Basic 4: Trends, Networks and Critical Thinking in the 21st Century

Introduction to the 21st Century Learning

21st Century Skills are a series of skills, abilities, and learning dispositions that have been identified as being
required for success in 21st century society and workplaces by educators, business leaders, academics,
and governmental agencies. This is part of a growing international movement focusing on the skills required for
students to master in preparation for success in a rapidly changing, digital society. Many of these skills are also
associated with deeper learning, which is based on mastering skills such as analytic reasoning,
complex problem solving, and teamwork. These skills differ from traditional academic skills in that they are not
primarily content knowledge-based.
9 CHARACTERISTICS OF 21ST CENTURY LEARNING
1. Learner-centered
2. Media-driven
3. Personalized
4. Transfer-by-Design
5. Visibly Relevant
6. Data-Rich
7. Adaptable
8. Interdependent
9. Diverse
4 ESSENTIAL RULES OF 21ST CENTURY LEARNING
1. Instruction should be student-centered
2. Education should be collaborative
3. Learning should have context
4. Schools should be integrated with society

21 CHARACTERISTICS OF 21ST CENTURY LEARNERS

1. Want to have a say in their education. They’ll respond better when their voices are heard.
2. Often have higher levels of digital literacy than their parents or teachers. They don’t know a world
without computers.
3. Expect transparency in their parents, teachers and mentors. They’ll see right through you. (Makes it
really hard to plan a surprise birthday party for them!)
4. Want you to tell them when you have messed up, apologize for it, and move on. Everyone messes up. No
big deal. Just don’t try to hide it. If you do, they are likely to post it on Facebook.
5. Don’t care as much about having a job as they do about making a difference. The very concept of a
“job” has changed so much in the past decade, the future is about making a difference.
6. Demand the freedom to show their wild creativity. 21st century learners balk at rote learning and
memorizing.They’ll do it if you make them, but be prepared to let them loose to be creative, too.
7. Want to connect with others in real time on their own terms. They want their social media, their phones
and their mobile technology. They want to be connected. All the time. In a way that makes sense to them
(not necessarily to you).
8. Collaborate amazingly well. They love teamwork and figuring things out with their friends.
9. Really can multi-task.
10. Appreciate a “trial and error” approach to learning new skills. Thank you, video-game industry.
11. Learn by doing. Just try making them sit down and learn from you by watching. See what happens.
12. Have a “can do” attitude. Of course, they can do it, silly! There is nothing to be afraid of.
13. Thrive in an atmosphere of controlled challenge. They must be challenged or they zone out, but they need
structure, too.
14. Have multicultural awareness and appreciation. This generation is more aware of a variety cultures,
countries and ways of life than any generation before them.
15. Open to change. Really, what’s the big deal?
16. Are equal parts “consumer” and “creator”. Today’s learners download their own songs and apps from
iTunes… and then they create their own stuff and upload it to share with others.
17. Increasingly aware of the world around them. From the environment to politics, today’s learners are
asking questions and demanding answers.
18. Know where to go to find information. Google was first incorporated in 1998. 21st century learners have
never known a world without Google.
19. Are better educated than any generation before them. (See #17.) 21st century learners really do know
more than their parents (but that doesn’t necessarily make them wiser!)
20. Expect inter-disciplinarity. It is we, the older generation, who organize topics into “subjects”. The 21st
century learner understands that subjects are inherently interconnected. Like, duh!
21. Know that they are the future. They look at their parents and their peers and understand that the world’s
future rests in their hands. (Wouldn’t it make you just a little bit cocky, too?)

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Basic 4: Trends, Networks and Critical Thinking in the 21st Century
Trend is a pattern of gradual change in a condition, output, or process, or an average or
general tendency of a series of data points to move in a certain direction over time,
represented by a line or curve on a graph. Also, A trend is defined as a general direction in
which something is developing or changing. Trends go hand-in-hand with the changing of
technology and the advancement of design systems and methods.
Two Major Types of a Trend
Megatrends entail a major restructing ; they are a larger pattern of broad trends that
reshape and transform our lives.
Microtrends advocate localization as opposed to globalization, recognizing that people
and communities have never been sophisticated and more knowledgeable about the choices
they make in their everyday lives.

Characteristics of a Trend
A trend is driven by a basic human need, one that is catalyzed by new technology.
2. A trend is timely, but it persists.
3. A trend evolves as it emerges.
4. A trend can materialize as a series of un-connectable dots which begin out on the fringe
and move to the mainstream.
5.Trends are signposts that can be tracked as they move from the fringe to the mainstream.
Trends come from these sources of change.
Wealth distribution, government, education, politics, public health, demography,
economy, journalism, environment and media.

EXAMPLES OF TRENDS:
 Facebook – is the most common social network website where you can share
information about yourself and communicate with other people.
 Twitter – it lets you see what is happening around the world, from breaking news
and entertainment, sports and politics to big events and every day interests.
The Fundamental Elements of a Trend
 Basic Needs
 Drivers of Change
 Innovations

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Basic 4: Trends, Networks and Critical Thinking in the 21st Century
Critical thinking was described by Richard W. Paul as a movement in two waves
(1994). The "first wave" of critical thinking is often referred to as a 'critical analysis' that is
clear, rational thinking involving critique. Its details vary amongst those who define it.
According to Barry K. Beyer (1995), critical thinking means making clear, reasoned
judgments. During the process of critical thinking, ideas should be reasoned, well thought
out, and judged.
The U.S. National Council for Excellence in Critical Thinking defines critical thinking
as the "intellectually disciplined process of actively and skillfully conceptualizing, applying,
analyzing, synthesizing, or evaluating information gathered from, or generated by,
observation, experience, reflection, reasoning, or communication, as a guide to belief and
action."
Functions/Characteristics of Critical Thinking
The list of core critical thinking skills includes observation, interpretation, analysis,
inference, evaluation, explanation, and metacognition. According to Reynolds (2011), an
individual or group engaged in a strong way of critical thinking gives due consideration to
establish for instance:
 Evidence through reality;
 Context skills to isolate the problem from context;
 Relevant criteria for making the judgment well;
 Applicable methods or techniques for forming the judgment;
 Applicable theoretical constructs for understanding the problem and the question at hand.
Elements of Critical Thinking
Edward M. Glaser proposed that the ability to think critically involves three elements:
1. An attitude of being disposed to consider in a thoughtful way the problems and subjects that
come within the range of one's experiences
2. Knowledge of the methods of logical inquiry and reasoning
3. Some skill in applying those methods.

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Basic 4: Trends, Networks and Critical Thinking in the 21st Century
Embracing Information and Communications Technology in the 21st Century
Learning

 Information and Communications Technology (ICT) is an another/extensional term

for information technology (IT) which stresses the role of unified communications[1] and
the integration of telecommunications (telephone lines and wireless signals), computers
as well as necessary enterprise software, middleware, storage, and audio-visual systems,
which enable users to access, store, transmit, and manipulate information.
 Information” refers to “any communication or representation of knowledge such as facts, data
or opinions in any medium or for, including textual, numerical, graphic Cartographic, narrative
or audiovisual forms. • Technology is the practical form of scientific knowledge or the science of
application of knowledge to practical.
 ICT stands for information and communications technology and is defined, as a "diverse set of
technological tools and resources used to communicate, and to create, disseminate, store, and
manage information.
 ICT implies the technology which consists of electronic devices and associated human
interactive materials that enable the user to employ them for a wide range of teaching - learning
processes in addition to personal use."
 Information Technology (IT) that can help in coping with the information explosion •
Information technology (IT) is the acquisition, processing, storage and dissemination of vocal,
pictorial, textual and numerical information by a micro-electronics - based combination of
computing and telecommunication.
 Communication technology is the activity of designing and constructing and maintaining
communication systems.
 Characteristics of Information Technology: 1. acquisition, 2. storage, 3. manipulation,
4.management, 5. transmission or reception of data or information, 6. real time access to
information, 7. easy availability of updated data. , 8. connecting geographically dispersed
regions and 9. wider range of communication media.
 ICT deals with the use of different communication technologies such as mobile phones,
telephone, Internet, etc. to locate, save, send, and edit information. • Example: when we make a
video call, we use internet
 Philippines as the “ICT Hub of Asia”. • huge growth of ICT related jobs around the country, one
of which is call center or BPO (Business Process Outsourcing) centers.
 According to 2013 edition of Measuring the Information Society by the International
Telecommunication Union, there are 106.8 cellphones per 100 Filipinos in the year 2012.
 In a data gathered by the Annual Survey of Philippines Business and Industries in 2010, the ICT
industry shares 19.3% of the total employment population.
 Time magazines declared Makati City, Philippines-Rank 1 as the “Selfiest Cities around the
world, and Rank 9 is Cebu City.
 When WWW was invented, most web pages were static. Static (also known as flat page or
stationary page) in the same that the page “as is” and cannot be manipulated by the user. This
referred to as Web 1.0.
 Social Networking sites •Blogs •Wikis •Video sharing sites
 Web 2.0 allows the user to interact with the page known as DYNAMIC PAGE; instead of just
reading a page, the user may be able to comment or create a user account. Dynamic page refers
to the web pages that are affected by user input or preference.
 Folksonomy – allows users to categorize and classify/arrange information using freely chosen
keywords (e.g. tagging). Popular social networking sites such as Twitter, Instagram, Facebook,
etc. use tags that start with a pound sign (#) or hashtag.
 Rich User Interface – content is dynamic and is responsive to user’s input. An example would
be a website that shows local content. In the case of social networking sites, when logged on,
your account is used to modify what you see in their website.
 User Participation– the owner of website is not the only one who is able to put content. Others
are able to place a content on their own by means of comments, reviews, and evaluation.
 Long Tail – services are offered on demand rather than on a one-time purchase. This is
synonymous to subscribing to a data plan that charges you for the amount of time you spent on
Internet or a data plan that charges you for the amount of bandwidth you used.
 Semantic Web– is a movement led by the World Wide Web Consortium(W3C). The semantic web
provides a framework that allows data to be shared and reuse to deliver web content specifically
targeting the user.
 Compatibility-HTML files and current web browsers could not support Web 3.0.
 Security – The user’s security is also question since the machine is saving his or her
preferences.
 Vastness-The World Wide Web already contains billions of web pages.

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Basic 4: Trends, Networks and Critical Thinking in the 21st Century
 Vagueness – Certain words are imprecise. The words “old” and “small” would depend to the
user.
 Logic- since machines use logic, there are certain limitations for a computer to be able to
predict what the user is referring to at a given time.
 Convergence– is the synergy of technological advancements to work on a similar goal or task.
For example, besides using your personal computer to create word documents, you can now use
your smartphone.
 Social Media– is a website, application, or online channel that enables web users to create, co-
create, discuss, modify, and exchange user generated content.
 Social Networks – These are sites that allows you to connect with other people with the same
interests or background. Once the user creates his/her account, he/she can set up a profile,
add people, share content, etc. Example : Facebook and Google+
 Bookmarking Sites– These are sites that allow you to store and manage links to various website
and resources. Most of these sites allow you to create a tag allows you to and others easily share
them. Ex. : StumbleUpon/Pinterest
 Social News– These are sites that allow users to post their own news items or links to other
news sources. The users can also comment on the post and comments may also be rank.
Example: reddit and Digg
 Media Sharing – These are sites that allow you to upload and share media content like images,
music and video. Example: Flickr, Youtube and Instagram.
 Microblogging– These are sites that focus on short updates from the user. Those that
subscribed to the user will be able to receive these updates. Example: Twitter and Plurk
 Blogs and Forums– These websites allow user to post their content. Other users are able to
comment on the said topic. Example: Blogger, WordPress and Tumblr
 Mobile Technologies – The popularities of smartphones and tablets has taken a major rise over
the years. This is largely because of the devices capability to do the tasks that were originally
found in PCs.
 Mobile Technologies – Several of these devices are caple of using high-speed internet. Today
the latest model devices use 4G Networking(LTE), which is currently the fastest mobile network.
 Android – an open source OS developed by Google. Being open source means mobile phone
companies use this OS for free. iOS– use in apple devices such as iPhone and iPad.
 Windows Phone OS – a closed source and proprietary operating system developed by
Microsoft. Blackberry OS– use in Blackberry devices.
 WebOS– originally used in smartphones; now used in smartTVs. Symbian– the original
smartphone OS; used by Nokia devices.
 Windows Mobile – developed by Microsoft for smartphones and pocket PCs.
 Assistive Media – is a non- profit service designed to help people who have visual and reading
impairments. A database of audio recordings is used to read to the user.
 Web 1.0 – static websites without interactivity. •
 Web 2.0 – websites that contain dynamic content. •
 Web 3.0 – a concept of the World Wide Web that is designed to cater to the individual user.
•Static – refers to the web that are the same regardless of the user.
 Dynamic – refers to the that are affected by user input or preference.
 Folksonomy – allows user to categorize and classify/arrange information.
 Hashtag # – used to “categorize” posts in a website
 Convergence – the synergy of technological advancements to work a similar goal or task.
 Social Media – websites, applications or online channels that enable users to co- create,
discuss, modify, and exchange user- generated content.
 Web 2.0 is classified as dynamic webpage. 2) People Magazine conducted the research on “The
Selfiest Cities in the World”. 3) Web 2.0 introduced static web pages that allow users to interact
with the web page.
 Folksonomy allows user to categorize and locate information. 5) Technological convergence is
the synergy of technological advancement to work on a similar goal or task. 6) According to
Nielsen, users who use the Internet spend more time in social media sites than in any other type
of site.
 Blogging sites are sites that focus on short updates from the user. 8) Android is a mobile
operating system for Apple devices. 9) Assistive media is a nonprofit service designed to help
people who have visual and reading impairments.
 ICT deals with the use of diff. comm. Tech. to locate, send, save & edit info. 11) Semantic web
means that the page is stationary or flat page.

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Basic 4: Trends, Networks and Critical Thinking in the 21st Century
5 MAJOR TYPES OF CRITICAL THINKING SKILLS:

1. ANALYTICAL SKILL
2. COMMUNICATION
3. CREATIVITY
4. OPEN-MINDEDNESS
5. PROBLEM SOLVING

1. Analytical skill is the ability to visualize, articulate, conceptualize or solve both complex and uncomplicated problems
by making decisions that are sensible given the available information. Such skills include demonstration of the ability to
apply logical thinking to breaking complex problems into their component parts. In 1999, Richards J. Heuer Jr., explained
that: "Thinking analytically is a skill like carpentry or driving a car. It can be taught, it can be learned, and it can improve
with practice. But like many other skills, such as riding a bike, it is not learned by sitting in a classroom and being told how
to do it. Analysts learn by doing."
For instance in systems analysis the systems analyst should focus on four sets of analytical skills:
 systems thinking,
 organizational knowledge,
 problem identification, and
 problem analyzing and solving.
Top Five Analytical Skills
1. Communication: Having strong analytical skills means nothing if you cannot share your analysis with others.
2. Creativity: Often, analyzing requires a creative eye to spot trends in the data that others wouldn’t find.
3. Critical Thinking: evaluating information and then making a decision based on your findings. Critical thinking is what
helps an employee make decisions that help solve problems for the company.
4. Data Analysis: examine a large volume of data and find trends in that data. You have to go beyond just reading and
understanding information, to making sense of it, and finding patterns.
5. Research: Often, an employee has to first collect data or information before analyzing it. After all, you must learn more
about a problem before solving it.

2. Communication (from Latin commūnicāre, meaning "to share") is the act of conveying intended meanings from
one entity or groupto another through the use of mutually understood signs and semiotic rules.
The main steps inherent to all communication are:
1. The formation of communicative motivation or reason.
2. Message composition (further internal or technical elaboration on what exactly to express).
3. Message encoding (for example, into digital data, written text, speech, pictures, gestures and so on).
4. Transmission of the encoded message as a sequence of signals using a specific channel or medium.
5. Noise sources such as natural forces and in some cases human activity (both intentional and accidental) begin
influencing the quality of signals propagating from the sender to one or more receivers.
6. Reception of signals and reassembling of the encoded message from a sequence of received signals.
7. Decoding of the reassembled encoded message.
8. Interpretation and making sense of the presumed original message.
THE SCIENTIFIC STUDY OF COMMUNICATION CAN BE DIVIDED INTO:
 Information theory which studies the quantification, storage, and communication of information in general;
 Communication studies which concerns human communication;
 Biosemiotics which examines communication in and between living organisms in general.
The channel of communication can be visual, auditory, tactile (such as in Braille) and haptic, olfactory, electromagnetic,
or biochemical. Human communication is unique for its extensive use of abstract language. Development
of civilization has been closely linked with progress in telecommunication.
WRITTEN COMMUNICATION AND ITS HISTORICAL DEVELOPMENT
Over time the forms of and ideas about communication have evolved through the continuing progression of technology.
Advances include communications psychology and media psychology, an emerging field of study.
The progression of written communication can be divided into three "information communication revolutions":
1. Written communication first emerged through the use of pictographs. The pictograms were made in stone, hence
written communication was not yet mobile. Pictograms began to develop standardized and simplified forms.
2. The next step occurred when writing began to appear on paper, papyrus, clay, wax, and other media with
common shared writing systems, leading to adaptable alphabets. Communication became mobile.
3. The final stage is characterized by the transfer of information through controlled waves of electromagnetic
radiation (i.e., radio, microwave, infrared) and other electronic signals.
Communication is thus a process by which meaning is assigned and conveyed in an attempt to create shared
understanding. Gregory Bateson called it "the replication of tautologies in the universe. [10] This process, which requires a
vast repertoire of skills in interpersonal processing, listening, observing, speaking, questioning, analyzing, gestures, and
evaluating enables collaboration and cooperation.[11]
Aspects to interpersonal communication including;
1.Audiovisual Perception of Communication Problems
 The concept follows the idea that our words change what form they take based on the stress level or urgency of the
situation.
 It also explores the concept that stuttering during speech shows the audience that there is a problem or that the
situation is more stressful.
2.The Attachment Theory
 This is the combined work of John Bowlby and Mary Ainsworth (Ainsworth & Bowlby, 1991)
 This theory follows the relationships that builds between a mother and child, and the impact it has on their
relationships with others.
3.Emotional Intelligence and Triggers

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Basic 4: Trends, Networks and Critical Thinking in the 21st Century
 Emotional Intelligence focuses on the ability to monitor ones own emotions as well as those of others.
 Emotional Triggers focus on events or people that tend to set off intense, emotional reactions within individuals.
4. Attribution Theory
 This is the study of how individuals explain what causes different events and behaviors.
- The Power of Words (Verbal communications)
 Verbal communication focuses heavily on the power of words, and how those words are said.
 It takes into consideration tone, volume, and choice of words.
5. Nonverbal Communication
 Focuses heavily on the setting that the words are conveyed in.
 As well as the physical tone of the words.
6. Ethics in Personal Relations
 It is about a space of mutual responsibility between two individuals, it’s about giving and receiving in a relationship.
 This theory is explored by Dawn J. Lipthrott in the article What IS Relationship? What is Ethical Partnership?
7. Deception in Communication
 This concept goes into that everyone lies, and how this can impact relationships.
 This theory is explored by James Hearn in his article Interpersonal Deception Theory: Ten Lessons for Negotiators
8. Conflict in Couples
 This focuses on the impact that social media has on relationships.
 As well as how to communicate through conflict.
 This theory is explored by Amanda Lenhart and Maeve Duggan in their paper Couples, the Internet, and Social Media
BARRIERS TO EFFECTIVE COMMUNICATION can retard or distort the message or intention of the message being
conveyed. This may result in failure of the communication process or cause an effect that is undesirable. These include
filtering, selective perception, information overload, emotions, language, silence, communication apprehension, gender
differences and political correctness.
This also includes a lack of expressing "knowledge-appropriate" communication, which occurs when a person uses
ambiguous or complex legal words, medical jargon, or descriptions of a situation or environment that is not understood by
the recipient.
KINDS OF LANGUAGE BARRIERS
 Physical barriers- Physical barriers are often due to the nature of the environment.
 System design- System design faults refer to problems with the structures or systems in place in an organization.
Attitudinal barriers- Attitudinal barriers come about as a result of problems with staff in an organization.
 Ambiguity of words/phrases- Words sounding the same but having different meaning can convey a different
meaning altogether.
 Individual linguistic ability- The use of jargon, difficult or inappropriate words in communication can prevent the
recipients from understanding the message.
 Physiological barriers- These may result from individuals' personal discomfort, caused—for example—by ill health,
poor eyesight or hearing difficulties.
 Bypassing-These happens when the communicators (sender and the receiver) do not attach the same symbolic
meanings to their words. It is when the sender is expressing a thought or a word but the receiver take it in a different
meaning. For example- ASAP, Rest room
 Technological multi-tasking and absorbency- With a rapid increase in technologically-driven communication in the
past several decades, individuals are increasingly faced with condensed communication in the form of e-mail, text,
and social updates.
 Fear of being criticized-This is a major factor that prevents good communication.
 Gender barriers- Most communicators whether aware or not, often have a set agenda.
TWO TYPES OF COMMUNICATION
1) Verbal communication refers to form of communication which uses spoken and written words for expressing and
transferring views and ideas. Language is the most important tool of verbal communication and it is the area where
cultural difference play its role.
2) Non verbal communication is a very wide concept and it includes all the other forms of communication which do not
uses written or spoken words. Non verbal communication takes following forms:
 Paralinguistics are the voice involved in communication other than actual language and involves tones, pitch, vocal
cues etc. It also include sounds from throat and all these are greatly influenced by cultural differences across borders.
 Proxemics deals with the concept of space element in communication. Proxemics explains four zones of spaces
namely intimate personal, social and public. This concept differs with different culture as the permissible space vary in
different countries.
 Artifactics studies about the non verbal signals or communication which emerges from personal accessories such
as dresses or fashion accessories worn and it varies with culture as people of different countries follow different
dressing codes.
 Chronemics deal with the time aspects of communication and also include importance given to the time. Some
issues explaining this concept are pauses, silences and response lag during an interaction. This aspect of
communication is also influenced by cultural differences as it is well known that there is a great difference in the value
given by different cultures to time.
 Kinesics mainly deals with the body languages such as postures, gestures, head nods, leg movements etc. In
different countries, the same gestures and postures are used to convey different messages. Sometimes even a
particular kinesic indicating something good in a country may have a negative meaning in any other culture.
So in order to have an effective communication across world it is desirable to have a knowledge of cultural variables
effecting communication. According to Michael Walsh and Ghil'ad Zuckermann, Western conversational interaction is
typically "dyadic", between two particular people, where eye contact is important and the speaker controls the interaction;
and "contained" in a relatively short, defined time frame.
KINDS OF NOISE

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Basic 4: Trends, Networks and Critical Thinking in the 21st Century
In any communication model, noise is interference with the decoding of messages sent over a channel by an encoder.
There are many examples of noise:
1. Environmental noise. Noise that physically disrupts communication, such as standing next to loud speakers at a
party, or the noise from a construction site next to a classroom making it difficult to hear the professor.
2. Physiological-impairment noise. Physical maladies that prevent effective communication, such as
actual deafness or blindness preventing messages from being received as they were intended.
3. Semantic noise. Different interpretations of the meanings of certain words. For example, the word "weed" can be
interpreted as an undesirable plant in a yard, or as a euphemism for marijuana.
4. Syntactical noise. Mistakes in grammar can disrupt communication, such as abrupt changes in verb tense during a
sentence.
5. Organizational noise. Poorly structured communication can prevent the receiver from accurate interpretation. For
example, unclear and badly stated directions can make the receiver even more lost.
6. Cultural noise. Stereotypical assumptions can cause misunderstandings, such as unintentionally offending a non-
Christian person by wishing them a "Merry Christmas".
7. Psychological noise. Certain attitudes can also make communication difficult. For instance, great anger or sadness
may cause someone to lose focus on the present moment. Disorders such as autism may also severely hamper
effective communication.

3. Creativity is a phenomenon whereby something new and somehow valuable is formed. The created item may be
intangible (such as an idea, a scientific theory, a musical composition, or a joke) or a physical object (such as
an invention, a literary work, or a painting). In a summary of scientific research into creativity, Michael Mumford
suggested: "Over the course of the last decade, however, we seem to have reached a general agreement that
creativity involves the production of novel, useful products" (Mumford, 2003, p. 110), or, in Robert Sternberg's
words, the production of "something original and worthwhile". Authors have diverged dramatically in their precise
definitions beyond these general commonalities: Peter Meusburger reckons that over a hundred different analyses
can be found in the literature. As an illustration, one definition given by Dr. E. Paul Torrance described it as "a process
of becoming sensitive to problems, deficiencies, gaps in knowledge, missing elements, disharmonies, and so on;
identifying the difficulty; searching for solutions, making guesses, or formulating hypotheses about the
deficiencies: testing and retesting these hypotheses and possibly modifying and retesting them; and finally
communicating the results."

ASPECTS OF CREATIVITY
In the Wallas stage model, creative insights and illuminations may be explained by a process consisting of 5 stages:
(i) preparation (preparatory work on a problem that focuses the individual's mind on the problem and explores the
problem's dimensions),
(ii) incubation (where the problem is internalized into the unconscious mind and nothing appears externally to be
happening),
(iii) intimation (the creative person gets a "feeling" that a solution is on its way),
(iv) illumination or insight (where the creative idea bursts forth from its preconscious processing into conscious
awareness);
(v) verification (where the idea is consciously verified, elaborated, and then applied).
J. P. Guilford's group, which pioneered the modern psychometric study of creativity, constructed several tests to measure
creativity in 1967:
1. Plot Titles, where participants are given the plot of a story and asked to write original titles.
2. Quick Responses is a word-association test scored for uncommonness.
3. Figure Concepts, where participants were given simple drawings of objects and individuals and asked to find
qualities or features that are common by two or more drawings; these were scored for uncommonness.
4. Unusual Uses is finding unusual uses for common everyday objects such as bricks.
5. Remote Associations, where participants are asked to find a word between two given words (e.g. Hand _____ Call)
6. Remote Consequences, where participants are asked to generate a list of consequences of unexpected events (e.g.
loss of gravity)
Building on Guilford's work, Torrance developed the Torrance Tests of Creative Thinking in 1966. They involved simple
tests of divergent thinking and other problem-solving skills, which were scored on:
1. Fluency – The total number of interpretable, meaningful, and relevant ideas generated in response to the stimulus.
2. Originality – The statistical rarity of the responses among the test subjects.
3. Elaboration – The amount of detail in the responses.
CREATIVITY AND INTELLIGENCE
The potential relationship between creativity and intelligence has been of interest since the late 1900s, when a multitude
of influential studies – from Getzels & Jackson, Barron, Wallach & Kogan, and Guilford focused not only on creativity,
but also on intelligence. This joint focus highlights both the theoretical and practical importance of the relationship:
researchers are interested not only if the constructs are related, but also how and why. [66]
There are multiple theories accounting for their relationship, with the 3 main theories as follows:
1. Threshold Theory – Intelligence is a necessary, but not sufficient condition for creativity. There is a moderate positive
relationship between creativity and intelligence until IQ ~120.
2. Certification Theory – Creativity is not intrinsically related to intelligence. Instead, individuals are required to meet the
requisite level intelligence in order to gain a certain level of education/work, which then in turn offers the opportunity to
be creative. Displays of creativity are moderated by intelligence.
3. Interference Theory – Extremely high intelligence might interfere with creative ability. [68]
Sternberg and O’Hara proposed a framework of 5 possible relationships between creativity and intelligence:
 Creativity is a subset of intelligence;
 Intelligence is a subset of creativity;
 Creativity and intelligence are overlapping constructs;
 Creativity and intelligence are part of the same construct (coincident sets);

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 Creativity and intelligence are distinct constructs (disjoint sets)
CREATIVITY AS A SUBSET OF INTELLIGENCE: A number of researchers include creativity, either explicitly or
implicitly, as a key component of intelligence. Examples of theories that include creativity as a subset of
intelligence
1. Gardner’s Theory of multiple intelligence (MIT) – implicitly includes creativity as a subset of MIT.
2. Sternberg’s Theory of Successful intelligence includes creativity as a main component, and comprises 3 sub-
theories: Componential (Analytic), Contextual (Practical), and Experiential (Creative). Experiential sub-theory – the
ability to use pre-existing knowledge and skills to solve new and novel problems – is directly related to creativity.
3. The Cattell–Horn–Carroll theory includes creativity as a subset of intelligence. Specifically, it is associated with the
broad group factor of long-term storage and retrieval (Glr).
4. The Dual Process Theory of Intelligence posits a two-factor/type model of intelligence. Type 1 is a conscious
process, and concerns goal directed thoughts, which are explained by g. Type 2 is an unconscious process, and
concerns spontaneous cognition, which encompasses daydreaming and implicit learning ability.
5. Sternberg & Lubart’s Investment Theory. Using the metaphor of a stock market, they demonstrate that creative
thinkers are like good investors – they buy low and sell high (in their ideas).
6. Amabile’s Componential Model of Creativity. In this model, there are 3 within-individual components needed for
creativity – domain-relevant skills, creativity-relevant processes, and task motivation – and 1 component external to the
individual: their surrounding social environment.
7. Amusement Park Theoretical Model. In this 4-step theory, both domain-specific and generalist views are integrated
into a model of creativity.
IN ORGANIZATIONS: It has been the topic of various research studies to establish that organizational effectiveness
depends on the creativity of the workforce to a large extent. Amabile argued that to enhance creativity in business, three
components were needed:
1. Expertise (technical, procedural and intellectual knowledge),
2. Creative thinking skills (how flexibly and imaginatively people approach problems),
3. Motivation (especially intrinsic motivation).
THERE ARE TWO TYPES OF MOTIVATION:
 extrinsic motivation – external factors, for example threats of being fired or money as a reward,
 intrinsic motivation – comes from inside an individual, satisfaction, enjoyment of work, etc.
SIX MANAGERIAL PRACTICES TO ENCOURAGE MOTIVATION ARE:
 Challenge – matching people with the right assignments;
 Freedom – giving people autonomy choosing means to achieve goals;
 Resources – such as time, money, space, etc. There must be balance fit among resources and people;
 Work group features – diverse, supportive teams, where members share the excitement, willingness to help, and
recognize each other's talents;
 Supervisory encouragement – recognitions, cheering, praising;
 Organizational support – value emphasis, information sharing, collaboration.
CREATIVITY TECHNIQUES
Daniel Pink, in his 2005 book A Whole New Mind, repeating arguments posed throughout the 20th century, argues that
we are entering a new age where creativity is becoming increasingly important. In this conceptual age, we will need to
foster and encourage right-directed thinking (representing creativity and emotion) over left-directed thinking (representing
logical, analytical thought). However, this simplification of 'right' versus 'left' brain thinking is not supported by the research
data. Nickerson provides a summary of the various creativity techniques that have been proposed. These include
approaches that have been developed by both academia and industry:
1. Establishing purpose and intention
2. Building basic skills
3. Encouraging acquisitions of domain-specific knowledge
4. Stimulating and rewarding curiosity and exploration
5. Building motivation, especially internal motivation
6. Encouraging confidence and a willingness to take risks
7. Focusing on mastery and self-competition
8. Promoting supportable beliefs about creativity
9. Providing opportunities for choice and discovery
10. Developing self-management (metacognitive skills)
11. Teaching techniques and strategies for facilitating creative performance
12. Providing balance
 Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be
useful in solving problems, communicating with others, and entertaining ourselves and others. (page 396)
 Three reasons why people are motivated to be creative:
1. need for novel, varied, and complex stimulation
2. need to communicate ideas and values
3. need to solve problems

Open-mindedness is receptiveness to new ideas. Open-mindedness relates to the way in which people approach the
views and knowledge of others, and "incorporate the beliefs that others should be free to express their views and that the
value of others’ knowledge should be recognized." Open-mindedness is the willingness to search actively for evidence
against one’s favored beliefs, plans, or goals, and to weigh such evidence fairly when it is available.
Benefits of Open-Mindedness
Research suggests the following benefits of open-mindedness:
 Open-minded, cognitively complex individuals are less swayed by singular events and are more resistant to suggestion
and manipulation.
 Open-minded individuals are better able to predict how others will behave and are less prone to projection.

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 Open-minded individuals tend to score better on tests of general cognitive ability like the SAT or an IQ test. (Of course we
don’t know whether being open-minded makes one smarter or vice versa.)
Open-Mindedness as a “Corrective Virtue”: Social and cognitive psychologists have noted widespread errors in
judgment/thinking to which we are all vulnerable. In order to be open-minded, we have to work against these basic
tendencies, leading virtue ethicists to call open-mindedness a corrective virtue.
In addition to the myside bias described above, here are three other cognitive tendencies that work against open-minded
thinking:
1) Selective Exposure
We maintain our beliefs by selectively exposing ourselves to information that we already know is likely to support those
beliefs. Liberals tend to read liberal newspapers, and Conservatives tend to read conservative newspapers.
2) Primacy Effects
The evidence that comes first matters more than evidence presented later.
3) Polarization; We tend to be less critical of evidence that supports our beliefs than evidence that runs counter to our
beliefs. In an interesting experiment that demonstrates this phenomenon.
Problem solving consists of using generic or ad hoc methods, in an orderly manner, for finding solutions to problems.
Some of the problem-solving techniques developed and used in artificial intelligence, computer
science, engineering, mathematics, or medicine are related to mental problem-solving techniques studied in psychology.
Thomas J. D'Zurilla in 1988 defined problem solving as a “cognitive–affective–behavioral process through which an
individual (or group) attempts to identify, discover, or invent effective means of coping with problems encountered in every
day living”.
PROBLEM-SOLVING STRATEGIES/TECHNIQUES:
 Abstraction: solving the problem in a model of the system before applying it to the real system
 Analogy: using a solution that solves an analogous problem
 Brainstorming: (especially among groups of people) suggesting a large number of solutions or ideas and combining
and developing them until an optimum solution is found
 Divide and conquer: breaking down a large, complex problem into smaller, solvable problems
 Hypothesis testing: assuming a possible explanation to the problem and trying to prove (or, in some contexts,
disprove) the assumption
 Lateral thinking: approaching solutions indirectly and creatively
 Means-ends analysis: choosing an action at each step to move closer to the goal
 Method of focal objects: synthesizing seemingly non-matching characteristics of different objects into something
new
 Morphological analysis: assessing the output and interactions of an entire system
 Proof: try to prove that the problem cannot be solved. The point where the proof fails will be the starting point for
solving it
 Reduction: transforming the problem into another problem for which solutions exist
 Research: employing existing ideas or adapting existing solutions to similar problems
 Root cause analysis: identifying the cause of a problem
 Trial-and-error: testing possible solutions until the right one is found
Problem-solving methods
 Eight Disciplines Problem Solving;
 GROW model;
 How to Solve It;
 OODA loop (observe, orient, decide, and act);
 PDCA (plan–do–check–act);
 Root cause analysis;
 RPR problem diagnosis (rapid problem resolution);
 TRIZ (in Russian: Teoriya Resheniya Izobretatelskikh Zadach, "theory of solving inventor's problems");
 A3 problem solving;
 System dynamics;
 Hive mind;
CHARACTERISTICS OF COMPLEX PROBLEMS
As elucidated by Dietrich Dörner and later expanded upon by Joachim Funke, complex problems have some typical
characteristics that can be summarized as follows:[citation needed]
1. Complexity (large numbers of items, interrelations and decisions)
 enumerability
 heterogeneity
 connectivity (hierarchy relation, communication relation, allocation relation)
2. Dynamics (time considerations)
 temporal constraints
 temporal sensitivity
 phase effects
 dynamic unpredictability
3. Intransparency (lack of clarity of the situation)
 commencement opacity
 continuation opacity
4. Polytely (multiple goals)
 inexpressiveness
 opposition
 transience

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THE NATURE OF METACOGNITION
METACOGNITION is "cognition about cognition", "thinking about thinking", "knowing about knowing", becoming "aware of
one's awareness" and higher-order thinking skills. The term comes from the root word meta, meaning "beyond".
Metacognition can take many forms; it includes knowledge about when and how to use particular strategies for learning or
for problem-solving. There are generally two components of metacognition: (1) knowledge about cognition and (2)
regulation of cognition.
Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of
metacognition. Academic research on metacognitive processing across cultures is in the early stages, but there are
indications that further work may provide better outcomes in cross-cultural learning between teachers and students.[4]
DEFINITION OF METACOGNITION
This higher-level cognition was given the label metacognition by American developmental psychologist John H.
Flavell (1976). The term metacognition literally means cognition about cognition, or more informally, thinking about
thinking. Flavell defined metacognition as knowledge about cognition and control of cognition. For example, a person is
engaging in metacognition if he notices that he is having more trouble learning A than B; [or] if it strikes him that he should
double-check C before accepting it as fact. J. H. Flavell (1976, p. 232). Andreas Demetriou's theory (one of the neo-
Piagetian theories of cognitive development) used the term hypercognition to refer to self-monitoring, self-representation,
and self-regulation processes, which are regarded as integral components of the human mind. [6] Moreover, with his
colleagues, he showed that these processes participate in general intelligence, together with processing efficiency and
reasoning, which have traditionally been considered to compose fluid intelligence.[7]
Metacognition also involves thinking about one's own thinking process such as study skills, memory capabilities, and the
ability to monitor learning. This concept needs to be explicitly taught along with content instruction. Metacognitive
knowledge is about one's own cognitive processes and the understanding of how to regulate those processes to
maximize learning.
Some types of metacognitive knowledge would include:
 Content knowledge (declarative knowledge) which is understanding one's own capabilities such as a student
evaluating his/her own knowledge of a subject in a class.
 Task knowledge (procedural knowledge) which is how one perceives the difficulty of a task which is the content,
length, and the type of assignment.
 Strategic knowledge (conditional knowledge) which is one's own capability for using strategies to learn
information.

Metacognitive knowledge (also called metacognitive awareness) is what individuals know about themselves and others as
cognitive processors.
1. Metacognitive regulation is the regulation of cognition and learning experiences through a set of activities that
help people control their learning.
2. Metacognitive experiences are those experiences that have something to do with the current, on-going
cognitive endeavor.
Metacognition refers to a level of thinking that involves active control over the process of thinking that is used in learning
situations. Planning the way to approach a learning task, monitoring comprehension, and evaluating the progress towards
the completion of a task: these are skills that are metacognitive in their nature.
Metacognition includes at least three different types of metacognitive awareness when considering metacognitive
knowledge:
1. Declarative knowledge: refers to knowledge about oneself as a learner and about what factors can influence
one's performance. Declarative knowledge can also be referred to as "world knowledge".
2. Procedural knowledge: refers to knowledge about doing things. This type of knowledge is displayed as
heuristics and strategies. A high degree of procedural knowledge can allow individuals to perform tasks more
automatically. This is achieved through a large variety of strategies that can be accessed more efficiently.
3. Conditional knowledge: refers to knowing when and why to use declarative and procedural knowledge. It allows
students to allocate their resources when using strategies. This in turn allows the strategies to become more
effective.
Similar to metacognitive knowledge, metacognitive regulation or "regulation of cognition" contains three skills that are
essential.
1. Planning: refers to the appropriate selection of strategies and the correct allocation of resources that affect task
performance.
2. Monitoring: refers to one's awareness of comprehension and task performance
3. Evaluating: refers to appraising the final product of a task and the efficiency at which the task was performed.
This can include re-evaluating strategies that were used.
Similarly, maintaining motivation to see a task to completion is also a metacognitive skill. The ability to become aware of
"Metastrategic knowledge" (MSK) is a sub-component of metacognition that is defined as general knowledge about higher
order thinking strategies. MSK had been defined as "general knowledge about the cognitive procedures that are being
manipulated". The knowledge involved in MSK consists of "making generalizations and drawing rules regarding a thinking
strategy" and of "naming" the thinking strategy.
Characteristics of theory of mind: Understanding the mind and the "mental world":
1. False beliefs: understanding that a belief is only one of many and can be false.
2. Appearance–reality distinctions: something may look one way but may be something else.
3. Visual perspective taking: the views of physical objects differ based on perspective.
4. Introspection: children's awareness and understanding of their own thoughts.

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Basic 4: Trends, Networks and Critical Thinking in the 21st Century

Global Connections through ASEAN

 ASEAN, in full Association of Southeast Asian Nations, international organization established by the
governments of Indonesia, Malaysia, the Philippines, Singapore, and Thailand in 1967 to accelerate economic
growth, social progress, and cultural development and to promote peace and security in Southeast
Asia. Brunei joined in 1984, followed by Vietnam in 1995, Laos and Myanmar in 1997, and Cambodia in 1999.
 ASEAN replaced the Association of South East Asia (ASA), which had been formed by the Philippines, Thailand,
and the Federation of Malaya (now part of Malaysia) in 1961.
 Under the banner of cooperative peace and shared prosperity, ASEAN’s chief projects centre on economic
cooperation, the promotion of trade among ASEAN countries and between ASEAN members and the rest of the
world, and programs for joint research and technical cooperation among member governments.
 ASEAN achieved a new cohesion in the mid-1970s following the changed balance of power in Southeast Asia
after the end of the Vietnam War.
 ASEAN was preceded by an organization formed in 31 July 1961 called the Association of Southeast
Asia (ASA), a group consisting of the Philippines, Federation of Malaya, and Thailand. ASEAN itself was created
on 8 August 1967, when the foreign ministers of five countries: Indonesia, Malaysia, the Philippines, Singapore,
and Thailand, signed the ASEAN Declaration, more commonly known as the Bangkok Declaration.
As set out in the Declaration, the aims and purposes of ASEAN are:

 To accelerate economic growth, social progress, and cultural development in the region.
 To promote regional peace.
 To promote collaboration and mutual assistance on matters of common interest.
 To provide assistance to each other in the form of training and research facilities.
 To collaborate for the better utilization of agriculture and industry to raise the living standards of the people.
 To promote Southeast Asian studies.
 To maintain close, beneficial co-operation with existing international organisations with similar aims and purposes.

THE MAP OF ASEAN

THE CURRENT MEMBERS OF ASEAN

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Basic 4: Trends, Networks and Critical Thinking in the 21st Century
Name:_________________________________________________ Date:_____________________

Grade Level and Section:_________________________________ Score:_____________________

Worksheet no:_____________
General Directions: Fill out legibly the required information presented
above and follow all the directions below.
I. Directions: Answer the following questions that follow with your own understanding. Otherwise, the
use of internet or library resources, carbon copied, photocopied and solicited answers from your
classmates and from experts/teachers will invalidate your assessment. Handwrite your answers in
blue or black pen only. Use extra sheet if necessary. 25 points per item.

1. With your own understanding, what do you think is the connection of 21 st Century Skills of our
modern world. Write your answer/s in 4 or 5 sentences only.
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___________________________________________.

2. In the characteristics of 21st Century learning, why do you think that we need to learn each of
them.Write your answer/s in 3 or 4 sentences only.
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3. Select at least 4 characteristics of 21st Century Learning and cite examples of

situations/experiences to support each of them. Write your answer/s in 3 to 4 sentences only.
________________________________________________________________________________
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____________________________________________________________________________.

4. Why do you think that the essential roles of 21st century learning are very significant in achieving a
holistic individual. Cite examples of situations/experiences to support each of them. Write your
answer/s in 2 to 3 sentences only.
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Basic 4: Trends, Networks and Critical Thinking in the 21st Century
“Believe in yourself and crown your own success for you have faith in Almighty God to
overcome darkness and to live up your dreams in life”-Sir Pera.

Name:_________________________________________________ Date:_____________________
Grade Level and Section:_________________________________ Score:_____________________
Worksheet no:_____________
General Directions: Fill out legibly the required information presented
above and follow all the directions below.
I. Directions: Answer the following questions that follow with your own understanding. Otherwise, the
use of internet or library resources, carbon copied, photocopied and solicited answers from your
classmates and from experts/teachers will invalidate your assessment. Handwrite your answers in
blue or black pen only. Use extra sheet if necessary. 25 points per item.

1. With you own understanding, what is the difference between a trend and a fad? Write your
answer/s in 4 to 5 sentences only. Cite examples each to support your answer.
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___________________________________________.

2. Megatrends and Microtrends are very elemental in the 21st century learning. In this manner, how
cultures and practices affect the way of life in conjunction with megatrend and microtrend. Cite a
situation each to support each answer.
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_______________________________________________________________________________.

3. Select at least 3 characteristics of a trend and cite examples of situations/experiences to support

each of them. Write your answer/s in 3 to 4 sentences only.
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____________________________________________________________________________.

4. The fundamental elements of a trend are very important to envision 21 st century learning. In this
manner, enumerate and cite a situation each of them to support your answer. Write your answer/s in
4 to 5 sentences only.
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Basic 4: Trends, Networks and Critical Thinking in the 21st Century
________________________________________________________________________________
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Spread your wings to fly high and never forget fidelity and humility in your heart and mind.
Sir Pera.

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