Professional Documents
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L1 5 Benlac
L1 5 Benlac
What do I INTRODUCTION
The dramatic technological revolution ushered the new
need to
millennium. Global society is now in the midst of diverse, complex,
know? media-saturated environment. We are faced with emerging issues like
global warming, poverty, health issues, population explosion and many
more. However emerging technologies and globalization provide
possibilities for new developments like non-conventional sources of
energy, advances in medical care, communications, and exploration in
space and into the depths of the ocean as well as restoration of our
damaged environment.
To address the dawning of the millennium, what should the 21
century education be? According to www.21 Century Schools, 2008,
education should be "bold that breaks away from the mold". It will be
flexible, creative, challenging and complex. It should address a rapidly
changing world, filled with new problems but with new
Possibilities.
How then should the curriculum for the 21t century look like?
What are the elements of the 21st century curriculum?
These are difficult questions to answer, however, this special
topic will attempt to approximate a landscape that would most likely
describe the curriculum in the current century. The scenario is based
on the global education trends as influenced by the current and future
worldwide needs developments.
The Context:
Some of the emerging factors or conditions frequently
mentioned in various
fora, discussion, dialogues that will shape the curriculum of the century
include the following:
DISCUSSION
Table 1. Comparison of the 20th Century Classroom and the 21st century
Classroom
20th Century Classrooms 21st Century Classrooms
Teacher-centered, fragmented Learner-centered, integrated
curriculum, learners working in curriculum, learners working
isolation, memorizing facts together, understanding facts.
Time based Out-come based
Focus on memorization of Focus on What students Know, can
discrete facts DO and are Like after all the details
are forgotten
Lesson focus in lower level of Learning is designed on upper
Bloom’s Taxonomy: knowledge, levels of Bloom’s Taxonomy:
comprehension and application analysis, evaluation and synthesis;
considers Multiple Intelligence and
Emotional Quotient
Textbook-driven Research-driven
Passive-learning Active learning
Learners work in isolation- Learners work collaboratively with
classroom within four walls classmates and others around the
world borderless and global
Teacher-centered: Teacher is Student-centered: Teacher is the
the dispenser of information facilitator, coach, guide and the
side
Problems of discipline Students and teachers mutually
respect each other
Little to no student freedom Great deal of student freedom
Fragmented curriculum Integrated and interdisciplinary
Low expectations High expectations to succeed
Teacher is the sole judge Self, peer and other assessment
Curriculum is irrelevant to Curriculum is connected to
learners students’ interests, experience,
talents and the real world.
Pencil and paper is the primary Performance, products and
vehicle of learning and multiple forms of media are used
assessment for learning and assessment
Diversity of learners is ignored Curriculum addresses learners
diversity
Literacy in the 3 Rs: reading, Multiple literacies of the 21 st
writing, arithmetic century-aligned to living and
working in a globalized new
millennium
Factory model, based upon the Global model based upon the
needs of employers of the 19th needs of a globalized, high tech
century scientific management society
Driven by standard testing Standard testing has its place.
Multiple ways of assessment of
learning and for learning
ABSTRACT
This paper begins by reviewing some of the dramatic changes which
have been taking place in higher education in recent years and which
are disrupting the traditional identities of place, of time and of the
scholarly and student communities. These are producing for the 21st
century a higher education system which operates under a greater
variety of conditions than ever before (part-time/ full-time, work-
based/institution-based, face-to-face/ delivered at a distance, etc.) and
which brings with it a student experience and an informal curriculum,
which are both changed and increasingly diverse. The paper then looks
more specifically at the competing ep1stemologies which are struggling
to shape the formal undergraduate curriculum of the 21st century: the
deconstruction of the subject, as reflected in, for example, the
modularization of the curriculum, the cross-curricular ‘key’ skills
movement; the learning through experience movement and the shift of
the seat of learning outside the academy; the profoundly disruptive
potential of web-based learning. It observes too, however, the
continuing power of the subject as a form of academic and
organizational identity and the way in which the current dynamics of
the research assessment exercise, the Quality Assurance Agency
subject review process and even the Higher Education Funding Council
s strategy for teaching and learning are working to reinforce the
subject as the unit of organization in higher education. It is this that
prompts the hint in the title that the future may contain elements of
familiarity as well as radical change.
Activity 1
What Reflections:
insights/s Let us reflect on this Topic, by using questions 1 to 5 as a guide.
have I 1. What observations have I gained in my reading above? What is
happening in the curriculum landscape
gained in
2. Why is it happening that way?
this topic? 3. So what? What do I plan to do as a future teacher as I apply what I
learned to what I will do?
4. Now what? If I plan to do no 3, what do I get out of it?
5. As a future teacher, how will I address the K to 12, considering
knowledge, skills and values I learned from this special topic?
Assessment
What do I Enriching Activity No. 1: Visualizing the 21s Century Curriculum in the
need to Philippine Context.
do? 1. Present in visual (drawing, diagram, montage, collage) your mental
picture of the school or a classroom using the 21" century
curriculum.
2. Print this in a coupon bond, using the rules in making visual aids.
3. Submit your visual.
Enrichment Activity 2 - Building Teaching Resources from the Web.
1. Search the web and locate these teaching materials (lesson plans,
activities, projects, power point presentation, video clips, etc.)
which you can use when you teach.
2. Compile at least 3 different teaching resources.
3. Submit your output in a yellow paper.
Enhancement Activity 3: Self-assessment
Are you ready to embark on the 21st Century Curriculum as a Teacher?
(Answer honestly the items by marking a check mark on the column of
your choice)
Submit this with your answer.
Item
Not
Are you ready to do this with learners in your Ready
ready
classroom?
1. Use electronic gadgets such computers,
cellphones.
2. Locate necessary information from the
worldwide web.
3. Accommodate all kinds of learners in your
classroom
4. Communicate to diverse learners in at least
three languages. (LI, L2, L3, L4 (Identify the
languages)
5. Assess learning outcomes in both the
pencil-paper and authentic ways.
6. Integrate other concepts from other
subjects to your
7. Allow learners to communicate freely but
with respect.
8. Welcome the participation of parents in all
curricular activities
9. Conduct action research with the learners
and peers.
10. Bring the world to your classroom and
your classroom to the world
Where Alata, Elen Joy P. MAED, Ignacio, Eigen John T. MAED. 2019. Building
can I and Enhancing New Literacies Across the Curriculum. Manila. REX
get additional Bookstore.
Information
about
Bilbao, Purita P. Ed.D.2013 Special Topics Volume 4, Quezon City.
this?
Lorimar Publishing, Inc.
LESSON 2
A TEACHER FOR THE WORLD: ARE YOU IN?
1. The Global Teacher
TOPICS A. Globalization and Global Education
B. On Becoming a Global Teacher
What do I LEARNIG OUTCOMES
need to At the end of the module, the learner should be able to:
Identify the characteristics of a global teacher;
learn?
Discuss the effects of globalization in education; and
Explain the importance of a global teacher in the 21 st century teaching
and learning
What do I
need to INTRODUCTION:
know? In the era of globalization and internationalization, the teacher is
at the forefront of meeting the challenges of the 21st century
education. Innovations abound, millions of information are made
available in the worldwide web and new ways of learning have
emerged. The teacher is faced with educating the technology savvy
generation whose dependency on technology can be a blessing or a
curse. Some teachers have observed that the present generation 1s too
distracted with many things to the point that learning is sacrificed. On
the other hand, learners are complaining that their teachers are not
making them learn as they should. Who is the culprit in this cycle of
continuing learning gap? If you consider teaching as a system wherein
the adult (the teacher) 1S given the responsibility to guide and educate
the young (the learner), there is wisdom in refocusing the attention to
the teachers to trained them to capably lead the young. What should
the teachers possess to effectively carry out learning in this globalized
world? Are there new competencies that the teacher should possess to
be global educator? What does it take to be a teacher in a world of
globalization and internationalization? These questions will be dealt
with in this section.
Gandhi, the teacher, realized that for the boy to follow him, he
must stop eating sugar. This is an example of modeling. A teacher
should be a model of good behavior before he/she can demand the
same behavior from the students. If the teacher demands that his/her
students will be punctual, he/she should model punctuality by arriving
early in school. A teacher with desirable character should have CLASS:
Commitment, Love of learners, Accountability for high standards,
Sociability and Sincerity. An effective teacher should be committed to
his/her work willing to render extra service without counting the cost.
Her commitment to serve others and create a difference becomes her
passion. A global teacher should be accountable for high standards. The
global teacher aims for quality and excellence in carrying out the
teaching learning process. She does not settle for anything less. She and
listens to her students. The global teacher should be attends Classes
regularly sociable. Teaching primarily deals with people and to succeed
in the profession, the global teacher must have social skills. In this world
of diversity, the global teacher must know how to deal with people in all
walks of life. She/he should know how to persuade the students to do
what is expected of them. She/he should establish rapport with the
community people to get their support. An effective teacher must know
how to communicate, to say the right words at the right time, to make
students learn through clear and understandable language. Lastly, the
global teacher has Sincerity.
Sincerity can be measured in one's dealings with the learners and other
people in the community. A teacher with sincere intention of helping
the learners is always loved by the students.
The teacher with competence
Teachers’ competence can be measured through mastery of
content knowledge and pedagogical skills. A competent teacher should
have the professional artistry to induce learning among students.
Cognitive skills like critical thinking, creative thinking and problem
solving are required of the teacher in the 21st century. However,
effective teaching in the 21st century requires more than a basic
understanding of educational theory and classroom management.
Teachers must also collaborate with other educators to learn how to
implement new technology in the classroom, and how to prepare
students to enter a global economy. This is where ICT skills are very
important. The global teacher must have information and
communication technology literacy skills. She/he should be proficient I
finding and managing resources, using the internet, publishing in the
web, connecting with colleagues, students, peers and global
communities. The global teachers becomes a networked teacher who
has the skill in using social networking, blogs, wikis, digital photo sharing
and the like to promote and enhance learning.
What Activity 1
Insights Writing Activity 1 (1 whole yellow paper)
and
Learning What significant learnings have you gained from this lesson?
have I What concrete steps will you undertake to be a teacher for the
gained in world?
this topic?
Activity 2
What do Let's do the following activities:
I need
to do? 1. Get an object that would symbolize an effective teacher in the
21st century. Why you have chosen such object?
Assessment
1. Interview the following education stakeholders: parents,
students, principal, and barangay captain. Ask them about their
idea of a global teacher. Submit an article (to be published in the
school paper) on the global teacher based on the stakeholders'
responses. If possible, on-line interview can be done.
Where Alata, Elen Joy P. MAED, Ignacio, Eigen John T. MAED. 2019. Building
can I and Enhancing New Literacies Across the Curriculum. Manila. REX
get Bookstore.
additional
Dayabil, Filomena T., EdD 2012. Special Topics Volume 3. Quezon City.
Information Lorimar Publishing Inc.
about
this? OTHER PRINTED MATERIALS
Larson, Tomas (2001). The Race to the Top: The Real Story of
Globalization. Washington DC. Cato Institute.
Electronic Materials/Links
http://21stcenturyliteracy214.wordpress.com/test-2
http://www.globalteacher.org.uk/research.htm
http://www.globaleducation.edna.edu.au/globaled/go/pid/178
Journals
EDUCATIONAL IMPLICATIONS:
Activity 1
What do I
need to A globally competent citizen exhibits the characteristics listed below.
remember Explain as clearly as you can what, each characteristic mean to you.
? Submit your output.
Activity 2
Findings:
1. People are living twice as long as they did a century ago...and the
trend should continue upward at least through the middle of the
21st century.
2. Most people are 1iving longer, healthier, fuller lives. These longevity
gains are linked to lower infant mortality, better nutrition, improved
sanitation, immunizations, and other public health advances.
3. Literacy rates in developing countries have also risen' dramatically in
the 50 years. The world now has a far more educated population
with greater intellectual capacity than at any other time in history.
4. The proportion of the world's population living in poverty declined
from over 80 percent in 1820 to under 15 percent in 2000...even as
the World's population exploded from something over 1 billion to
more than 6 billion.
5. It is sometimes argued that free trade harms economic growth and
the poor by causing job losses but trade liberalization works by
encouraging a shift of labor and capital from import-competitive
sectors to more dynamic export industries where comparative
advantages lie.
6. Wealth is the ability to work less and consume more, The most
dramatic illustration of how greater prosperity 1s Spread through
globalization is by our purchasing power.
7. According to the World Bank, a higher share of income for the
middle class is associated with increased national income and
growth, improved health, better infrastructure, sounder economic
policies, less stability and civil war, and more social modernization
and democracy. There are numerous studies that suggest that
increasing wealth promotes gender quality, greater voter
participation, income equality, greater concern to the environment,
and more transparency in the business and political arenas, all of
the quality-of-life issues that concern globalization skeptics.
8. A yardstick like the United Nations Development Program's human
development index which looks at the income as well as the life
expectancy and education (including literacy and school enrollment)
with the higher numbers denoting greater development, provides a
clearer picture of global well-being.
9. The formidable impediments to continued, progress are;
protectionism, armed conflict, environmental stress and
demographic imbalances.
10. Globalization and its major engines-burgeoning human capital,
freer markets increasing cross-border interaction----have created a
new world order that has incited passionate debate pro and con.
Globalization is not a perfect process; it often cited as creating a
variety of human miseries such as sweatshop labor, civil war,
corruption as such ills over existed before 1980, But globalization
could foster more cross-border coordination in a variety of issues
such as drug trafficking, ethnic cleansing, illegal immigration,
famine, epidemic disease, environmental stress and terrorism
Activity 3
What Choose 1 topic from the list below. Research on the global issues
Insights you have chosen. If possible, conduct an on-line interview with well-
and informed people as one of your research methodologies. Write your
Learning 300-word reflections and insights about your findings.
have I 1. Terrorism and war
gained in 2. Very high salaries of CEO and executives
this topic? 3. Past disasters caused by typhoons Ondoy, Pedring, etc
4. Logging in the Compostela Valley
5. Filipino drug mules
6. Global warming, ecosystem destruction, ozone depletion
7. North Korean nuclear rocket launch
8. Philippines-China Scarborough Shoal issue
9. 31 Rare and endangered turtles smuggled out of PH
10. Demolition at the Silverio compound
11. RH bill
Assessment
What do Choose one activity from the list below that will develop your global
I need competence. Perform the activities as, suggested.
to do?
1. If possible, look for pen pals or e-pals from students in other
parts of the world Share audiotapes, videotapes, photographs,
classroom materials, and other artifacts that reflect your own
and each other's cultures. Join e-pals. Submit your outputs.
(http://www.epals.com/)
2. Read books about people’s lives in other communities and
travel/tourism. Write your reading experience.
3. Listen to the music of other countries and learn to sing the
songs. Write about your singing experience.
4. Learn a foreign language. Practice writing and reading. Write
your writing and reading experience.
Alata, Elen Joy P. MAED, Ignacio, Eigen John T. MAED. 2019. Building
Where and Enhancing New Literacies Across the Curriculum. Manila. REX
can I Bookstore.
get
additional Villareal, Naomi M. Ph.D. 2012. The Classroom as a Global Community.
Special Topics in Education. Volume 3. Quezon City. Lorimar Publishing,
Information
Inc.
about
this? Other printed Materials
K. Cushner, A. McCleland, P. Safford. Human diversity in education: an
integrative approach. 6th ed. New York: McGraw-Hill, 2009.
P. Marber. Globalization and Its Contents. In Annual Editions: Global
Issues. 2009/2010. Jackson, Robert, comp. pp 67-72.
Electronic Materials
http://www.speedofcreativity.org/2009/10/19/global-awareness-
community-service-and-classroom-project-ideas/
http://maic.jmu.edu/journal/6.1/features/colburn/colburnlesson.htm
http://thejournal.com/articles/2011/03/30/skype-community-comes-
to-the-classroom.aspx
http://www.peacècorpsconnect.org/resources/education/classroom-
materials/#stat
Journals
Walden Bello, "Globalization in Retreat" (Washington, DC: Foreign Policy
In Focus, December 27, 2006)
Kenneth Cushner Adding an international dimensions to the curriculum,
The Social Studies, 81(4), 166-170, 1990.
LESSON 4
TEACHING THOSE WHO DON’T TALK AND LOOK LIKE US
1. Teaching Multicultural Classrooms/ Multicultural Literacy
2. Four Levels of Multicultural Education
TOPICS 3. Multicultural Literacy
4. How are Multicultural
What do I LEARNING OUTCOMES
need to At the end of this module, the learner should be able to:
learn? Develop 21st skills and attitudes that are needed to become
active citizens who will work towards achieving social justice
within our communities.
Transform in substantial ways to be able to function
effecting in the 21st century.
Become advocates of multiculturalism, understanding
empathy and tolerance to develop deeper understanding of
others and appreciation of different cultures
Learn how to criticize and critically think about important
cultural issues.
What do I INTRODUCTION:
need to The challenges faced by a new teacher do not only consist of
“what” (content) and “how” (pedagogy) to each but also of the need to
know?
address the diversity of learners, the “who” of the teaching learning
process. The school through the teacher, is expected to be responsive to
honoring and celebrating the diversity all learners. Teachers need to
remember that the learner is the center of teaching learning process.
Thus, the need to tailor the learning experience to the nature of the
learners as a determinant of effective teaching.
As an individual, the learner is a complex combination
representing one or more of the multiple intelligence qualifying
individual difference which are readily defined by heredity. Moreover,
every learner in the classroom is a representative of varying cultural
orientation he/she comes from, making the teaching learning process
even more demanding and complicated.
A classroom is a community where learners represent varying
cultural orientations that teachers need to look into and address.
Multicultural Classroom is the term use to describe this phenomenon.
This material focuses on discussing this in the Philippine context
and looking into some lesson planning strategies a teacher may use in
the classroom setting.
DISCUSSION:
Cultivates a
School Environment
*a global
*international perspective on the world in
which the live.
It seeks to eliminate
*racial
*ethnic
*cultural, and
*gender stereotypes.
and to resolve or ameliorate
*problems associated with
*racism and
*prejudice.
Multicultural Literacy
Consists of the skill and ability to identify the creator of
knowledge and their interest(Banks 1996) to uncover the assumptions
of knowledge, to view knowledge from diverse ethnic and cultural
perspective, and to use knowledge to guided action that will create a
humane and just world(Boutte,2008)
Multicultural Literacy then, brings attention to diversity, equity
and social justice to foster cultural awareness by addressing difficult
issues like discrimination and oppression towards other ethnicities
(Boutte,2008). According to Boutte(2008) education for multicultural
literacy should help students to develop the 21 st century skills and
attributes that are needed to become active citizens who will work
towards achieving social justice within our communities. Because of the
growing racial, language and ethnic diversity in our country.
Multicultural Literacy needs to be transformed in substantial ways to
prepare students to function effectively in the 21st century(Boutte 2008)
By making small changes within the classrooms, it can create big
changes globally (Boutte 2008). As diversity grows, there is a need for
the emergence of multicultural education that is more representative of
the students in today’s classrooms. By teaching students to be
advocates for multiculturalism, we are also sending a message to
empathy and tolerance in schools as a need to develop deeper
understanding of others and appreciation of different cultures (Banks,
2003). With this being said in order for students to develop these
attitudes and skills, it requires basic knowledge and how to critique and
critically think about these important cultural issues, which is what
essentially makes Multicultural Literacy a 21 st Century Literacy(Banks,
2003)
Activity 2:
What do 1. Give a concise personal definition of Multicultural Education
using a graphic organizer (diagram, concept map....)
I need 2. Draw icons for each of the Levels of Multicultural Education by
to do? James Banks.
3. List at least three challenges or concerns discussed in the lesson
that mean a lot personally.
Assessment
Design a lesson for an education class with a theme "Unity in Cultural
Diversity". Take careful consideration of the parts of the lesson
presented in this topic. Submit you lesson plan.
Alata, Elen Joy P. MAED, Ignacio, Eigen John T. MAED. 2019. Building
Where and Enhancing New Literacies Across the Curriculum. Manila. REX
Bookstore.
can I
get Morales, Kathleen M. M.A, 2012, Teaching Those Who Talk and Look
additional like Us. Special Topics Volume 2, Quezon City. Lorimar Publishing, Inc.
Information
about Other Printed Materials
this? DomNwachukwu, Chinaka Samuel. (2010). An Introduction to
Multicultural Education: From 1Theory to Practice, Maryland: Rowman
&& Littlefield Publishers, Inc.
Electronic Materials
https://21stcenturyliteracy2014.wordpress.com/test-2/De Marquez, T.
(2002) Stories from a Multicultural Classroom. Retrieved April 5, 2012.
http://search.proquest.com/docview/216344420/136109049886CA719
D9/l?accountid-31223
LEARNING OUTCOMES
What do I At the end of this module, the learner should be able to:
need to define Global Literacy
learn? address issues of globalization, racism, diversity and social
justice
empower students with knowledge and take action to make
a positive impact in the world and their global community
What is Global Literacy?
What do I Global literacy aims to address issues of
need to globalization, racism, diversity and social justice
know? (Guo, 2014). It requires awareness and action,
consistent with a broad understanding of
humanity, the planet, and the impact of human
decision on both. Global Literacy also aims to
empower students with knowledge and take
action to make a positive impact in the world and their local
community(Guo,2014)
According to the Ontario Ministry of Education(2015) A global
citizen should display most or all of the following characteristics:
Respect for humans no matter their race, gender, religion
or political perspectives
Respect for diversity and various perspectives.
Promoting sustainable patterns of living, consumption,
and production.
Appreciate the natural world and demonstrate respectful
towards the rights of all living
What does
research Find/review a research on global literacy focusing on its findings.
say about
this?
What Activity 1
Insights My personal Learning in the topic.
and
Learnings
have I
gained in
these
topics?
Activity 2
What do Research on the following topics: (basic concepts only):
I need Peace Education
to do? The Four Pillars of Education
Inclusive Education
Human Rights Education
Gender Education
Select one topic and write a narrative about it.
Assessment
Write a narrative on the Benefit of the Global Perspective of
Multicultural Education
______________________________________________________
______________________________________________________
______________________________________________________
Alata, Elen Joy P. MAED, Ignacio, Eigen John T. MAED. 2019. Building
Where and Enhancing New Literacies Across the Curriculum. Manila. REX
can I Bookstore.
get Dayabil, Filomera T. EdD. 2012. Special Topics Volume 3. Quezon City.
additional Lorimar Publishing Inc.
Information
Other Printed Material
about
this? Larson, Tomas (2001). The Race to the TOP: The Real Story of
Globalization. Washington DC. Cato Institute
Electronic Materials
http://www.globaleducation.edma.edu.au/globaled/go/pid/178
http://21stcenturyliteracy214.wordpress.com/test-2