EDU011 MODULE 20-21

VI. Media Literacy

THE GLOBAL AND GLOCAL TEACHER Teachers and students are expected to be knowledgeable and skilled in the area of
THE CHANGING GLOBAL LANDSCAPE FOR THE 21ST CENTURY communications particularly the media. Teachers and students must learn how to
TEACHERS discern news and information based on the form and content as to how these
information are transmitted via various forms of media.
THE 21ST CENTURY LITERACY
- 21st centrury literacy is more than just readig and writing. It is knowing HOW TO VII. Globalization and Multicultural Literacy
LEARN AND KNOW. You and your students need to develop a culture of respect for cultural diversity.
There is value in having a perspective as a global citizen whose local actions can have
You can be called literate person if you know the 3Rs - read, ‘riting, rithmetic. an impact on the wider global arena.you also have to understand how world events
Info - everywhere may also affect you and your community at the local level.
Metacognition by John Flavell- thinking about thinking, learning how to learn =
reflection

Students need to know how concepts work to define and categorize knowledge, and
how concepts can be organized into conceptual frameworks that interconnect facts
into larger fields of knowledge (barber, 2012)

Psychologists call this holistic understanding “metacognition,” which means

“thinking-about-thinking” and “thinking-about-doing.” Such higher order thinking
enables us to better understand ourselves ( both our strengths and limitations), which
then enables us to know better and perform better (Dunn, Saville, Baker, & Marek,
2013). students need to be able to do, not just know (Wenger, 1999)
- YOU NEED TO KNOW HOW TO REFLECT
AUTHENTIC ASSESSMENT= REAL WORLD ASSESSMENT
Performance task is always is the hhighest percentage
DepEd expects to do not to know

21st CENTURY SKILLS

Category 1. Learning skills (The Four c’s)
 Critical thinking - finding solutions to problems
 Creativity- thinking outside the box
 Collaboration- working with others
 Communication- taling to others

Category 2. Literacy Skills (IMT)

 Information- understanding facts, figures, statistics, and data
 Media- understanding the methods and outlets in which information is
published
 Technology- understanding the machines that make the information age
possible

Category 3. Life Skills (FLIPS)

 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- maintaning efficiency in age of distractions
 Social skills- meeting and networking with others for mutual benefit
21st Century Literacies by UNESCO
I. The arts and creativity
This literacy can be manifested in creative ways of problem-solving and expressed
through the production of various art works. Teachers and students need to be more
adept in the arts and manifested creativity in various activities.

II. Ecoliteracy
This entails acquiring knowledge about climate change, pollution, loss of naturak
habitats and biodiversity as well as the impacts of environmental problems on human
lives. Moreover, solutions on how these environmental problems could be addressed
must also be practiced. Teachers and students need to develop awareness of the
environment.

III. Cyberliteracy/Digital Literacy (information and ICT Knowledge)

This competency is based on the reality that societies and workplaces have now
become more information driven. Workplaces of 21st century rely heavily on
electronic (digital) forms of data storage and management as well as in the area of
communications. Teachers and students need to develop familiarity and skills in the
use of computers, the internet and other information technologies.

IV. Financial Literacy

Teachers and students are expected to be knowledgeable about the basics of
economics and financial management. This way, you as a teacher, can extend the skill
into livelihood activities, entrepreneurship, and wise handling of personal finances.

V. Social/ Emotional Literacies

You and your students need to acquire social skills that are attuned to the norms of
your current society. Emotional intelligence must be also be developed to be able to
effectively manage the stresses of a fast-paced 21st century society.
 THE CHANGING EDUCATIONAL
LANDSCAPE IN THE 21ST CENTURY
New Types of Learners
 Have different sets of values,
languages, and pop - cultures, and
different ways of thinking, reacting,
responding, and getting motivated.
 Are techno-savvy ---> DIGITAL NATIVE
– digital immigrant - adult people (born
before the boom of technology/before
technology has been ubicates in this
world.
 Get attention of the learners (1st step)
 Come from diverse backgrounds
(cultures, religious affiliation, socio-
economic status) Since our learners
came from diverse background.
VARIETY – our strategy should be
varied, differentiated, should not be
monotonous of the similar activity all
throughout the academic year.
 Have new traits of independence,
creativity, open-mindedness and
entripising minds.
 of available information and communication
The New Learning Environment
 It is characterized by the following:
- learner-centered (the classroom actively
engaged the learner)
- new spaces and borderless (open
universities – school where learners are
expected to learn most of the time in online
environment; they will only meet if they will
pass requirements/graduation)
For example: Open university of UP Los
Banos cater students around the world that
open doors opportunities to learners wherein
they can learn in the comfort of their home
without travelling.
- enhanced opportunity for creativity and
innovations, and
- use of ICT (Ex:TV, projector)
*More to come later in the 8 characteristics
The New Process of Learning and How
These will be Facilitated
 Traditional Face-to-face Learning
 Distance Learning (there is a physical
distance between the teacher and the
learner) modular learning, online
learning, broadcasting learning,
television
 Blended Learning (a mixture of F2F +
any modality of learning or any type of
learning) For example: Synchronous
modality + asynchronous gmeet/zoom
 Experiential and Lifelong Learning
hands-on-minds-on and hearts-on
Pestalozzi - head, heart, and mind
8 CRITICAL ATTRIBUTES OF 21ST
CENTURY CLASSROOM (UNESCO)
1. INTEGRATED AND
INTERDISCIPLINARY
Knowledge is no longer distinctly divided
into clear-cut learning chunks or separate
subjects. Education in the 21st century is
characterized by linkages among various
subject areas in an integrated manner. The
new approach promotes the utilization of
learning from various disciplines. This critical
attribute implies that teachers need to
review the school curriculum and identify
strategies or ways on how different subjects
can be effectively linked to or ways on how
different subjects can be effectively linked to
enhance the learning experiences of
students.
- integrating one subjects to another (filipino-
science, math-music)
2. Technologies and Multimedia
Education in the 21st century makes full use
technology, or ICT (e.g. computers and the
internet) as well as multimedia (e.g. using
audio- and video- based instruction) to
improve teaching and learning activities. The
ability to find, evaluate, utilize and create
information using technologies and
multimedia, or digital technology in general,
is referred to as digital literacy. As a teacher,
some of your day-to-day activities - writing
reports, creating multimedia presentations,
and communicating or exchanging
information with your colleagues and
students online- require different levels of
digital literacy.
3.Global Classroom
Education in the 21st century aims to
produce global citizens by exposing
students to the concerns of the region and
other countries. They are encouraged to
react and respond to issues as part of their
roles as global citizens. This critical attribute
implies that teachers need to include current
global issues/concerns, such as peace and
respect for cultural diversity, climate change,
and global warming, in classroom
discussions.
4. Creating/ Adapting to Constant
Personal and Social
Change, and Lifelong Learning Education in
the 21st century subscribes to the belief that
learning does not only happen inside the
school and during one’s schooling years.
Learning can take place anywhere, anytime,
regardless of one’s age. This means that
teachers should facilitate students’
acquisition of KSAVs that go beyond
academics. Learning should take place not
only for the purpose of passing exams, but
also for transferring knowledge to real life
situations. The curriculum should be
planned in such a way that the students will
continue to learn even outside the school’s
portals.
5. Student-Centered 1. Learning to Know (developing
Education in the 21st century is focused on your mind. Cognitive domain)
students as learners. It is tailor-fit to address  About the head, reasoning,
the individual learning needs of each problem solving, memory skills
student. Differentiate instruction s common  acquisition and development of
in 21st century classrooms, where diverse knowledge and skills that are needed to
student factors are taken into account when function in the world.
planning and delivering instruction. You, as  Examples of skills under this pillar of
a teacher, can structure learning learning include literacy, numeracy
environments that address the variety of and critical thinking.
learning styles, interest, needs, and abilities  Implies learning to know how to learn
found in your classroom. by developing one’s concentration,
memory skills and ability to think.
6. 21st Century Skills  Includes development of faculties of
Education in the 21st century promotes the memory, imagination, reasoning,
skills needed to be productive members of problem-solving, and ability to think in a
today’s society. It is not enough for students coherent and critical way.
to learn the basic skills of reading, writing,
and numeracy, but should develop in What is the role of teachers?
themselves skills that would help them cope  To become facilitator, catalyst,
with life and work in 21st century monitor and evaluator (teacher are
communities. These skills include, among not source of information, they are
others, critical and creative thinking skills, just facilitator of learning. Students
problem solving and decision making, and build their own knowledge)
ICT literacy and skills. As a teacher, you are  Develop students curiosity – open
expected to possess these 21st century skills door for learning
before you can help your students develop
these skills. 2. Learning to Live Together
(Social Skills/Interpersonal
7. Project-Based and Research- Skills/Communication Skills)
Driven  Development of social skills and
Among the critical attributes of 21st century values such as respect and
education is the emphasis on data, concern for others, social and
information, and evidence-based decision inter-personal skills, and an
making. It relies heavily on student-driven appreciation of the diversity
activities to encourage active learning. This among people
implies that teachers of the 21st century  These skills would enable
need to be knowledgeable about research to individuals and societies to live in
guide their students’ learning through self- peace and harmony.
directed activities, such as learning projects  Dynamic, holistic, and lifelong
within and outside their classrooms. process to solve problems and work
Investigatory projects showcased in many towards a just and free, peaceful
science fairs across Southeast Asia and in and democratic society.
the world are examples of research-based  Major issue nowadays because of
activities of students. violence left and right.
 AFFECTIVE DOMAIN
8. Relevant, Rigorous and Real-
world
What is the role of teacher?
Education in the 21st century is meaningful
 Develop in pupils the value of
because it is rooted in real life day-to-day
interdependence
activities of learners. It can be applied to the
realities of the present and includes what  Provides safe and accepting
students need to develop to enable them to learning environment
become productive members of the 21st  Develop life and career skills of
century. flexibility and adaptability
(Becoming adaptable of diffrende of
one another)
4 PILLARS OF EDUCATION (lifelong)  Help students develop self-
- Lifelong learning will lead you to awareness and self-esteem.
farther way in the 21st century
lanscape
A desire to learn continuously through one’s
lifetime is a mark of a 21st century learner.
The International Commission on Education
for the Twenty-First Century to UNESCO,
headed by Jacques Delors, identified
learning throughout life as a key to meet the
challenges of the 21st century. The
Commission’s 1996 report, Learning: The
Treasure Within, highlighted the need for
individuals to “learn how to learn” to cope
with the rapid changes and challenges of the
present and the future.
3. Learning to Do
 Involves the acquisition of skills that
would enable individuals to effectively
participate in the global economy
and society.
 These skills are often linked to
occupational success, such as
vocational and technical skills,
apprenticeships, and leadership and
management competencies.
 Competencies and Skills
 Implies the application of what learners
have learned or known into practice.
 Preparation for the world of work
 Development pf competence, life skills,
personal qualities, aptitudes, and
attitudes
 Psychomotor Domain
4. LEARNING TO BE
 Involves activities that promote holistic
personal development (body, mind
and spirit) for an all -around ‘complete
person’. These include cultivating
oneself analytical and social skills,
creativity, personal discovery and an
appreciation of the inherent value
provided by these pursuits. An example
under this pillar is a teacher who
participates in training workshops that
will enhance his/her knowledge and
skills in the teaching learning process.
 Contained in the report of Edgar Faure
in 1972 “Learning to Be: The World of
Education Today and Tomorrow”
published by UNESCO
 Complete fulfilment of man, in all the
richness of his personality, the
complexity of his forms of expression
various commitments.
 Anchored on humanistic philosophy of
education which aims for the overall
development of human person as an
individual and as a member of society
 According to Faure, man is “unfinished”,
“divided” and “incomplete”, and
EDUCATION will lead towards the
development of a COMPLETE MAN
Let students have a CONSCIENTIZATION-
process of becoming aware of the
contradictions existing within oneself and in
society and of gradually being able to bring
about personal social transformation
1. Learning to Do
 Involves the acquisition of skills that would enable
individuals to effectively participate in the global
economy and society.
 These skills are often linked to occupational
success, such as vocational and technical skills,
apprenticeships, and leadership and management
competencies.
 Competencies and Skills
 Implies the application of what learners have learned
or known into practice.
 Preparation for the world of work
 Development pf competence, life skills, personal
qualities, aptitudes, and attitudes
 Psychomotor Domain
2. LEARNING TO BE
 Involves activities that promote holistic personal
development (body, mind and spirit) for an all -
around ‘complete person’. These include cultivating
oneself analytical and social skills, creativity, personal
discovery and an appreciation of the inherent value
provided by these pursuits. An example under this
pillar is a teacher who participates in training
workshops that will enhance his/her knowledge and
skills in the teaching learning process.
 Contained in the report of Edgar Faure in 1972
“Learning to Be: The World of Education Today and
Tomorrow” published by UNESCO
 Complete fulfilment of man, in all the richness of his
personality, the complexity of his forms of expression
various commitments.
 Anchored on humanistic philosophy of education
which aims for the overall development of human
person as an individual and as a member of society
 According to Faure, man is “unfinished”, “divided” and
“incomplete”, and EDUCATION will lead towards the
development of a COMPLETE MAN
 Let students have a CONSCIENTIZATION- process
of becoming aware of the contradictions existing
within oneself and in society and of gradually being
able to bring about personal social transformation.