Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

ASSCAT Vision, Mission & Quality Policy

Vision
ASSCAT as the premier agro-industrial Higher Education Institution in Caraga Region capable of producing morally upright,
competent and globally competitive human resource capable to effectively undertake and implement sustainable development.

Mission
ASSCAT shall primarily provide higher professional, technical and special instructions for special purposes and to promote
research and extension services, advanced studies and progressive leadership in agriculture, education, forestry, fishery, engineering, arts
and sciences and other relevant fields.

Quality Policy
Agusan del Sur State College of Agriculture and Technology’s vision to be a premier agro-industrial Higher Education Institution
in Caraga Region is fostered by the following principles:

• sustaining quality education experience and community engagement;

• encouraging optimum resource management;
• developing an environment that is conducive for intellectual and personal growth; and
• generating relevant knowledge through innovative thinking.
• To continually improve our Quality Management System, we commit to comply with all applicable requirements and provide service
excellence in our four-fold functions.

Introduction to the Course Learning Packet

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

Welcome to the Course Learning Packet for EED 4- Teaching Mathematics in Primary Gardes.
This toolkit is intended to facilitate the instructional teaching and learning delivery of the said course using flexible modality. The Course
Learning Packet (CLP) serves as a springboard to learn the content in focus. This course is information-intensive, and many books with a title
Teaching Mathematics in Primary Grades or any content books related to elementary mathematics which contains the foundational knowledge of
the course. We also encourage everyone to explore other relevant resources available in various means. Likewise, it will assist students to
achieve the Course Intended Learning Outcomes (CILOs) within the term, even with very limited technological capabilities and minimum
supervision.
The learning activities incorporated in this CLP are designed to engage students in asynchronous and synchronous learning tasks. This
CLP follows four (4) phases for its instructional design. Critical understanding of each phase will help in making sense of the given activities
under each phase. With the principle of flexibility in mind, the stated activities in phase are suggestive in nature.
Four (4) phases:
1. Activation of Prior Knowledge
2. Presentation and development of Concepts
3. Application of the generalized concepts
4. Assessment

Aside from the instructional design, other components are also included like Key Points to Ponder and Additional Readings.
This CLP may be accessed through flash drives or printed materials.

Flexible Learning Course Syllabus

Course Code PCK 8
Course Name Building and Enhancing Literacy Skills Across the Curriculum
Course Description This course introduces the concepts of new literacies in the 21 st century as an evolving special phenomenon and
shared cultural practices across learning areas. The 21st century literacies shall include globalization and multi-

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

cultural literacy; social literacy; media literacy; financial literacy; cyber/digital literacy; eco-literacy; and arts and
creative literacy. Field-based interdisciplinary explorations and other teaching strategies shall be used in this
course.
Contact Hours/Week 3 hours/week
Program Outcomes 1. Apply the rootedness of education in philosophical, socio-cultural. Historical, psychological and political
contexts (PPST 1)
2. Demonstrate mastery of subject matter/discipline (PPST 1)
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to
specific learners and their environments (PPST 3)
4. Apply skills in the development and utilization of ICT to promote quality, relevant and sustainable
educational practices (PPST 4)
5. Demonstrate variety of thinking skills in planning, monitoring, assessing and reporting learning processes
and outcomes (PPST 5)
6. Practice professional and ethical teaching standards sensitive to local, national and global realities (PPST
7)
Pursue lifelong learning for personal and professional growth through varied experiential and field-based
opportunities (PPST 7)

SPECIFIC FLEXIBLE TEACHING-

INTENDED LEARNING ACTIVITIES (FTLAs) RESOURCES
FTLA
LEARNING VALUES ALLOCATION
WEEK TOPICS Online Modular Online Modular ASSESSMENT
OUTCOMES INTEGRATION TIME
(Synchronous/ (Digitized& (Synchronous/ (Digitized or TASKS (ATs)
(SILOs)
Asynchronous) Printed IMs) Asynchronous) Printed IMs)
1 Orientation a. discuss the -Orientation of -Orientation of the -Laptop/ -Hard/ -Friendliness 3 hours
a. College Vision, importance of FTLA, course FTLA guidelines cellphones/ Softcopy of
Mission, Goals, College VMGO requirement and desktop Syllabus -Sense of belongingness
Quality Policy b. explain the grading system -Reading of the

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

b. Program presented course through course syllabus and -wifi -Students -Unity
Objectives objectives messenger, e- other requirements Handbook
c. Course c. discuss mail and either e- of the course and -Softcopy of -Awareness and
Syllabus syllabus and learning platform grading system Syllabus -CLP and other acceptance of each
d. CLP CLP (edmodo) through printed printed materials other
e. Class Policies d. disseminate materials -Students
*Deadline of course rules and Handbook -Softcopy of PPT/ -Obeying rules and
Submission policies documents regulations
*Mode of
Submission
-Online
-HAP
-Hand
carry/Personal
Submission
f. Grading System
g. Learning
Contract Signing
2 I. The 21st At the end of the Synchronous: Digitized: -Laptop/ -Module and other -Questioning -Building Self- 3 hours
Century unit, the students cellphones/ printed materials confidence
Education shall be able to: Interactive Phone/conference desktop -Evaluation tool
lecture via call on 21st Century -Softcopy of PPT/ making -Enhance Critical
a. Define 21 st
zoom/google Education -wifi documents Thinking
Century meet/video call
Education through -softcopy of PPT/ -Hardwork and
messenger/facebo Documents Perseverance
b. Describe the ok on the
21st century overview of 21st
teacher and Century
innovative tools Education Non-digitized:
for learning
Asynchronous: Independent
c. Examine the learning using
critical attributes E-copy of printed lecture
reading notes and
of 21st century
materials/pdfs/vi activities/modules
education on the overview of
deos on the topic
will be provided multigrade
d. Explain how
through links education
21st century
indicated in the
education
google
concepts can be
classroom/Edmo
integrated in the do/messenger.
classroom

e. Draw relevant
life lessons and
significant

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

values from the

experience in
practicing 21st
century
education

f. Analyze
research abstract
on 21st century
education and its
implication on
teaching-
learning process

3 II. 21ST Century At the end of the Synchronous: Digitized: -Laptop/ -module and other -Oral Questioning -Building Self- 3 hours
Skill Categories unit, the students cellphones/ printed materials confidence
shall be able to: Interactive Phone/conference desktop -Curriculum
lecture via call on the topic -softcopy of PPT/ Designing -Hardwork and
a. Identify the zoom/google 21ST century skill -wifi documents Perseverance
categories of 21st meet/video call categories
century skills through -softcopy of PPT/ -Creativity
messenger/facebo Non-digitized: Documents
b. Apply the 21st ok on 21ST
Century skills in Century skill Independent
preparing, categories learning using
planning and printed lecture
delivering a Asynchronous: notes and
lesson activities/modules
E-copy of on the topic 21ST
c. Cite ways on century skill
reading
how to enhance categories
the 21st century materials/pdfs/vi
skills of learners deos on the topic
will be provided
d. Explain how through links
21st Century indicated in the
skills can be
google
integrated in the
teaching- classroom/Edmo
learning process do/messenger.

e. Cite
implications of
21st Century
skills to
educators and to
pre-service
teacher

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

preparation

f. Draw relevant
life lessons and
significant
values from the
personal
experience in
attaining 21st
century skills

g. Analyze
research abstract
on 21st Century
skills and its
implications on
the teaching-
learning process.

h. Craft a
curriculum plan
matrix imbued
with 21st Century
learning
outcomes.
4 III. New a. Discuss new Synchronous: Digitized: -Laptop/ -module and other -Oral Questioning -Teamwork/ 3 hours
Literacies, literacies and cellphones/ printed materials Cooperation
Functional their impact Interactive Phone/conference desktop -Project Plan
Literacy and lecture via call on the topic -softcopy of PPT/ Making -Building Self-
on teaching-
Multiliteracy zoom/google new literacies, -wifi documents confidence
learning- functional literacy
meet/video call
process and multiliteracy -softcopy of PPT/ -Hardwork and
through
b. Describe a messenger/facebo Documents Perseverance
multiliterate ok on new
teacher literacies, -Creativity
c. Define functional
literacy and Non-digitized:
functional
Literacy multiliteracy
Independent
d. Cite how learning using
Asynchronous:
functional printed lecture
literacy and E-copy of notes and
new literacies reading activities/modules
can be on the topic new
materials/pdfs/vi
literacies,
integrated in deos on the topic functional literacy
the will be provided and multiliteracy
curriculum through links
and practiced indicated in the

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

in the google
classroom classroom/Edmo
e. Draw relevant do/messenger.
life lessons
and
significant
values from
personal
application of
functional
literacy
f. Analyze
research
abstract on
new literacies
and their
implications
on teaching
and learning
process
g. Make a
project plan
or action plan
that presents
functional
literacy in
action

5 IV. Integrating a. Discuss the Synchronous: Digitized: Laptop/ -module and other -Oral Questioning -Building Self- 3 hours
New Literacies in concept of cellphones/ printed materials confidence
the Curriculum integrated Interactive Phone/conference desktop -Thematic Lesson
curriculum lecture via call on integrating -softcopy of PPT/ Planning -Hardwork and
zoom/google new literacies in the -wifi documents Perseverance
b. Distinguish meet/video call curriculum
the different through -softcopy of PPT/ -Creativity
curriculum messenger/facebo Documents
integration ok on integrating
approaches, new literacies in
methods and the curriculum
Non-digitized:
types
Asynchronous:
Independent
c. Identify learning using
lessons or course

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

disciplines that E-copy of printed lecture

may be reading notes and
appropriate for materials/pdfs/vi activities/modules
curriculum on integrating new
deos on the topic
integration literacies in the
will be provided curriculum
through links
d. Draw relevant
indicated in the
life lessons and
significant google
values from classroom/Edmo
curriculum do/messenger.
integration
experiences in
class

e. Analyze
research abstract
on curriculum
integration and
its implications
on teaching-
learning process

f. Make a lesson
plan with
thematic
integration
across related
disciplines
6 V. Multicultural a. Discuss global Synchronous: Digitized: -Laptop/ -Printed Test -Oral Questioning -Integrity 3 hours
and Global and multicultural cellphones/ Questionnaire (TQ)
Literacy literacy Interactive Phone/conference desktop -Policy Making -Honesty
lecture via call on
b. Illustrate the zoom/google multicultural and -wifi
Global meet/video call global literacy
Competence through
Framework messenger/facebo
ok on
c. Explain the multicultural and
dimensions of global literacy
multiculturalism Non-digitized:

d. Elucidate the Asynchronous: Independent

assessment learning using
strategy for E-copy of printed lecture
global reading notes and
competence and activities/modules
materials/pdfs/vi

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

global deos on the topic on multicultural

understanding will be provided and global literacy
through links
e. Present
indicated in the
effective ways
on how to google
integrate global classroom/Edmo
multiculturalism do/messenger.
in the lesson
using
appropriate
delivery
strategies,
assessment tools
and instructional
materials

f. Draw relevant
life lessons and
significant
values from
personal
experience in
demonstrating
multicultural
literacy

e. Analyze
research abstract
on global and
multicultural
literacy and its
implications on
teaching-
learning process

g. Draft relevant
policy in
addressing
multiculturalism
in school
7 VI. Social a. Define social Synchronous: Digitized: -Laptop/ -module and other -Oral Questioning -Building Self- 3 hours
Literacy literacy cellphones/ printed materials confidence
Interactive Phone/conference desktop -Instructional
b. Discuss social lecture via call on social -softcopy of PPT/ Material Designing -Hardwork and
skills, their zoom/google literacy -wifi documents Perseverance
impact and meet/video call
strategies for through -softcopy of PPT/

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

improvement messenger/facebo Documents

ok on social
c. Describe an literacy Non-digitized:
emotionally
intelligent Asynchronous: Independent
person learning using
E-copy of printed lecture
d. Present ways reading notes and
for enhancing materials/pdfs/vi activities/modules
people skills on social literacy
deos on the topic
will be provided
e. Identify ways
through links
on how to
indicated in the
integrate social
literacy in the google
lesson classroom/Edmo
do/messenger.
f. Draw relevant
life lessons and
significant
values from
personal
experience on
practicing social
literacy

g. Analyze
research abstract
on social literacy
and its
implications on
teaching-learninf
process.

h. Design an
instructional
material that can
be used in
integrating social
literacy in a
related discipline
8 VII. Media a. Define media Synchronous: Digitized: -Laptop/ -module and other -Oral Questioning -Creativity 3 hours
Literacy literacy cellphones/ printed materials
Interactive Phone/conference desktop -Research Survey -Building Self-
b. Cite the lecture via call on media -softcopy of PPT/ and Reporting confidence
important roles zoom/google literacy -wifi documents
of media literacy meet/video call -Hardwork and

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

through -softcopy of PPT/ Perseverance

c. Explain Media messenger/facebo Documents
Information ok on media
Literacy (MIL) literacy Non-digitized:
along various
aspects and Asynchronous: Independent
dimensions learning using
E-copy of printed lecture
d. Examine the reading notes and
advantages and materials/pdfs/vi activities/modules
disadvantages of on media literacy
deos on the topic
media
will be provided
e. Demonstrate through links
how MIL can be indicated in the
integrated in the google
curriculum classroom/Edmo
do/messenger.
f. Draw relevant
life lessons and
significant
values in
generating,
utilizing and
creating media
tools

g. Analyze
research abstract
on media
literacy and its
implications on
teaching-
learning process

h. Conduct a
research survey
on media
literacy
integration and
draw findings
and
recommendation
s
9-10 VIII. Financial a. define Synchronous: Digitized: -Laptop/ -module and other -Oral Questioning -Creativity 6 hours
Literacy financial literacy cellphones/ printed materials
Interactive Phone/conference desktop -Personal Financial -Building Self-
b. Distinguish lecture via call on financial -softcopy of PPT/ Plan Making confidence

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

among financial zoom/google literacy -wifi documents

plan, budgeting, meet/video call -Hardwork and
saving, spending through -softcopy of PPT/ Perseverance
and investing messenger/facebo Documents
ok on financial
c. Present ways literacy Non-digitized:
on how to avoid
financial crisis Asynchronous: Independent
and scams learning using
E-copy of printed lecture
d. Demonstrate reading notes and
understanding of materials/pdfs/vi activities/modules
on financial literacy
insurance an deos on the topic
taxes will be provided
through links
e. Describe a indicated in the
financially stable google
person
classroom/Edmo
f. Determine do/messenger.
ways on how to
integrate
financial literacy
in the curriculum

g. Draw relevant
life lessons and
significant
values from
personal
experiences on
financial crisis
and scams

h. Analyze
research abstract
on financial
literacy and its
implications on
the teaching-
learning process

i. Make a
personal
financial plan
based on short-
term and long-

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

term goals
11-12 IX. Digital/Cyber a. Define Synchronous: Digitized: -Laptop/ -module and other -Oral Questioning -Teamwork/ 6 hours
Literacy digital/cyber cellphones/ printed materials Cooperation
literacy and Interactive Phone/conference desktop -Production of
cyber security lecture via call on assessment -softcopy of PPT/ Digital Tool -Building Self-
zoom/google strategies on -wifi documents confidence
b. Elaborate on meet/video call digital/cyber
cyber citizenship through literacy and cyber -softcopy of PPT/ -Hardwork and
messenger/facebo security Documents Perseverance
c. Determine ok on
netiquette and digital/cyber
safety use of literacy and cyber
digital media security Non-digitized:

d. Identify Asynchronous: Independent

learning using
common
E-copy of printed lecture
computer threats
reading notes and
and the activities/modules
corresponding materials/pdfs/vi
on digital/cyber
fixing solutions deos on the topic literacy and cyber
will be provided security
e. Elucidate through links
cyberbullying indicated in the
and cybercrimes google
f. Examine classroom/Edmo
Internet do/messenger.
exploration,
source citation,
research and
data gathering
protocols and
website
evaluation

g. Cite how
digital/cyber
literacy may be
integrated in the
classroom
towards student
learning

h. Draw relevant
life lessons and
significant

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

values from
personal
experiences on
digital risks and
consequences

i. Analyze
research abstract
on digital/cyber
literacy and its
implications on
teaching-
learning process

j. Produce and
evaluate a digital
tool that may be
utilized in the
classroom

13 X. Ecoliteracy a. Explain Synchronous: Digitized: Laptop/ Laptop/ -Oral Questioning -Teamwork/ 3 hours
ecoliteracy in cellphones/ cellphones/ desktop Cooperation
developing a Interactive Phone/conference desktop wifi -Environmental
sustainable lecture via call on assessment wifi softcopy of PPT/ Action Plan -Building Self-
environment zoom/google strategies on softcopy of PPT/ Documents Making confidence
meet/video call ecoliteracy Documents
b. Discuss the through -Hardwork and
seven messenger/facebo Soft/ Perseverance
environmental ok on ecoliteracy Hardcopy
of Learning
principles of
Asynchronous: Activity Sheets/
nature
Non-digitized: Modules
c. Describe a E-copy of
reading Independent
green alcohol learning using
materials/pdfs/vi
printed lecture
d. Articulate deos on the topic notes and
how ecoliteracy will be provided activities/modules
can be integrated through links on ecoliteracy
in the indicated in the
curriculum, google
practiced in the
classroom/Edmo
school and
do/messenger.
demonstrated in
the classroom

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

e. Draw relevant
life lessons and
significant
values from a
personal
experience on
iniating or
participating in
an
environmental
activity

f. Analyze
research abstract
on ecoliteracy
and its
implications on
teaching-
learning process

g. Make a
community
service action
plan on
environmental
care and
protection
14 XI. Arts and a. Define arts Synchronous: Digitized: Laptop/ Laptop/ -Oral Questioning -Teamwork/ 3 hours
Creative Literacy and creative cellphones/ cellphones/ desktop Cooperation
literacy Interactive Phone/conference desktop wifi -Art Work
lecture via call on assessment wifi softcopy of PPT/ Creation and -Building Self-
b. Identify the zoom/google strategies on arts softcopy of PPT/ Documents Exhibit confidence
seven habits of meet/video call and creative Documents
highly creative through literacy -Hardwork and
people messenger/facebo Soft/ Perseverance
ok on arts and Hardcopy
c. Explain eye- creative literacy of Learning
hand Activity Sheets/
coordination Modules
Asynchronous: Non-digitized:
with examples
associated Independent
disorders, E-copy of
reading learning using
inteventions and printed lecture
developments materials/pdfs/vi
notes and
deos on the topic activities/modules
d. Compare and will be provided on arts and creative

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

contrast visual through links literacy

and verbal indicated in the
creativity google
classroom/Edmo
e. Discuss
do/messenger.
aesthetics and
three approaches
from a
philosophical
perspective

g. Cite ways on
how to integrate
arts and creative
literacy in the
curriculum

h. Draw relevant
life lessons and
significant
values from a
personal
experience in
creating an
artwork or
presenting a
performance
critiqued by
others

i. Analyze
research abstract
on social literacy
and its
implications to
teaching-
learning process

j.Create an
artwork and
evaluate it using
self-made
assessment
rubric.

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

15-16 XI. Culminating a. Present an Synchronous: Digitized: Laptop/ Laptop/ -Performance -Teamwork/ 6 hours
Activity activity or cellphones/ cellphones/ desktop Presentation Cooperation
performance that Presentation of Recorded desktop wifi
depicts any of activity/ presentation of wifi softcopy of PPT/ -General Course -Building Self-
the new performance that activity/ softcopy of PPT/ Documents Evaluation confidence
literacies depicts any of the performance that Documents
new literacies via depicts any of the -General Course -Hardwork and
b. Narrate zoom/google new literacies Soft/ Learning Perseverance
experiences meet/video call Hardcopy Reflection
through of Learning
gained from the
messenger/facebo Activity Sheets/ -Performance
presentation in
ok. Modules Assessment Using
the culminating Non-digitized: Rubric
activity
Asynchronous: Recorded -Performance
c. Explain the presentation of Documentation
role of these activity/ Using Portfolio
Recorded
literacies in the performance that
presentation of
teaching- depicts any of the
learning process activity/perform
new literacies
ance that
d. Demonstrate depicts any of
integration of the new
these literacies literacies
in the curriculum through google
classroom/Edmo
e. Cite
do/messenger.
significant
learning
reflections from
the course

g. Assess the
activity or
presentation
using an
intended tool

h. Create an e-
portfolio of the
activity
documents and
output evidence
17 Midterm Assess students’ -Laptop/ -Printed Test Online Class; 3 hours
Examination performance cellphones/ Questionnaire -Answer midterm
through midterm desktop (TQ) exam through
examination google form
-wifi

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

Modular Class;
- Answer midterm
exam through
digitized and
printed TQ

18 Final Assess students’ -Laptop/ -Printed Test Online Class; -Integrity 3 hours
Examination performance cellphones/ Questionnaire (TQ) -Answer final exam
through final desktop through google -Honesty
examination form
-wifi
Modular Class;
- Answer final
exam through
digitized and
printed TQ

VIII. COURSE REFERENCES

1. De Leon, E. (2020). Building and Enhancing New Literacies Across the Curriculum. Lorimar Publishing Inc., 2020
2. Adawiah, R. (2013). Ecological literacy among secondary school students. Retrieved from
https://www.researchgate.net/publication/263011210_Ecological_Literacy_among_Secondary_School_Students, July 17, 2019
3. Ajayi, L. (2011). A multiliteracies pedagogy: Exploring semiotic possibilities of a Disney video in a third-grade diverse classroom. The Urban
view, 43(3),396-413
4. Alismail, H.A. (2016). Multicultural Education: Teachers’ perceptions and preparation. Journal of Education and Practice. Vol.7, No.11,
2016. Retrived from https://files.eric.ed.gov/fulltext/EJ1099450.pdf, July 17, 2019.
5. Arthur, J., Davison, J. & Stow, W. (2000). Social literacy, citizenship education and the national curriculum. London: Routledge Falmer.
6. Abao, E., et.al. (2019). Building and enhancing new literacies across the curriculum.
7.Lucido, P. (2012). Teaching New Literacy in a Digital Environment. Vol 1. Q.C. Lorimar Publishing, Inc.
8. UNESCO (2013). Media Information Literacy: Policy, and Strategy Guidelines. United Nations Educational, Scientific and Cultural
Organization
9. Ball, A., Joyce, H. and Anderson-Butcher, D. (2016). Exploring 21st Century skills and learning environments for middle school youth.
International Journal of School Social Work: Vol 1: Issue 1. Retrieved from https://doi.org/10.4148/2161-4148.1012
10. Alismail, H. & McGuire, P. (2015). 21ST century standards and curriculum: Current research and practice. Journal of Education and
Practice. www.iiste.org.Vol. 6, No. 6, 2015. Retrieved from https://files.eric.ed.gov/fulltext/EJ1083656.pdf,July 17, 2019.

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

11. Borsheim, C., Merritt, K., & Reed, D. (2008). Beyond technology for technology’s sake: Advancing multiliteracies in the twenty-first
century. Clearning House: A Journal of Educational Strategies, Issues and Ideas, 82(2), 87-90.
12. http://iflex.innotech.org/GURO21/module1/l1_25.html.
13. https://lindsayannlearning.com/student-led-discussion-strategies/
14. https://www.aeseducation.com/careercenter21/what-are-21st-century-skill

IX. GRADING SYSTEM

Criterion Reference Semestral Grade:

Students Output (non- laboratory courses) 60%
Middle Term - 40%
Quizzes/Performance Task - 40% Final Term - 60%
Requirements/Project - 20% 100%

Term Exam 40%

100%

Major Requirements:
1. Complete answered activities in CLP/module

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

Prepared by: Checked and Reviewed by:

HAZEL FAITH N. CAYOGYOG EGAN C. TRABADO, MAEd

Course Instructor Program Chairperson, BEEd

DONNA FAYE T. LABADAN ELSIE R. TUSOY

Course Instructor Program Chairperson, BSEd

Recommending Approval:

MARY GRACE O. REYES, Ph.D SHIELA G. REYES, Ph.D

Administrator, Trento Campus Director, Quality Assurance Management

Approved by:

BELEN S. DELA PEÑA, Ph.D

SUC Vice President III, Academic Affair

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

Unit I 21st Century Education

Course Intended Learning Demonstrate content knowledge and pedagogy of the concepts of 21st Century Education, new literacies, functional literacy, multi-
Outcomes literacy perspectives and the 21st century skills.
Essential Questions - What are the critical attributes of 21st century education?
- What are some of innovative tools for learning as 21st century teacher?
- How can you integrate 21st century education in the curriculum?
Overview This lesson is designed to provide an analysis of the 21st century education, critical attributes of 21st century education, innovative
tools for learning and integration of 21st century education in the curriculum. With the information presented in the lesson, students
will be able to analyze a research abstract on 21st century education, map concepts of 21st century education, reflect on the personal
experience/observation on 21st century teaching and learning, and come-up with an evaluation instrument for 21st century teaching-
learning.
Learning Targets At the end of this lesson, students should be able to:
- Prepare an evaluation instrument intended for 21st century teaching-learning

Amidst emerging technologies in the 21 st Century era, a digitized world, teachers are continuously confronted with challenges and complexities in addressing the needs of
today’s learners named millennials, Generation Z, digital natives, etc. Considering the very purpose of dynamic education, which is to produce self-directed and empowered
learners for life survival today (life skill) while preparing for their career in the future (career directedness) in metacognitive context, teachers have to be fundamentally
equipped with new literacies and 21st century skills.

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.
ACTIVATION OF PRIOR
KNOWLEDGE 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, global levels by participating in real-life and real-world service learning projects.

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

Learning Task: Learning Task: Research Analysis and Its Implication on Teaching-Learning Process

Analyze the research abstract and cite its implication to teaching-learning process. This will be part of your output in
PRESENTATION AND our asynchronous discussion.
DEVELOPMENT OF CONCEPTS In this task, you will be guided with the following questions:

Analysis: How do you assess students’ 21st Century life and career skills and their learning environments?
- Implication: How may the results of this study be utilized in enhancing the 21st Century life and career skills
of students and their learning environments?

21ST Century Education Contexts

21st Century Education Schools Schools in the 21st century focus on a project-based curriculum for life that would

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engage students in addressing real-world problems and humanity concerns and

issues.
The 21st Century Curriculum The twenty-first century curriculum has critical attributes that are interdisciplinary,
project-based and research-driven.
The 21st Century Learning Environment 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.
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: Learning Skills, Literacy Skills and Life Skills.
The 21st Century Learning Implications 21st Century Skills are viewed relevant to all academic’s areas and the skills may be
taught in a wide variety of both in-campus and community settings.
A Paradigm Shift for 21st Century Education
The paradigm shifts 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 varied to address multiple literacy development in diverse context. Teachers run to become facilitators rather
than lecturers and dispensers of information.
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 Integrated and
Global
teacher needs to develop essential skills and values in order to cope with these interdisciplinary
Classroom
changes and address students’ need.
Student -Centeredness Technologies and
Multimedia

Project-Based & 21st Century Skills

Research-Driven
Creating/Adapting to Constant Personal
Relevant, Rigorous, and Change, and lifelong learning
real-world

Access the following curated contents to be able to actively participate in our synchronous and asynchronous discussions:

https://doi.org/10.4148/2161-4148.1012 This entails the full research paper entitled “Exploring 21st Century skills and learning environments for
Ball, A., Joyce, H. and Anderson-Butcher, D. (2016). middle school youth” which you will be analyzing based from the task above.
Exploring 21st Century skills and learning environments
for middle school youth. International Journal of School

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Social Work: Vol 1: Issue 1.

http://thoughtfullearning.com/resources/what- This article discusses about the 21st century skills as a set of abilities that students need to
are-21st-century-skills develop in order to succeed in the information age.
http://www.21stCenturySchools.com/ This article discusses about the paradigm shift from 21st century schools.

Learning Task: In understanding the concepts of 21st century education and examining the critical attributes of
APPLICATION OF THE 21st century teacher, you can begin writing your personal experience or observation on 21st Century teaching and
learning being practiced in the classroom or in the school.
GENERALIZED CONCEPTS

Learning Reflection Log through Concept Mapping

Write 21st Century Education concepts on each ray of the sun.

21st Century
Education

ASSESSMENT Learning Task: Prepare an evaluation tool to measure technology integration in the classroom or the school. Use
the provided template sample below.

Technology Integration Evaluation Tool

Direction: ______________________________________________________________________________________________

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Scale: (with interpretations)

4: ________________________________ 2: _________________________
3: ________________________________ 1: _________________________
Classroom/School Technology Integration Evaluation SCALE
Standards/Indicators 4 3 2 1
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Unit II 21st Century Skill Categories

Course Intended Learning Demonstrate content knowledge and pedagogy of the concepts of the 21st Century Education, new literacies, functional literacy and
Outcomes multiliteracy perspectives and apply teaching strategies that develop critical and creative thinking and/ or higher order thinking
skills.
Essential Questions - What are the 21st century skill categories?
- How can you apply 21st century skill in teaching- learning process?
Overview 21 century skills are 12 abilities that today’s students need to succeed in their careers during the Information Age. These skills are
st

intended to help students keep up with the lighting- pace of today’s modern markets. Each skill is unique in how it helps students,
but they all have one quality in common. In this lesson, we’ll look at what’s included in 21 st century skills, how they help students,
and why they’re so important.

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Learning Targets At the end of this lesson, students should be able to:
- Complete evaluation tool.
In the year 1999, cellphones are clunky, Napster has been launched, the Matrix was just released and the euro is created. Fast forward to now- phones and tablets are sleek
and ever- changing, streaming services have changed how we consumed entertainment, and an increasingly global economy has transformed how we do everything from
grocery shopping to vacations. In the face of such rapid change, educators are promoting 21 st Century Skills to prepare students for an unknown future and jobs that have yet
to be created.
According to Bernie Trilling and Charles Fadel, author of 21st Century Skills: Learning for Life in Out Times, 21st century skills reflect the idea that “the world has
changed so fundamentally in the last few decades that the roles of learning and education in day-to day living have also changed forever”. In addition, the Organization for
Economic Cooperation and Development (OECD), notes that 21 st century skills transform students into “versatilities that is, students who can “apply depth of skill to a
progressively widening scope of situations and experiences, gaining new competencies, building relationships and assuming new roles”.
Each 21st Century skill is broken into one of three categories:
 Learning Skills
 Literacy Skills
ACTIVATION OF PRIOR  Life Skills
Learning Skills (the four C’s) teaches students about the mental processes required to adapt and improve upon a
KNOWLEDGE modern work environment.

Literacy Skills (IMT) focuses on how students can discern facts, publishing outlets and the technology behind them.
There’s a strong focus on determining trustworthy sources and factual information to separate it from the
misinformation that floods the internet.

Life Skills (FLIPS) take a look at intangible elements of a student’s everyday life. These intangibles focus on both
personal and professional qualities.

Altogether, these categories cover all 12 21st Century skills that contribute to a student’s future career.

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

Learning Task: Learning Task: 21st Century Teaching and Learning

PRESENTATION AND
Look at the picture below. Select 5 words you think relevant and important nowadays and provide an essay explaining
DEVELOPMENT OF CONCEPTS why.

In this task, you will be guided with the following questions:

Analysis: How do can you apply students’ 21st Century skills in this time of pandemic?

21ST CENTURY SKILL CATEGORIES

CATEGORY 1. Learning Skills (The Four C’s)
This skill is also called learning skills. More educator knows about these skills because they’re
universal needs for any career. They also vary in terms of importance, depending on an individual’s
career aspirations.

Critical Thinking: Finding solutions to problems

Creativity: Thinking outside the box

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Collaboration: Working with others

Communication: Talking to others

Critical thinking is the most important quality for someone to have and it is essential to
improvement. It’s the mechanism that weeds out problems and replaces them with fruitful
endeavors. It’s what helps students figure stuff out from themselves when they don’t have a teacher
at their disposal.

Creativity is equally important as a means of adaptation. This skill empowers students to see
concepts in a different light, which leads to innovation. In any field, innovation is key to the
adaptability and overall success of a company. Learning creativity as a skill requires someone to
understand that “the way things have always been done” may have been best 10 years ago- but
someday, that has to change.

Collaboration may be the most difficult concept in the four C’s. The key element of collaboration
is willingness. All participants have to be willing to sacrifice parts of their own ideas and adopt
other to get results for the company. The means understanding the idea of a “greater good’, which in
this case tend to be company- wide success.

Communication is the glue that brings all of these educational qualities together. It’s crucial for
students to learn how to effectively convey ideas among different personality types. That has the
potential to eliminate confusion in a workplace, which makes your students valuable parts o9f their
teams, department, and companies. Without understanding proper communication, students in the
21st Century will lack a pivotal skill to progress their careers.

CATEGORY 2: LITERACY SKILLS (IMT)

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They’re sometimes called IMT skills, and they’re each concerned with a different element in digital
comprehension.

The three 21st Century Literacy Skills are:

Information Literacy: Understanding facts, figures, statistics, and data.
Media Literacy: Understanding the methods and outlets in which information is published.
Technology Literacy: Understanding the machines that make the Information Age possible.

Information literacy is the foundational skill. It helps students understand facts, especially data
points, that they’ll encounter online. More importantly, it teacher them how to spate fact from
fiction. In an age of chronic misinformation, finding truth online has become a job all on its own.
It’s crucial that students can identify honesty on their own. Otherwise, they can fall prey to myths,
misconceptions and outright lies.

Media literacy is the practice of identifying publishing methods, outlets and sources while
distinguishing between the ones that are credible and the ones that aren’t. This is how students find
trustworthy sources of information in their lives. Without it, anything that looks credible becomes
credible. But with it, they can learn which media outlets or formats to ignore. They also learn which
ones to ember\ace, which is equally important.

Technology literacy goes another step further to teach students about the machines involved in the
Information Age. Technology literacy gives students the basic information they need to understand
why need to understand what gadgets performs, how and why. This understanding removes the
intimidating feeling that technology tends to have. After all, if you don’t understand how
technology works, it might as well be magic. But technology literacy unmasks the high- powered
tools that run today’s world. As a result, students can adapt to the world more effectively. They can
play an important role in its evolution. They might even guide its future.

CATEGORY 3: LIFE SKILLS (FLIPS)

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Life skills is the final category. Also called FLIPS, these skills pertain to someone’s personal life,
but they also bleed into professional settings.

The Five 21st Century life skills are:

Flexibility: Deviating from plans as needed

Leadership: Motivating a team to accomplish a goal
Initiative: Starting projects, strategies and plans on one’s own
Productivity: Maintaining efficiency in an age of distractions
Social Skills: Meeting and networking with others for mutual benefit

Flexibility is the expression of someone’s ability to adapt to changing circumstances. This is one of
the most challenging qualities to learn from students because it’s based on two uncomfortable ideas:
1. Your way isn’t always the best way.
2. You have to know and admit when you’re wrong.
That’s the struggle for a lot of students, especially in an age when you can know any bit of
information at the drop of a hat. Flexibility requires them to show humility and accept that they’ll
always have a lot to learn- even when they’re experienced.

Flexibility is crucial to a student’s long- term success in a career. Knowing when to change, how to
change, and how to react to change is a skill that’ll pay dividends for someone’s entire life. It also
plays a big role in the next skill in this category.

Leadership is someone’s penchant for setting goals, walking a team through the steps required, and
achieving those goals collaboratively.

Initiative only comes naturally to a handful of people. As a result, students need to learn it to fully
succeed. This is one of the hardest skills to learn and practice. Initiative often means working on
projects outside of regular working hours. The rewards for students with extreme initiative vary
from person to person. Sometimes they’re good grades. Other time they’re new business ventures.
Sometimes, it’s spending an extra 30 minutes at their jobs wrapping something up before the
weekend. Regardless, initiative is an attribute that earns rewards. It’s especially indicative of
someone’s character in terms of work ethic and professional progress. That goes double when
initiative is practiced with qualities like flexibility and leadership.

Productivity is the ability to complete work in an appropriate amount of time. By understanding

productivity strategies at every level, students discover the ways in which they work best while
gaining an appreciation for how others work as well that equips them with the practical means to
carry out the ideas they determine through flexibility, leadership, and initiative.
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APPLICATION OF THE Learning Task: In understanding the concepts of 21st century skills, complete template 2.
GENERALIZED CONCEPTS

THREE THINGS
3 THINGS I LEARNED 3 THINGS I ALREADY HAVE

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3 THINGS I NEED TO APPLY 3 THINGS I REALIZED

ASSESSMENT Learning Task: Read the following questions below and choose the letter of the correct answer. Write it in UPPER
CASE letter before the number.

1. Which component is the most important in 21st Century Learning?

A. Learning and Innovation Skills
B. All are important as they are interconnected.
C. Information, Media and Technology Skills.
D. Life and Career Skills.

2. The ability to reason effectively, use systems thinking, make judgements and decisions and solve problem is identified as which of the following?
A. Collaboration
B. Critical Thinking
C. Communication
D. Creativity

3. Which of the following id the ability to articulate thoughts and ideas effectively using oral, written and non- verbal skills and to listen effectively to
decipher meaning, including knowledge, values, attitudes and intentions?

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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

A. Collaboration
B. Critical Thinking
C. Communication
D. Creativity

4. To work effectively and respectfully with divers teams, exercise flexibility and willingness to be helpful in making necessary compromises to
accomplish a common goal, and assume shared responsibility for group work and value the individual contributions made by each team member is
demonstrated by which of the skills?
A. Creativity
B. Critical thinking
C. Communication
D. Collaboration

5. Which is NOT true about the assessment of 21st century skills?

A. Emphasizes useful feedback of student performance.
B. Support balance of assessments, including high- quality standardized tests.
C. Enables development of portfolios of student work that demonstrate mastery of 21 st century skills.
D. Emphasizes the importance of all studying to be done through collaboration or webchats.

6. ICT literacy refers to which if the following?

A. Information, Communications and Technology
B. Information, Collaborations and Thinking
C. Internet Communication and Twitter
D. Internet Communication and Technology

7. What does “innovation” mean?

A. To develop new ideas.
B. To use old ideas in a new way.
C. To study newly bright stars.

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D. To remain at the status quo.

8. How do rote and critical thinking differ?

A. They are the same.
B. Rote thinking is the usual kinds of thinking human do daily and critical thinking means to judge other’s ideas.
C. Rote thinking requires memorizing, while critical thinking requires difficult processing like evaluating, synthesizing, and working toward
solutions.
D. Rote thinking is considered as higher thinking than critical thinking.

9. What does it mean to collaborate?

A. To “collar” someone into believing what you believe.
B. To work together in a teaming situation.
C. To argue.
D. To grow a tree.

10. Why is communication a 21st century skill?

A. People need to be able to clearly express their ideas, while listening to others carefully.
B. People are communication less and less.
C. Cable TV is a growing source of entertainment.
D. People care about what they heard.

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