning does not end within the four
walls of the classroom. Instead, it can take place anywhere, anytime regardless of age. This
means that teachers should facilitate students’ learning even beyond academics. Therefore, it
should not end with requirement compliance and passing the exams, but also for transferring
and applying knowledge to a new context or real-life situations. As such, the curriculum should
be planned in such a way that students will continue to learn even outside the school for life.
5. Student-Centered. Education in the 21ST Century is focused on students as learners while
addressing their needs. Differentiated instruction is relevant in the 21st Century classrooms,
where d diversity factors and issues are taken into account and addressed when planning and
delivering instruction, including their learning styles, interests, needs and abilities.
6. 21st Century Skills. Education in the 21st Century demonstrates the skills needed in
becoming productive members of society. Beyond learning the basic skills of reading, writing
and numeracy, students should also develop life and work skills in 21st Century communities,
such as critical and creative thinking, problem-solving and decision-making and ICT literacy and
skills. Therefore, it implies that teachers should possess these skills first before their students.
7. Project-Based and Research-Driven. 21st Century education emphasizes data, information
and evidence-based decision-making through student activities that encourage active learning.
This implies the need for knowledge and skills in research, such as self-directed activities,
learning projects, investigatory projects, capstones and other research-based output.
8. Relevant, Rigorous and Real World. Education in the 21st Century is meaningful as it
connects to real-life experiences of learners. It implies the use of current and relevant
information linked to real-life situations and contexts.

The Characteristics of a 21st Century Teacher

The 21st Century teaching-learning environment becomes more complicated brought by

technological changes. Therefore, teachers should be able to cope with and adapt to these
changes.
Thus, teachers must be equipped with attributes, knowledge and skills critical to 21st
century education so that they may be able to integrate them in their teaching. 21 st Century
teachers are characterized as:
1. Multi-literate. Teachers know how to use various technologies in teaching.
2. Multi-specialist. Teachers are not only knowledgeable in the course subject they teach but also
in other areas so that they can help the learner build up what they gain in the classroom and
outside the school and make sense of what was learned.
3. Multi-skilled. Teachers cope with the demand for widening learning opportunities by being
skillful not just in teaching but also in facilitating and organizing groups and activities.

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4. Self-directed. Teachers are responsible for various aspects of school life and know how to initiate
action to realize the learning goals of the students and the educational goals of the country, at
large.
5. Lifelong learner. Teachers embrace the ideal that learning never ends. Therefore, teachers must
be constantly updated on the latest information related to their subject and pedagogic trends.
They should also share what they are learning with their students and colleagues with a high
sense of professionalism.

6. Flexible. Teachers are able to adapt to various learning styles and needs of the learners. They
can facilitate learner-centered teaching with flexibility using alternative modes of delivery.
7. Creative problem solver. Teachers create innovative ideas and effective solutions to the arising
problems in the field, be it in the classroom, in the school or the profession as a whole.
8. Critical thinker. Teachers are critical thinkers as they encourage students to reflect on what they
have learned, and rekindle in them the desire to ask questions, reason out, probe, and establish
their own knowledge and belief.
9. Has a passion for excellent teaching. Teachers possess passion in the teaching profession to
ensure that students are motivated to learn under their guidance and care.
10. High Emotional Quotient (EQ). Teachers do not just have the head but also the heart to teach.
Teaching is emotionally taxing but an influential job as it involves interaction with human beings.
Common 21st Century Technology Tools for Learning

As teacher for the 21st Century, no one can escape from the reality that we are now in a
borderless society. It is, therefore, important that we should know different technology tools for
learning to respond to the needs of 21st Century learners’ and the demands of the times. The
following are common 21st Century technology tools.
1. Affinity Groups. These are groups or communities that unite individuals with common interests.
Electronic spaces extend the range of possibilities for such groups.
2. Blogs. Web logs or “blogs” are interactive websites, often open to the public that can include
Web links, photographs and audio and video elements.
3. E-portfolio. It refers to student's works that are generated, selected, organized, stored and
revised digitally. Often, electronic portfolios are accessible to multiple audiences and can be
moved from one site to another easily. It can document the process of learning, promote
integrative thinking, display final work, and/or provide a space for reflective learning.
4. Hypertext. These are electronic texts that provide multiple links and allow users to trace ideas
in immediate and idiosyncratic directions. Hypermedia adds sound, video, animation, and/or
virtual reality environments to the user’s choices.
5. Podcasts. These are digitalized audio files that are stored on the Internet and downloaded to
listeners’ computers or most likely to MP3 players. The term “podcast” comes from iPod, the
popular MP3 player.
6. Web 2.0. This refers to a second generation of Web-based communities that demonstrate the
participatory literacies that students need for the 21st-century.
7. MySpace (http://www.Myspace.com). It is a social networking website that offers an interactive
user-submitted network of friends, personal profiles, blogs, groups, photos, music and videos

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internationally. Students can rate professors, discuss books, and connect with high school and
college classmates here.
8. Second Life (http://www.secondlife.com). It is an Internet-based 3-D virtual world that uses
avatars (digital representations) to explore, socialize, participate in individual or group activities,
create and trade items (virtual property) and services.
9. Semantic Web. It is an extension of the current Web that puts data into a common format so
that instead of humans working with individual search engines (e.g., Google, Ask Jeeves) to locate
information, the search engines themselves feed into a single mechanism that provides this
searching on its own. Sometimes called Web 3.0, this technology enables integration of virtually
all kinds of information for more efficient and comprehensive retrieval.
10. Webkinz (http://www.webkinz.com). It is an Internet simulation wherein children learn pet care
and other skills.
11. Wiki. It refers to software that fosters collaboration and communication online. Wikis enable
students to create, comment upon, and revise collaborative projects. One of the most prominent
is Wikipedia (http:/Awww.wikipedia.org), an online multilingual free-content encyclopedia, which
has 7.9 million articles in 253 languages.
12. Youtube (http://www.Youtube.com). It is a popular website for video sharing where users can
upload, view and share video footage, including movie clips, TV clips, and music videos, even
student-produced videos.
13. Google Docs. It allows students to collaborate with other people and the document materials
that need to be compiled, processed, transacted and analyzed.
14. Prezi. It allows individuals to use pre-made, creative presentation templates.
15. Easybib. It allows individuals to generate citations in any given format.
16. Social media platforms (Facebook, Twitter, Edmodo, Schoology, Instagram, etc.). These are
means to communicate and share ideas among users.
17. Smartboards and audience response systems. These are replacement for traditional chalkboards
or whiteboards in classrooms.
18. ReadWriteThink.org. (www.readwritethink.org). It is a repository of standards-based literacy
lessons that offer teachers instructional ideas for Internet integration.
19. WebQuest Page (www.webdquest.org). It provides Webquests on an array of topics across
content areas with a template for creating one’s own.
20. Literacy Web (http://www.literacy.uconn.edu). It is an online portal that includes a large
number of new literacy’s resources for new literacies for teachers.

-end-

EVALUATION

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Chapter 2 Ed 110 - Building and Enhancing New Literacy 2nd Sem SY 2023-2024

Chapter 2:
ST
21 Century Skills

INTROUCTION

21st Century skills refer to a broad set of knowledge, skills, work habits, and character traits
that are deemed necessary in coping with today's world and future careers and workplaces. Thus,
it can be applied in all academic subject areas and educational settings throughout a student's
life.

OBJECTIVES:

• identify the categories of 21st Century skills;

• apply the 21st Century skills in preparing, planning and delivering a lesson;
• cite ways on how to enhance the 21st Century skills of learners;
• explain how 21st Century skills be integrated in the teaching-learning process;
• give implications of 21st Century skills to educators and to pre-service teacher preparation;
and
• share relevant life lessons and significant values from the personal experience in attaining
st
21 Century skills

LET’S FIND OUT!

The 21st Century Skills

The 21st Century skills may include the following: (1) critical thinking, problem-solving,
reasoning, analysis, interpretation, synthesizing information; (2) research skills and practices,
interrogative questioning; (3) creativity, artistry, curiosity, imagination, innovation, personal
expression; (4) perseverance, self-direction, planning, self-discipline, adaptability, initiative; (5) oral
and written communication, public speaking and presenting, listening; (6) leadership, teamwork,
collaboration, cooperation, facility in using virtual workspaces; (7) information and communication
technology (ICT) literacy, media and Internet literacy, data interpretation and analysis, Computer
programming; (8) civic, ethical, and social justice literacy; (9) economic and financial literacy,
entrepreneurialism; (10) global awareness, multicultural literacy, humanitarianism; (11) scientific
literacy and reasoning, the scientific method; (12) environmental and conservation literacy,
ecosystem understanding; and (13) health and wellness literacy, including nutrition, diet, exercise,
and public health and safety.

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Framework for 21st Century

According to the Partnership

for 21st Century Skills, this
concept encompasses a wide
array of a body of knowledge
and skills that have to be
categorized. Moreover, this
concept has been
interconnected with applied
skills, cross-curricular skills,
cross-disciplinary skills,
interdisciplinary skills,
transferable skills, transversal
skills, non cognitive skills and
soft skills.

The 21st Century skills concept is grounded on the belief that students must be educated
in a more relevant, useful, in-demand and universally applicable manner. The idea simply lies in
the fact that students need to be taught different skills and reflect on the specific demands that
will be placed upon them in a complex, competitive, knowledge-based, information-age and
technology-driven society. Therefore, 21st Century education addresses the whole child or the
whole person (AACTE, 2010).
Hence, the curriculum should be designed to be interdisciplinary, integrated and project-
based. Tony Wagner (2010), in his book “The Global Achievement Gap”, advocated the seven
survival skills, namely: (1) critical thinking and problem-solving; (2) collaboration across networks
and leading by influence; (3) agility and adaptability; (4) initiative and entrepreneurialism; (5)
effective oral and written communication; (6) accessing and analyzing information; and (7)
curiosity and imagination. .
The term “21st Century skills” refers to certain core competencies, such as collaboration,
digital literacy, critical thinking, and problem solving that schools need to teach the students for
them to thrive in today’s world.
The Partnership for 21st Century Skills presents the following sets of skills that are
categorized accordingly with different strands of expected outcomes.

Learning and Innovation Skills

These are the primary skills orchestrated in the 21st Century. They are attributes that
differentiate students who are prepared for a complex life and work environment from those who

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are not. Therefore, there is a need to stress on creativity, critical thinking, communication and
collaboration in preparing learners for the future.

A. Critical Thinking and Problem Solving. These may include effectively analyzing and
evaluating evidence, arguments, claims and beliefs; and solving different kinds of non-familiar
problems in both conventional and innovative ways.

Skills Sub-skills
1. Work together Establish clear definitions and agreements on the roles of partners in the
effectively in team collaborative process
Keep communication open within teams to carry out tasks
Carefully identify obstacles and address problems cooperatively
2. Reason effectively Analyze how parts of a whole interact with each other to produce overall
outcomes in complex systems
Use various types of reasoning (inductive, deductive, etc.) as appropriate to the
situation
Use systems thinking
3. Make judgments Effectively analyze and evaluate evidence, arguments, claims and beliefs
and decisions Analyze and evaluate major alternative points of view
Synthesize and make connections between information and arguments
Interpret information and draw conclusions based on the best analysis
Reflect critically on learning experiences and processes
4. Solve problems Solve different kinds of non-familiar problems in both conventional and
innovative ways
Identify and ask significant questions that clarify various points of view and lead
to better solutions

B. Communication. This pertains to articulating thoughts and ideas effectively using oral and
written communication skills in a variety of forms and contexts.

Skill Sub-skills

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1.Communicate clearly Articulate thoughts and ideas effectively using oral, written and
nonverbal communication skills in a variety of forms and contexts
Listen effectively to decipher meaning, including knowledge, values,
attitudes and intentions
Use communication for a range of purposes (e.g. to inform, instruct,
motivate and persuade)
Utilize multiple media and technologies, and judge their effectiveness
a priori, as well as assess their impact
Communicate effectively in diverse environments (including multi-
lingual)
Use technology as a tool to research, organize, evaluate and
communicate information
Use digital technologies (computers, PDAs, media players, GPS, etc.),
communication/networking tools and social networks appropriately to
access
Exercise flexibility and willingness in making necessary compromises to
accomplish a common goal.
C. Collaboration. It entails demonstrating ability to work effectively and respectfully with diverse
teams.

Skill Sub-skills
1. Work together Establish clear definitions and agreements on the roles of partners in the
effectively in team collaborative process
Keep communication open within teams to carry out tasks
Carefully identify obstacles and address problems cooperatively

D. Creativity and Innovation. It denotes use of wide range of idea creation techniques to create
new and worthwhile ideas.

Skills Sub-skills
1.Think creatively Develop, implement and communicate new ideas to others effectively
Be open and responsive to new and diverse perspectives; incorporate
group input and feedback into the work
2.Work creatively with others Demonstrate originality and inventiveness in work and understand the
real word limits to adopting new ideas
View failure as an opportunity to learn; understand that creativity and
innovation is a long-term, cyclical process of small successes and
frequent mistakes
3.Implement innovations Act on creative ideas to make a tangible and useful contribution to the
field in which the innovation will occur

INFORMATION, MEDIA AND TECHNOLOGY SKILLS

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People .in the 21st century live in a technology and media-saturated environment marked
by the following: (1) access to an abundance of information; (2) rapid changes in technology tools;
and (3) the ability to collaborate and make individual contributions on an unprecedented scale.
Therefore, to be effective in the 21st Century, everyone must be able to exhibit a range of
functional and critical thinking skills related to information, media and technology (AACTE, 2010).

A. Information Literacy. It refers to accessing and evaluating information critically and

competently and managing the flow or information from a wide variety of sources.

Skills Sub-skills
1. Access and Evaluate Access information efficiently (time) and effectively (sources)
information Evaluate information critically and competently
2. Use and manage Use information-accurately and creatively for the issue or problem at
information hand
Manage the flow of information from a wide variety of sources
Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of information
B. Media Literacy. It underscores understanding both how and why media messages are
constructed; creating media products by understanding and utilizing the most appropriate media
creation tools, characteristics and conventions.
Skills Sub-skills
1. Analyze media Understand both how and why media messages are constructed, and for
what purposes
Examine how individuals interpret messages differently, how values and
points of view are included or excluded, and how media can influence
beliefs and behaviors
Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of media
2. Create media Understand and utilize the most appropriate media creation tools,
products characteristics and conventions
Understand and effectively utilize the most appropriate expressions and
interpretations in diverse, multicultural environments

C. Technology Literacy. It pertains to the use of technology as a tool to research, organize,

evaluate and communicate information.
Skill Sub-skills
1. Apply technology Use technology as a tool to research, organize, evaluate and
effectively communicate information
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
Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of information technologies

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D. Life and Career Skills. Today's life and work environments both require more than thinking skills
and content: knowledge. Cultivating the ability to navigate the complex life requires students to
develop the following life and career skills: (1) flexibility and adaptability; (2) initiative and self-
direction; (3) social and cross-cultural skills; (4) productivity and accountability; and (5) leadership
and responsibility (AACTA, 2010).

Flexibility and Adaptability

Skills Sub-skills
1. Adapt to change Adapt to varied roles, job responsibilities, schedules and contexts
Work effectively in a climate of ambiguity and changing priorities
2. Be flexible Incorporate feedback effectively
Deal positively with praise, setbacks and criticism
Understand, negotiate and balance diverse views and beliefs to reach
workable solutions, particularly in multi-cultural environments

Initiative and Self-Direction

Skills Sub-skills
1. Manage goals and time Set goals with tangible and intangible success criteria
Balance tactical (short-term) and strategic (long-term) goals
Utilize time and manage workload efficiently
2. Work independently Monitor, define, prioritize and complete tasks without direct oversight
3.Be self-directed learner Go beyond basic mastery of skills and/or curriculum to explore
directed and expand one’s own learning and opportunities to gain
learner expertise
Demonstrate initiative to advance skill levels towards a professional
level
Demonstrate commitment to learning as a lifelong process
Demonstrate integrity and ethical behavior in using influence and
power
4. Be responsible to others Act responsibly with the interests of the larger community in mind
Consider others’ ideas and view points
Look for others’ welfare and safety in all circumstances
Assist others in times of their downfalls and setbacks

Social and Cross-Cultural Skills

Skills Sub-skills
1. Interact effectively with Know when it is appropriate to listen and when to speak
others Conduct one’s self in a respectable, professional manner

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2. Work effectively in Respect cultural differences and work effectively with people effectively
diverse teams from a range of social and cultural backgrounds
Respond open-mindedly to different ideas and values
Leverage social and cultural differences to create new ideas and
increase both innovation and quality of work

Productivity and Accountability

Skills Sub-skills
1. Manage project Set and meet goals, even in the face of obstacles and competing
pressures
Prioritize, plan and manage work to achieve the intended result
2. Produce results 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

Skills Sub-skills
1. Guide and lead others Use interpersonal and problem-solving skills to influence and guide
others toward a goal
Use interpersonal and problem-solving skills to influence and guide
others toward a goal
Inspire others to reach their very best via example and selflessness
Demonstrate integrity and ethical behavior in using influence and power
2. Be responsible to Act responsibly with the interests of the larger community in mind
others

Integrating 21st Century Skills in Teaching-Learning Process

The 21st Century support systems. The following elements are the critical systems
necessary to ensure student mastery of 21 st Century skills: (1) 218 Century standards; (2)
assessments; (3) curriculum and instruction; (4) professional development; and (5) learning
environments. These must be aligned to produce a support system that produces 21st Century
outcomes for today’s students (Partnership for 21st Century Skills, 2008).

1. 21st Century Standards

1.1 Focus on 21st Century skills, content knowledge and expertise

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1.2 Build understanding across and among core subjects, as well as 21st Century
interdisciplinary themes
1.3 Emphasize deep understanding rather than shallow knowledge
1.4 Engage students with the real-world data, tools and experts they will encounter in
college, on the job, and in life; students learn best when actively engaged in solving meaningful
problems
1.5 Allow for multiple measures of mastery

2. Assessment of 21st Century Skills

2.1 Supports a balance of assessments, including high-quality standardized testing along
with effective formative and summative classroom assessments
2.2 Emphasizes useful feedback on student performance that is embedded into everyday
learning
2.3 Requires a balance of technology-enhanced, formative and summative assessments
that measure student mastery of 21st Century skills
2.4 Enables development of portfolios of student work that demonstrate mastery of 21 st
Century skills to educators and prospective employers
2.5 Enables a balanced portfolio of measures to assess the educational system's
effectiveness in reaching high levels of student competency in 21st Century skills (AACTE, 2010)

3. 21st Century Curriculum and Instruction

3.1 Teaches 21st Century skills discretely in the context of core subjects and 21 st Century
interdisciplinary themes
3.2 Focuses on providing opportunities for applying 21 st Century skills across content areas
and for a competency based approach to learning
3.3 Enables innovative learning methods that integrate the use of supportive technologies,
inquiry-and problem-based approaches and higher-order thinking skills
3.4 Encourages the integration of community resources beyond school walls (AACTE,
2010)

4. The 21st Century Professional Development

4.1 Highlights ways teachers can seize opportunities for integrating 21 st Century skills, tools
and teaching strategies into their classroom practice and help them identify what activities they
can replace/de- emphasize
4.2 Balances direct instruction with project-oriented teaching methods
4.3 Illustrates how a deeper understanding of subject matter can enhance problem-
solving, critical thinking, and other 21st Century skills
4.4 Enables 21st Century professional learning communities for teachers that model the
kinds of classroom learning that best promotes 21 st Century skills for students
4.5 Cultivates teachers’ ability to identify students’ particular learning styles, intelligences,
strengths and weaknesses

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4.6 Helps teachers develop their abilities to use various strategies (such as formative assessments)
to reach diverse students and create environments that support differentiated teaching and
learning
4.7 Supports the continuous evaluation of students’ 21 st Century skills development
4.8 Encourages knowledge sharing among communities of practitioners using face-to-
face, virtual and blended communications
4.9 Uses a scalable and sustainable model of professional development (AACTE, 2010)

5. The 21st Century Learning Environments

5.1 Create learning practices, human support and physical environments that will support
the teaching and learning of 21st Century skill outcomes
5.2 Support professional learning communities that enable educators to collaborate, share
best practices and integrate 21st Century skills into classroom practice
5.3 Enable students to learn in relevant, real-world 21st Century contexts (e.g., through
project-based or other; applied work)
5.4 Allow equitable access to quality learning tools technologies and resources
5.5 Provide 21stCentury architectural and interior designs for group, team and individual
learning
5.6 Support expanded community and international involvement in learning, both face-
to-face and online (AACTE, 2010)

Implications to Educators

The advents of 21st Century skill enhancement among learners bring the following
implications to educators in:
1. Successfully complementing technologies to content and pedagogy and developing the
ability to creatively use technologies to meet specific learning needs
2. Aligning instruction with standards, particularly those that embody 21st Century
knowledge and skills
3. Balancing direct instruction strategically with project oriented teaching methods
4. Applying child and adolescent development knowledge to educator preparation and
education policy
5. Using a range of assessment strategies to evaluate student performance and
differentiate instruction (including but not limited to formative, portfolio-based, curriculum-
embedded and summative)
6. Participating actively in learning communities, tapping the expertise within a school or
school district through coaching, mentoring, knowledge-sharing, and team teaching
7. Acting as mentors and peer coaches with fellow educators
8. Using a range of strategies (such as formative assessments) to reach diverse students
and to create environments that support differentiated teaching and learning

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9. Pursuing continuous learning opportunities and embracing career-long learning as

professional ethics (AACTE, 2010)
10. Establishing a conducive learning environment where learners can freely express
themselves and explore their potentials and capacities

Implications to Pre-service Teacher Preparation

There is a need to understand the key elements of optimum curricula that will help pre-
service teachers develop the dispositions, habits of mind and confidence to enable students to
develop 21st Century skills in a range
Since schools get rid of a one-size-fits-all system, therefore, pre-service teachers are
expected to play an active role in developing and organizing content and instruction for their
students.
AACTE (2010) asserts that a 21st Century approach to curriculum is about more than just
adding an extra course or extra class time in the curriculum. Thus, pre-service teachers benefit
from the ability to fully explore and understand how to develop and use curriculum for deep
understanding and mastery of academic subject knowledge and 21st Century skills.
As a starting point, a teacher education program can be aligned with student and teacher
standards in ways that blend thinking and innovation skills, ICT literacy; and life and career skills
in the context of all academic subjects and across interdisciplinary themes.
An effective 21st Century skills approach to curriculum, in other words, is designed for
understanding (McTighe and Wiggins, 2005 in AACTE, 2010). The program’s curriculum will be
most beneficial to pre-service teachers if it is designed to produce deep understanding and
authentic application of 21* Century skills in all subject areas.
Instructional models. Instructional models are an important component of any teacher
preparation program. AACTE (2010) pointed out that the integration of innovative and research-
proven teaching strategies, modern learning technologies and _ real-world resources and
contexts are all imperative in:

1. Integrating “teach for understanding” principles. When pre-service teachers can prepare and
present lessons that can develop students’ essential concepts and skills with the integration of
technologies, the latter can reciprocally demonstrate critical thinking and problem-solving in
class.
2. Creating rich practice teaching experiences. Strong practice teaching experiences allow pre-
service teachers to connect theory and practice.
3. Creating dynamic learning communities and peer mentoring networks. Pre-service teachers
benefit greatly from service-learning as part of their experiential learning courses. It provides time
to reflect on relevant pedagogic strategies that enhance 21* Century skills in classroom practice.
4. Examining the role of content, pedagogy and technologies in developing higher-order thinking
skills. The ability to teach for content mastery is a challenging task for most pre-service teachers.
Teaching for content mastery (1) supports a range of high-quality standardized testing along
formative and summative assessments; (2) emphasizes useful feedback on student performance;
(3) requires balanced technology enhanced, formative and summative assessments; (4) enables

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development of student portfolios that demonstrate mastery of 21 st Century knowledge and skills;
and (5) enables a balanced score card to assess the educational system’s effectiveness.
Teacher preparation programs can play a vital role in developing education leaders who
understand and can influence current trends in assessment through: (1) research and evaluation
test for innovative approaches; (2) 21st Century knowledge and skills assessment strategies; and
(3) mastery of a wide range of student assessment methods.
Learning environments. The teaming environment within the teacher preparation
program is a key component of any systemic reform initiative. Determining the enabling
structures, policies and strategies that can best support 21st Century skills acquisition among pre-
service teachers is a step towards creating a kind of environment that will promote 21 st Century
learning.
The following are initiatives in creating 21st Century teacher education learning
environment: (1) Establish a 21st Century vision for learning environments in the program and the
university; (2) Ensure that the physical infrastructure supports 21st Century knowledge and skills;
(3) Practice flexibility in time for project-based work and competency-based assessment; (4)
Ensure technical infrastructure that sufficiently supports learning; and (5) Strengthen networking
engagement in the learning environment.
Partnerships. Partnerships are extraordinarily important in the work of transforming 21*
Century teacher preparation programs. Along the line, teamwork within the program and the
institution is imperative for sustainability and development. The partnership forged with
community leaders, business industry, professional associations, government agencies, non-
government organizations, other institutions, parents, other stakeholders and the community
creates high impact outcome.
The powerful partnerships are created through strong collaboration towards enabling
innovation in the teaching and learning for the 21st Century.
Continuous improvement. Continuous improvement represents willingness to commit to
revisiting the process over time. For AACTE (2010), any implementation effort should include
continuous improvement steps. to wit: (1) Clearly identify measurable goals; (2) Track progress
regularly against these goals; (3) Communicate progress to all stakeholders; and (4) Engage all
participants in refining and improving success over time (AACTE, 2010)

-end-

EVALUATION

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Chapter 3- NEW LITERACIES

INTRODUCTION

Students are taught to read and write print with fluency, speed and comprehension of the
message of the writer and the interpretation of the content of the material. The United Nations
Educational, Scientific and Cultural Organization (UNESCO) assert that a person, who is literate,
can comprehend and write simple and short sentences related to his/her daily life. However, today
there are additional literacies stressed in the 21st century curriculum. Hence, this module is
provided.

OBJECTIVES

At the end of this module, you must have:

• Discuss new literacies and their impact on the teaching-learning process;

• Describe a multiliterate teacher;
• Define functional literacy;
• Cite how functional literacy and new literacies can be integrated in the ‘curriculum and
practiced in the classroom;

LET’S FIND OUT!

New Literacies

Between 1950 and 1970, the development of literacy, both operational and functional, was
established. During this period, literacy was defined as reading and writing skills necessitated for
activities in modern society (Gunes, 2000). Beyond the 1990s, literacy had started to diversify in
the light of technological developments, change of living conditions in cities, and the new
necessities. Hereafter, literacy then became multi-faceted.
At first, literacy was used in various types, such as computer literacy, technology literacy,
Internet literacy, and media literacy, respectively (Altun, 2005). Later on, it became a lifestyle along
with a person's entire life in a society that encompasses information literacy, cultural literacy and
universal literacy.
Truly, literacy has changed and developed through a multitude of phases within a specific
period based on societal needs.
However, along this line, literacy is not confined only to knowing how to read and write
rather, it is a matter of applying knowledge for specific purposes in particular contexts. It includes
a socially-driven and evolved a pattern of activities, such as writing correspondence, records
keeping and inventories, posting announcements, reporting, etc. As such, Lankshear & Knobel
(2006) averred that literacies intend to generate and communicate meanings through the medium
of encoded texts within contexts in various discourses.

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Kress (2003) posited that literacy can only happen when having a kind of potential content
through interaction with the text: Likewise, a particular text may be understood for being
connected or related. Although in a way, such meaning can be more relational than literal or
expressing solidarity or affinity with particular people, like understanding the Internet, online
practices and online content. Hence, anything available online can become a resource for making
diverse meaning.
Literacies can bear a coding system that can ‘capture the meaning, such as “letteracy” (i.e.,
within language and recognition of alphabetic symbols).
Moreover, the Primary English Teaching Association Australia (2015) asserts that 21st
Century literacy has expanded to include social change, increasing field expertise and digital
technologies. To be literate requires comprehension, selection and use of multimodal codes and
conventions to interpret and express ideas, feelings and information. Subject-specific literacies
are recognized to require the application of specialized knowledge and skills, information skills,
and the creative and imaginative language. Literacy in the 21st century, therefore, demands the
ability to perform and act confidently, efficiently and ethically with a wide range of written and
visual, print, live, digital or electronic text types according to purpose (www.petaa.edu.au).
The increasing complexity of modern communication gives rise to a number of distinct
capabilities and possibilities. Hence, 21st Century literacy combines cross-curricular capabilities
also called ‘multiliteracies’ and now commonly referred to as ‘new literacies’. These broad skills
include visual literacy, information literacy, cultural literacy and digital literacy dynamics. These
new literacies are fused with traditional print literacy to create opportunities and enable: students
to understand and use new text types, while exploring knowledge and information with a wide
array of technological tools, such as blogging, fanfic writing, manga producing, meme-ing,
photoshopping, animé music video (AMV), podcasting, vodcasting, and gaming, running a paper-
based zine, reading literary novels and wordless picture books, reading graphic novels and
comics, and reading bus timetables (Primary English Teaching Association Australia, 2015).
Leander (2003) noted that new literacies are often flexible, continuous and open, where
online and offline lives and “literacyscapes” merge. Thus, when a literacy practice becomes a
mindset with the concept of Web 2.0, it can be regarded as a new literacy. New technologies
enable and enhance these practices in a way that is highly complex and exciting for students.

Exploring the New Literacies

There are seven new literacies that are stressed in the 21st century curriculum.
1. Multicultural Literacy is about understanding ethnic groups that comprise the population and
focuses on complex issues of identity, diversity and citizenship.
2. Social literacy is the development of social skills, knowledge and positive values in human
beings to act positively and responsibly in sophisticated complex social settings.
3. Media literacy is the ability to access, analyze, evaluate, and create media.
4. Financial literacy is the ability to make informed judgments and make effective decisions
regarding the use and management of money.
5. Digital literacy is the ability to effectively use digital devices for purposes of communication,
expression, collaboration and advocacy in a knowledge-based society.
6. Ecological literacy is understanding the principles of ecosystems toward sustainability.

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7. Creative literacy is the ability to make original ideas that have value, and the ability to see the
world in new ways.

The Truth on 21st Century Literacies According to Research

Since success with technology depends largely on critical thinking and reflection, teachers
with relatively little technological skills can provide less useful instruction. Therefore, schools must
support the teachers by providing them professional training and up-to-date technology for
utilization in classrooms.

Global economies, new technologies, and exponential growth in Information are transforming
our society. Since today’s people engage with a technology-driven, diverse, and quickly changing
world, teachers need to prepare students for this world with problem-solving, collaboration, and
analysis, as well as skills with word processing, hypertext, LCDs, Webcams, podcasts, smart boards,
and social networking software that are central to individual and community Success.

The National Council of Teachers of English (2013) came up with a research that reveals
the following:

1. As new technologies shape literacies, they bring opportunities for teachers to foster reading
and writing in more diverse and participatory contexts.
2. Sites, like literature’s Voice of the Shuttle, online fan fiction, and the Internet Public Library,
expand both the range of available texts and the social dimension of literacy.
3. Research on electronic reading workshops shows that they contribute to the emergence of new
literacies.
4. Research also shows that digital technology enhances writing and interaction in several ways.

5. K-12 students, who write with computers, produce compositions of greater length and higher
quality are more engaged with and motivated toward writing than those who do not write with
computers.
6. College students, who keep e-portfolios, have a higher rate of academic achievement and
overall retention rate than those who do not keep e-portfolios. They also demonstrate a greater
capacity for metacognition, reflection and audience awareness.
7. Both typical and atypical students, who receive an online response to writing, revise their works
better than those participating in traditional method.

Functional Literacy

The term functional literacy was initially defined by UNESCO through William S. Gray in
his Teaching of Reading and Writing (1956) as adult training to meet independently the reading
and writing demands placed on them. It stresses the acquisition of appropriate verbal, cognitive
and computational skills to accomplish practical results in specific cultural settings dubbed as
survival literacy and reductionist literacy.

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Over the decades, as societies have evolved into technical innovations, the definition of
functional literacy has been modified to meet the changing demands (Concise Oxford Companion
to the English Language, 1998).
Referring to functional literacy, UNESCO states the following:
1. Literacy programs should be integrated to and correlated with economic and social
development plans.
2. The eradication of illiteracy should begin with population sectors, which are highly motivated
and need literacy for their own and their country's benefit.
3. Literacy programs should be linked with economic priorities and carried out in areas
undergoing rapid economic expansion.
4. Literacy programs must impart not only reading and writing but also professional and technical
knowledge leading to greater participation of adults in economic and civic life.
5. Literacy must be an integral part of the over-all educational system and plan of each country.
6. The financial need for functional literacy should be met with various resources, as well as be
provided for economic investments.
7. The literacy programs should aid in achieving main economic objectives (i.e. increase in labor
productivity, food production, industrialization, social and professional mobility, creation of new
manpower and diversification of the economy).

Thus, literacy materials present reading, writing and numeracy concepts using words and
ideas needed in using information for learners to enhance sufficient literacy skills and continue
learning on their own.
A number of functional literacy programs have been carried out that focus on different
job skills and development aspects. To name a few, in the Philippine context, are agricultural,
health, industry, family planning, home making, arts and culture and technical-vocational
programs.
A new functional literacy aspect, called specific literacy, is becoming a trend, in which the
job of the student is analyzed to see exactly the literacy skills needed and those that are only
taught. This is to prevent job-skill mismatch. In specific literacy, the student may learn very little
but will be of immediate value that would result in increased learner motivation.
Therefore, the specific literacy strategy is a planning tool that allows the literacy worker to
focus on skills that are of value to the learners.
Significance of this approach includes literacy that: (1) starts in the workplace; (2) uses a
diagnostic approach; (3) identifies turning points in economic life that may act as an incentive to
learning; (4) assesses the limits of a short-term intervention; and (5) looks for generic skills.
Gunes (2000) posited that functional literacy constitutes the second level of literacy next
to basic literacy, in which literary and mathematical information and skills can be utilized in one’s
personal, Social, economic and cultural endeavors. Therefore, the essence in functional literacy is
to learn basic related information and skills and use them in daily life. Functional literacy level
comprises both technical and functional skills while encompassing social, citizenship, and
economic roles.
In context, Gapar (1998) cites that a functionally literate person is someone who is one
step ahead of literacy and maintains literacy activity throughout his/her life in order to keep living

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and effectively accommodate him/herself to his/her surroundings. It is, therefore, an ongoing

process.
UNESCO defines functional literacy as the ability of an individual to take part in significant
activities in professional, social, political and cultural aspects in a society, where he/she lives using
his/her literacy skills (De Castel, 1971; Goksen, Gulgoz and Kagitcibasi, 2000; as cited in Savas,
2006).
Hatch (2010) defines it based on the American Heritage College Dictionary (AHCD).
Accordingly, the word “functional” means “building capacity” and “literacy” as “reading and
writing skills.” Therefore, it is the capability to proficiently read and write that can be used in daily
life routines.
Likewise, Knoblauch and Brannon (1993), as cited in Jabusch (2002) distinguished basic
literacy and functional literacy as having the expression “functional” to indicate performance with
texts, including mathematics.
The Education for All Global Monitoring Report (UNESCO, 2006) states that functional
literacy means the ability to make significant use of activities involving reading and writing skills
that include using information, communicating with others, and following a path of lifelong
learning necessary for the ability to express him/ herself in daily life. UNESCO's definition also
adds that functional literacy includes those skills essential for both official and unofficial
participation, as well as those which are necessary for national change and development that can
be used to aid an individual in contributing to his/her own development and that of his/her family
and the society. The National Statistics Authority defines functional literacy as the level of literacy
that includes reading, writing and numeracy skills that help people cope with the daily demands
of life
Based on these definitions, functional literacy can be concluded as an activity that
contributes to the development of an individual and the society, including the ability to use
information and skills related to listening, speaking, reading, writing, and arithmetic necessary for
daily life in social, cultural and economic aspects effectively (https://pdfs.semanticscholar.org).

Improving Functional Literacy in the Philippines

Over the years, the Philippines has continuously aspired to attain an increased functional
literacy rate.
Manuyo (2019) reported that based on the 2013 Functional Literacy, Education and Mass
Media Survey (FLEMMS), the country registered a 90.3% rate, which means that nine out of every
10 Filipinos aged 10-64 were functionally literate. In 2003, there were still gaps at the community
level. In the study conducted by World Vision, results showed that the proportion of girls and
boys aged 11-13, who were functionally literate, placed at a critical rate of 44%, or below 50% of
the students were able to read with comprehension by the end of their basic education.
It was also evident that school dropouts contributed to low functional literacy. Obviously,
one in every 100 or about 4 million Filipino children and youth were out-of-school in 2013. Of the
total number, 22.9% got married, 19.2% lacked a family income to be sent to school and 19.1%
lacked interest in attending schools. In order to address illiteracy issues, creating formal and non-
formal learning environments, active participation of local stakeholders, capacity building of
teachers, development of contextualized or indigenized learning materials, and tracking of

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improvement of reading, basic math and essential life skills outcomes were desired. Interventions
also included improvement of classrooms and several reading facilities, establishing a culture of
reading program, parental training and learning, and skill integration in the curriculum.
In a follow-up study by World Vision in 2016, the functional literacy rate went up at 76.53%.
In the community level, the rate inclined to 62.64%, or around 50%-70% of the students were
able to read with comprehension by the end of their basic education. The increase was significant
within the 3-year interval but it also indicated more improvement is expected considering that
rate remained 17.36% short of the 80% threshold An analysis shows that low functional literacy
could mean low resilience to respond to abnormal conditions and increase a child’s vulnerability
to exploitation. This could also result in unpreparedness for gainful employment and eventually
increased dependency on welfare programs.
One of the government initiatives to address this is the Alternative Learning System (ALS)
that provides an opportunity for learning among out-of-school youth for them to land in better
jobs.

Integration of New Literacies in the Curriculum

To address the call for literacy in today’s world, students must become proficient in the
new literacies of 21% century technologies. The International Reading Association (IRA) believes
that literacy educators have the responsibility to integrate information and communication
technologies into the curriculum to prepare students for the future they deserve.
The multiliterate learner. Today, the Internet and other forms of information and
communication technologies (ICTs) are redefining the nature of reading, writing, and
communication. New literacy skills and practices are required by each new ICT as it emerges and
evolves Thus, these new literacies need to be integrated into the curriculum to prepare students
for successful civic participation in a global environment.
Students would desire for: (1) teachers who use ICTs skillfully for teaching and learning;
(2): peers who use ICTs responsibly and who share their knowledge; (3) a literacy curriculum that
offers opportunities for collaboration with peers around the world; (4) instruction that embeds
critical and culturally sensitive thinking into practice, standards and assessments that include new
literacies; '(5) leaders and policymakers who are committed advocates of ICTs for teaching and
learning; and (8) equal access to ICTs for all classrooms and students.
Coiro, et. al (2008) noted four common elements as broader dimensions of new literacies,
to wit: (1) the Internet and other ICTs require new social practices, skills, strategies, and dispositions
for their effective use; (2) new literacies are central to full civic, economic, and personal
participation in a global community; (3) new literacies rapidly change as defining technologies
change; and (4) new literacies are multiple, multimodal and multifaceted, thus, they benefit from
multiple lenses seeking to understand how to better support the students in a digital age.
Impact of new literacies on instruction. Additional changes are taking place in literacy
instruction (Grisham and Wolsey, 2009). Henry (2008) restated that engagement in literacy
activities is being transformed today like at no other time in history. As students turn to the
Internet and other information communication technologies (ICTs) at increasing rates to read,
write and interact with texts, they must develop new skills and strategies, or new literacies, to be
successful in these multimodal, intertextual and interactive environments. The Internet has

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become the defining technology for today’s youth and may be the most important ICT for
students to learn how to manipulate successfully.
Although, there are multiple ways to view the changes: in literacy and communication
emerging from new technologies (Labbo and Reinking, 1999), it cannot be ignored that literacy
changes experiences at school and in everyday lives. As such, rapid profound changes in
technology impact students’ literacy journey. Hence, Leu, et. al (2004) posited that changes in
literacy are confronted by innovation, that the new literacies of today will be replaced by even
newer ones tomorrow as new ICTs continuously emerge in a more globalized community of
learners. And such changes bear important implications to instruction, assessment, professional
development and research.

Multiliteracies in the Educational Reform

In a broader essence, the concept of 21st century skills is motivated by the belief that
teaching students the most relevant, useful, in-demand, and universally applicable skills should
be prioritized in today’s schools.
As such, students need to be taught different skills that should reflect the specific demands
of a complex, competitive, knowledge-based, information-age, technology-driven economy and
society.
21st Century skills may be taught in a wide variety of school settings. Teachers may
advocate teaching cross-disciplinary skills, while schools may require 21st century skills in both
instruction and assessment processes. Schools and teachers may use educational approaches that
inherently expedite or facilitate the acquisition of cross-disciplinary skills.
Educational strategies that include authentic, outcome-based learning, project-based
learning and performance-based learning tend to be cross-disciplinary in nature. Students
complete a research project, create multiple technologies, analyze and process information, think
creatively, plan out the process, and work collaboratively in teams with other students.
Likewise, schools may allow students to pursue alternative learning pathways, in which
students earn academic credit and satisfy graduation requirements by completing an internship,
apprenticeship or immersion experience. In this case, students can acquire a variety of practical,
job-related skills and work habits, while also completing academic coursework and meeting the
same learning standards required of students.
Assessment of multiliteracies. Assessment moves from usual memorization of facts and
disconnected processes to demonstration of understanding through application in a variety of
contexts. Real-world audiences are important part of the assessment process, including self-
assessment.
Media literacy skills are honed as students address real-world issues from the
environment. Students use the technological and multimedia tools now available to them to
design and produce websites, television shows, radio shows, public service announcements, mini-
documentaries, electronic portfolios, DVDs, oral histories and even films.

In a way, students can freely express their points of view as they Create projects using
multimedia and deliver these products to real-world audiences, realizing that they can make a

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difference and change the world. They learn what it is to be a contributing citizen, and carry these
citizenship skills throughout their lives.

As a result, standardized test scores are higher because students have acquired the skills
and content in a meaningful connected way with profound understanding. They actually master
the content on a much higher level and develop their basic skills by constant application
throughout their schooling.
Preparing teachers for multiliteracies. New London Group (1996) underscored multi-
literacies as multimodal ways of communication that include communications between and
among other languages using diverse channels within cultures and an ability to understand
technology and multimedia. As such, applying multiliteracies to teaching offers a new classroom
pedagogy that extends and helps manage classrooms.
Biswas (2014) asserted that one challenge for educators is to help students create a
sustainable literacy development throughout schooling, so that students can develop strong
literacy skills (Borsheim, et. al, 2008). Certainly, multiple and new literacies require students to
integrate technology-enhanced educational tools into their work. Ajayi (2011) recommended that
teacher education must prepare teachers to teach multiliteracies in their schools where there is a
critical gap between multiliteracies and classroom pedagogy (Pennington, 2013). Given
globalization and technological changes, teaching multiliteracies is indispensable to literacy
teaching and learning in the 21st century.
Therefore, Newman (2002) in Biswas (2014) suggests that teachers integrate four components of
multiliteracies in teaching:
1. Situated practice leads students towards meaningful learning by integrating primary
knowledge.
2. Overt instruction guides students to the systematic practice of learning process with
tools and techniques.
3. Critical framing teaches students how to question diverse perceptions for better
learning experiences.
4. Transformed action teaches students to apply the lessons they learn to solve real-life
problems.

Thus, teaching multiliteracies can inform, engage, and encourage students to embrace
the multiplicity of learning practices (New London Group, 1996). Moreover, teaching
multiliteracies can help teachers blend and apply the following four instructional processes of
multiliteracies in classroom to ensure successful teaching and advancing students’ learning
processes.
Research shows that effective instruction in 21st Century literacies takes an integrated
approach, helping students understand how to access, evaluate, synthesize, and contribute to
information (New London Group, 1996).
Teachers insist to: (1) encourage students to reflect regularly on the role of technology in
their learning; (2) create a website and invite students to use it to continue class discussions and
bring in outside voices; (3) give students strategies for evaluating the quality of information they
find on the Internet; (4) be open about one’s own strengths and limitations with technology and
invite students to help; (5) explore technologies students are using outside the classroom and

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find ways to incorporate them into one’s teaching; (6) use wiki to develop a multimodal reader’s
guide to a class text; (7) include a broad variety of media and genres in class texts; (8) ask students
to create a podcast to share with an authentic audience; (9) give students explicit instruction about
how to avoid plagiarism in a digital environment; and (10) refer to the Partnership for 21st Century
Skills website.
For schools and policymakers: (1) Teachers need both intellectual and material support for
effective 21st century literacy instruction; (2) Schools need to provide continuing opportunities for
professional development, as well as up-to-date technologies for use in literacy classrooms; (3)
Address the digital divide by lowering the number of students per computer and by providing
high quality access (broadband speed and multiple locations) to technology and multiple software
packages; (4) Ensure that students in literacy classes have regular access to technology; (5) Provide
regular literacy-specific professional development in technology for teachers and administrators
at all levels, including higher education; (6) Require teacher preparation programs to include
training in integrating technology into instruction; (7) Protect online learners and ensure their
privacy; (8) Affirm the importance of literacy teachers in helping students develop technological
proficiency; and (9) Adopt and regularly review standards for instruction in technology.
The integration of new literacies and the teaching of multiliteracies open new pedagogical
practices that create opportunities for future literacy teaching and learning. Multiliteracies can
also help teachers provide equal access to learning for all students. In effect, students learn to
collaborate by sharing their thoughts with others in online spaces where they can engage in
different forms or modes of learning process. Consequently, students can be expected to become
more confident and knowledgeable in their learning through participatory and collaborative
practices as a result of this new literacy integration in the curriculum for teacher education (New
London Group, 1996).

-end-

EVALUATION

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Chapter 4
INTEGRATING NEW LITERACIES IN THE
CURRICULUM

INTRODUCTION

Innovative educators concerned with improving student achievement seek ways to create
rigorous, relevant, and engaging curriculum as a way to realize curriculum integration. Today, the
subjects in the curriculum should not be taught singly and compartmentally but rather become
integral towards total development of the child.

OBJECTIVES

• Discuss the concept of integrated curriculum;

• Distinguish the different | curriculum integration approaches, methods and types;
• Identify lessons or course disciplines that may be appropriate for curriculum integration;
and
• Design a lesson plan with thematic integration across related disciplines.

LET’S FIND OUT!

The Concept of Integrated Curriculum

In retrospect, the introduction of an integrated curriculum gained greatest support in the

1960s. Based on the essential organization of content, the design emphasizes the role of diverse
entities called academic disciplines clearly defined in terms of knowledge, skills and values.

Thus, an integrated curriculum…

• focuses on basic skills, content and higher-level thinking;

• encourages lifelong learning;
• structures learning around themes, big ideas and meaningful concepts;
• provides connections among various curricular disciplines;
• provides learners opportunities to apply skills they have learned;
• encourages active participation in relevant real-life experiences;
• captivates, motivates and challenges learners;
• provides a deeper understanding of content;
• offers opportunities for more small group and industrialized instruction; and
• accommodates a variety of learning styles/theories (i.e., social learning theory,
cooperative learning, intrinsic motivation, and self-efficacy) and multiple intelligences.

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Approaches to Integration

The Association for Supervision and Curriculum Development (2004) presents three
approaches to integration and these are multidisciplinary, interdisciplinary and transdisciplinary.

Multidisciplinary Approach.

A multidisciplinary approach focuses primarily on different disciplines. Teachers, who

employ this approach, may create standards from the disciplines within a theme. There are many
different ways to create a multidisciplinary curriculum, and they tend to differ in the level of
intensity of the integration effort. It can be recalled that the previous Restructured Basic Education
Curriculum (RBEC) is a best depiction of a multidisciplinary approach. The four disciplines (Araling.
Panlipunan, Values Education, MAPEH and TLE) were integrated along with a theme termed
Makabayan as an integrated subject served as a laboratory of life. Makabayan was a learning area
that stressed the development of social awareness, empathy and commitment for common good.
Grades in these four disciplines were usually computed to comprise the general grade in
Makabayan as a discipline. At the end of the week, the four disciplines collaborated to design a
‘culminating activity along with the given theme that connected these four discipline areas. The
following is the structure of Makabayan that used the multidisciplinary approach centered on a
given theme.

When a teacher integrates sub disciplines within a subject area, he/she is practicing intra-
disciplinary approach. For example, one integrates reading, writing and oral communication in
the English subject. Likewise, teachers often integrate Philippine history, world history, geography,
economics and government in an intra-disciplinary social studies program. Likewise, science
integrates sub-disciplines, such as earth science, biology, chemistry and physics that responds to
spiral curriculum approach. This connection is presented in the structure below.

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Through this integration, teachers expect students to understand the connections

between the different sub-disciplines and their relationship to the real world. In fact, this approach
brings a positive impact on the achievement of students.
In using the multidisciplinary integration approach, there is a need to organize a list of
standards from various disciplines around one common theme. Likewise, come up with a list of
standards from related disciplines, such as earth science, biology, chemistry and physics to focus
on a common intra-disciplinary science program. Another way of doing it is by fusing skills,
knowledge and attitudes into the school curriculum or utilizing technology across the curriculum.
In this way, students learn other subjects while enhancing their computer skills. Additionally,
schools can utilize service-learning projects in the classroom.

Interdisciplinary Approach.

In this approach to integration, teachers organize and capsulize the curriculum around
common learning across disciplines to emphasize interdisciplinary skills and concepts. The
disciplines are identifiable, but they assume less importance than in the multidisciplinary
approach. For example, in teaching Filipino as a discipline, the teacher hones students’ language
skills while resorting to content and topics in Araling Panlipunan. Below is an illustration of
interdisciplinary structure. Therefore, there are times that a teacher in Filipino teams up with a
teacher in Araling Panlipunan to teach a lesson in Araling Panlipunan while she teaches the
needed skills in the Filipino 1 subject.

In addition, in using the interdisciplinary integration approach, there is a need to structure

the curriculum around common learning areas across disciplines. For example, incorporate
interdisciplinary skills, such as thinking skills, problem solving and analytic skills in teaching
Science, Math and English. The purpose is to learn the skills and concepts that are beyond the
immediate lesson (www.theclassroom. com).

Transdisciplinary Integration. In the transdisciplinary approach to integration, teachers

design a curriculum within student needs and concerns. Students develop life skills as they apply
disciplinary and interdisciplinary skills in a real-life context. Two routes lead to transdisciplinary
integration, namely: project-based learning and negotiating the curriculum.

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In using the transdisciplinary integration approach, there is a need to plan out the
curriculum around student needs and concerns. Transdisciplinary integration is utilized through
project-based learning, which involves allowing the students to present a problem. Project-based
learning allows students to make connections among different subjects by solving social problems
and answering open-ended questions. It can also be done by utilizing student questions as a
basis for curriculum design. Learning how to solve problems and to ask questions enables
students to apply the skills in real-life situations. .

Interconnecting the Three Approaches

These approaches offer an excellent fit for standards through a backward design process
as teachers integrate standards-based planning with effective teaching and learning practices.
Thus, the multidisciplinary, interdisciplinary, and transdisciplinary perspectives offer different
maps to begin the design process. Teachers can use any of the approaches at any level of
education in a single classroom or in a team approach.

Despite some differences in the degree and the intent of integration, the three approaches
share many similarities. AS such, the centrality of standards and the need for accountability bring
the three approaches closer together in practice (ASCD, 2004).

Comparing and Contrasting the Three Approaches to Integration

Aspect Multidisciplinary Interdisciplinary Transdisciplinary

Organizing Center• Standards of the
• Interdisciplinary skills and
• Real-life context
disciplines Organized concepts embedded in • Student questions
around a theme disciplinary standards

Conceptualization• Knowledge best

• Disciplines connected by• All knowledge
of Knowledge learned through the common concepts and interconnected and
structure of the skills interdependent
disciplines • Knowledge considered to • Many right answers
• Aright answer be socially constructed • Knowledge considered to
• One truth • Many right answers be indeterminate and
ambiguous
Role of Disciplines• Procedures of discipline
• Interdisciplinary skills and
• Disciplines identified if
considered most concepts stressed desired, but real-life
important context emphasized
• Distinct skills and
concepts of discipline
taught
Role of Teacher • Facilitator • Facilitator • Co-planner
• Specialist • Specialist/generalist • Co-learner

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• Generalist/specialist
Starting Place • Disciplinary standards
• Interdisciplinary bridge • Student questions and
and procedures • Know/Do/Be concerns
• Real-world context
Degree of Moderate Medium/intense Paradigm shift
integration
Assessment Discipline-based Interdisciplinary Interdisciplinary
skills/concepts skills/concepts stressed
stressed
Learning to Know Concepts and essential understandings across disciplines
Learning to Do • Disciplinary skills as the
• Interdisciplinary skills as
• Interdisciplinary skills and
focal point the focal point disciplinary skills applied
• Interdisciplinary skills• Disciplinary skills also in a real-life context
also included included
Learning to Be • Democratic values
• Character education
• Habits of mind
Life skills (e.g., teamwork, self-responsibility)
Planning Process • Backward design
• Standards-based
Alignment of instruction, standards and assessment
Instruction • Constructivist approach
• Inquiry
• Experiential learning
• Personal relevance
• Student choice
Differentiated instruction
Assessment • Balance of traditional and authentic assessments
Culminating activity that integrates disciplines taught
(Source: Association for Supervision and Curriculum Development, 2004)

Methods of Curriculum Integration

Anchored on approaches to curriculum integration, there are methods that are processed
and devised for this purpose.
1. Project-Based Learning. It engages students in creating knowledge while enhancing their skills
in critical thinking, creativity, collaboration, communication, reasoning, synthesis and resilience
(Barron and Darling-Hammond, 2008 in Corpuz, 2014). As such, it entails an output which involves
accomplishing a complex task, performing a presentation and producing a project, a craft or an
artifact. Here, students start by defining the purpose of creating the end-product; identify the
audience; do research on the topic; design the product; implement the design; solve the problems
that arise; and come up with the product guided by a plan or a model. It usually culminates with
product presentation, and product evaluation while reflecting on the entire production process
(Schneiderman, et. al, 1998 in Corpuz, 2014).
Implementation Outcome. As a result, Curtis (2002) revealed that project-based programs show
that students go far beyond the minimum effort, make connections among different subject areas

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to answer open-ended questions, retain what they have learned, apply learning to real-life
problems, have fewer discipline problems, and have lower absenteeism. Student assessment
considered teamwork, critical thinking skills, problem-solving, and time management.
2. Service Learning. It refers to learning that actively involves students in a wide range of
experiences, which often benefit others and the community, while also advancing the goals of a
given curriculum. Community-based service activities are paired with structured preparation and
student reflection. What is unique about service learning is that it offers direct application of
theoretical models. As such, the real-world application of classroom knowledge in a community
setting allows students to synthesize course material in more meaningful ways. It impounds
integrative: reflective, contextualized, strength-based, reciprocal, and lifelong learning
(Clavenger-Bright, et. al, 2012).
Implementation Outcome. As a result, Glenn (2001) found that more than 80 percent of the schools
that integrate service learning into the classroom report an improvement in grade point average
of participating students. On the other hand, such programs foster lifelong commitment to civic
participation, sharpen “people skills,” and prepare students for the work force. Students also gain
a deeper understanding of the course/curricular content, a broader appreciation of the discipline
and an enhanced sense of civic responsibility (ASCD, 2004). -
3. Learning Centers/Parallel Disciplines. A popular way to integrate the curriculum is to address a
topic or theme through the lenses of several subject areas. In an elementary classroom, students
often experience this approach at learning centers. As students move through the learning centers
to complete the activities, they learn about the concept being studied through the lenses of
various disciplines.
In the higher grades, students usually study a topic or theme in different classrooms. This may
take the form of parallel disciplines and teachers sequence their content to match the content in
other classrooms (ASCD, 2004).

Implementation Outcome. As a result, according to a study by Carnegie Mellon University (CMU),

learning centers in the classroom can affect the ability to focus and study among young children.
In fact, learning centers allow children to role-play in order to understand and make sense of the
real world and their personal experiences in it. Thus, these help children understand the social
world, develop communication skills, and build relationships.
4. Theme-Based. Some teachers go beyond sequencing content and plan collaboratively and they
do it in a more intensive way of working with a theme dubbed as “theme-based.” Often, three or
more subject areas are involved in the study, and the unit ends with an integrated culminating
activity. Units of several weeks’ duration may emerge from this process, and the whole school
may be involved. A theme-based unit involving the whole school may be independent of the
regular school schedule.
Other thematic programs may involve teachers across the same grade, wherein teachers
carefully connect the activities to the standards in each discipline. Over time, they have developed
a long list of possible culminating activities. They also update their Website Continually and use
it as a teaching tool with students. The site offers many interesting options for those interested in
this method of integration (ASCD, 2004).

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Implementation Outcome. Using theme-based learning, students can exhibit excellent on-task
behavior and work collaboratively. Also, students are engrossed both as presenters and as an
audience for the half-day performance task presentations as the use a wide range of presentation,
such as video, panel, forum OF colloquium, debate, sculpture, music, etc. They can demonstrate
an in-depth understanding of the topics as a result of the), sustained interest around various
questions. In fact, fewer recess problems occur during this two-week period that made teachers
enjoy the process and the results.
5. Fusion. In this method, teachers fuse skills, knowledge, or even -attitudes into the regular school
curriculum. In some schools, students learn respect for the environment in every subject area o,
some incorporate values across disciplines. Fusion can involve basic skills. Many schools
emphasize positive work habits in each subject area. Educators can also fuse technology across
the curriculum with computer skills integrated with in every subject area (ASCD, 2004),

Implementation Outcome. As a result, fusion brings positive gains in student achievement

resulting from integrated instruction in the classroom (Bolack, et al., 2005; Romance & Vitale, 1992
(Campbell and Henning, 2010). In addition, students make connections among disciplines, values,
concepts, content, and life experiences. Students’ increased critical thinking skills, self-confidence,
positive attitude, and love for learning manifest their effectiveness. Shriner, et al. (2010) also found
that motivated teachers and students allow a classroom to be a positive, fun, and engaging
environment in which to learn.

Other Types of Integrated Curriculum

There are different types of an integrated curriculum as mentioned by ASCD (2004):
1. Connected. This happens when topics surrounding disciplines are connected, which allows
students to review and re-conceptualize ideas within a discipline. However, it has its shortcomings
because the content focus still remains in one discipline.
2. Sequenced. This is observed when similar ideas are taught together, although in different
subjects, which facilitates learning across content areas, but requires a lot of communication
among teachers of different disciplines.
3. Shared. This is when teachers use their planning to create an integrated unit between two
disciplines. Although in some ways, this method of integration requires a lot of communication
and collaboration between two teachers. A teacher presents the structure, format and standards
in making research while collaborating with the science teacher, who focuses on the content area
of research that is related to science.
4. Webbed. This reflects when a teacher plans to base the subject areas around a central
theme that will tend students to see the connection within different subjects.

Doing Curriculum Integration in the Classroom

Chhabra (2017) posited that integrating curriculum in the classroom includes combining
different subject areas and then, teaching them in relation to a singular theme or an idea.
Innovative teachers and schools prefer integrating the curriculum in their classrooms as it
improves student achievement and leads to an increase in student standardized scores. Placing

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student achievement on top priority, an integrated curriculum utilizes the mentioned three
different approaches of integration.

Benefits of Integrated Curriculum Model

1. It focuses on basic skills, content, and higher-level thinking.

2. It provides a deeper understanding of content.
3. It encourages active participation in relevant real-life experiences.
4. It provides connections among various curricular disciplines.
5. It accommodates a variety of learning styles, theories and multiple intelligences.

New Literacy Integration in the K to 12 Curriculum

The new literacy can be integrated into the K to 12 curriculum across subject areas as
presented in the table below. However, the integration of new literacy is not limited to the
identified disciplines, the given learning outcomes, suggested strategies and assessment. In fact,
each learning area can integrate as many new literacies as possible depending on the lesson, the
nature of the subject and the objectives or intended outcomes. New literacy integration can take
place in as many disciplines as possible.

Integration of New Literacy in the K to 12 Curriculum

Literacy Subject Area Outcome Strategy Assessment

Output
1. Multicultural Araling Demonstrate respect Role playing Rubric assessment
and Global Panlipunan for cultural diversity Brainstorming result
Literacy Brainstorming
report
2. Social Edukasyon sa Apply ethical and Case analysis Case report
Literacy Pagpapakatao moral standards on Dilemma Narratives
given issues and analysis
cases
3. Media English Use media in Media-assisted E-portfolio
Literacy communication instruction
Filipino dissemination and Google clip
transaction
4. Financial Math Solve problems in Problem solving Scores in problem
Literacy the context of solving drills and
business and exercises
investment aspects
TLE Apply effective Business Business plan and
techniques in simulation and inventory
budgeting and immersion
income generating
enterprise

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5. Computer Examine the Hands-on Computer

Digital/Cyber Subject computer virus that activity Capstone
Literacy commonly damages Experiential
computer networks learning
and systems Project-based
Research Cite ways in Exploratory Research output
resolving plagiarism method
issues and
determine research
protocols
6. Ecoliteracy Science Suggest ways on to Project-based Project Portfolio
protect nature and Tasked-based Participation Log
address climate Learning
change Reflection journal
7. Arts and MAPEH Create artworks and Manipulative Project design
Creative artistic designs using works Crafts
Literacy indigenous materials Arts Studio
workshop
method

-end-

EVALUATION

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