TTL 1- Lesson 4a

Prepared by: Albert C. Santos, Ph.D.

A. 21st Century Literacy Skills
• The twelve 21st Century skills
• 
• Critical thinking
• Creativity
• Collaboration
• Communication
• Information literacy
• Media literacy
• Technology literacy
• Flexibility
• Leadership
• Initiative
• Productivity
• Social skills
• The Three 21st Century Skill Categories
• Each 21st Century skill is broken into one of three categories:
• Learning skills
• Literacy skills
• Life skills
• Learning skills (the four C’s) teaches students about the mental
processes required to adapt and improve upon a 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.
• 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 a foundational skill. It helps students
understand facts, especially data points, that they’ll encounter
online. More importantly, it teaches them how to separate fact from
fiction.
• 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. 
• Just like the previous skill, media literacy is helpful for finding truth in
a world that’s saturated with information.
• 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 embrace, which is equally important.
• 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. 
• Just like the previous skill, media literacy is helpful for finding truth in
a world that’s saturated with information.
• 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 embrace, which is equally important.
• Last, 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 what gadgets perform what tasks and why. This
understanding removes the intimidating feeling that technology tends
to have.
• After all, if you don’t understand how the 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.
B. Instructional Design Models
• Gagne’s Nine Events
• Bloom’s Revised Taxonomy
• ADDIE
• Merril’s Principles of Instruction
Gagne’s Nine Events
Below is a concise review of Gagne’s Nine Events of
Instruction along with practical examples that teachers can use
to complete each within their lessons:
• Gain attention: Get the students primed and focused, so they’re
ready to learn the topic at hand.
• Use attention-grabbing “ice breaker-type” leading questions or challenges
• Throw out a bit of interesting trivia about a controversial current event
• Ask their opinions and comments about an entertaining topic
• Bring out eye-catching visuals and audio stimuli
• Inform learners of objectives: Tell students what they’ll learn during
the lesson to get them in the proper state of mind and so they can
anticipate what they’ll need to do afterward.
• Deliver this information via slides, a written syllabus, or other formats
• Include complete details about assignments, readings, activities, etc.
• Stimulate recall of prior learning: Prime students for learning new
material by refreshing their memories of prior-learned content.
• Conduct summaries of past lessons
• Explain how you’ll scaffold upon the foundation of prior lessons
• Connect the material from the past to the current lesson and bridge the gap
• Utilize discussion forums if teaching online.
• Present the content: Once the environment is ready and students are
receptive and primed, it’s time to teach the applicable lesson.
• Ensure you did your homework and devised a carefully planned out lesson
• Keep things flexible enough to allow for discussions
• Incorporate a variety of content delivery methods to keep students engaged,
such as audiovisual content, readings, group projects, and other creative
ideas
• Demonstrate through physical methods when applicable and appropriate
• Allow for hands-on practice when feasible
• Leverage the power of technology and the Internet whenever lessons can be
tailored around it (see also: How to use wikis and blogs)
• Provide “learning guidance”: Explain clearly to students what is
expected for them to understand and any instructions needed to
achieve successful outcomes.
• Don’t make students guess what they’re supposed to be learning or doing
• Offer examples of what is acceptable versus what is not
• Make relevant facts and guidance clear, not ambiguous
• Use graphs, timelines, stories, rubrics, role-playing, mnemonic memory tricks,
and anything else that helps students comprehend and store pertinent
information
• Elicit performance (practice): Instruct students to practice or
demonstrate their newfound knowledge so it can be assessed.
• Be sure all steps above have been completed and that students are aware
they’ll be assessed and given feedback
• Create a stress-free environment where students can focus on showing their
understanding of what was taught
• Have students practice in groups, when possible
• Offer a range of practice opportunities, including lab work and other hands-
on activities
• Use scaffolding techniques to ensure practice builds upon previous work and
sets the stage for future work
• Provide feedback: Offer immediate feedback on student tasks that is
personalized, constructive, and positive.
• Remember the different types of feedback and use the correct type for every
circumstance:
• Confirmatory — telling a student if they’re complying with guidance or not
• Evaluative — appraising student work quality but without giving details
• Remedial — guiding students to find the correct answer without telling it to them
• Descriptive or analytic feedback — boosting student performance by giving extra
assistance
• Peer-evaluation and self-evaluation — having students help each other and themselves
• Use formative feedback for brief assignments, and summative for fuller
assessments
• Incorporate technology tools including software that can expedite actions and
increase efficiency
• Assess performance: Conduct a comprehensive assessment to determine how
well students met their learning objectives so learning gaps can be addressed.
• Use a mix of assessment tools, including but not limited to standard tests, pre- and post-
lesson quizzes, essays, activities, and hands-on assignments
• Be transparent, objective, and fair in all assessments
• Grade work against pre-established criteria and evaluation rubrics
• Remember that one assessment isn’t a gauge of ability; take into consideration the unique
aspects of the applicable learner as well as any obstacles to learning they may face
• Enhance retention and transfer: Teachers should do everything possible to help
students retain the information they worked so hard to learn and give them
chances to personalize their learned experience to apply it to their own life or job.
• Ask students to write an essay describing how the lesson impacted them and what they
might do with the new information
• Assemble students into discussion groups and provide prompts for them to talk about
• If the lesson is conducive to a hands-on activity related to practical, customized use of the
information given, have students complete such activities either in class or as homework
• Revised Bloom’s taxonomy emphasizes students’ learning outcomes
through the use of refined terms.
• The revised taxonomy is a refreshed take on Bloom’s Taxonomy from
1956, which examined cognitive skills and learning behavior.
• Changes to terminology, structure and emphasis are a part of the
revised approach.
• Nouns such as evaluation or synthesis are now replaced with verbs
such as creating or evaluating, respectively. With structure, “creating”
now becomes the highest level—the area meant for generating ideas
or constructing a new point of view.
• Emphasis has also changed, whereby the taxonomy is aimed at wider
audiences and attempts to be more universal beyond grade school.
ADDIE
• The concept of Instructional Design can be traced back to as early as
the 1950s. But it wasn’t until 1975 that ADDIE was designed. Originally
developed for the U.S. Army by the Centre for Educational Technology
at Florida State University, ADDIE was later implemented across all
branches of the U.S. Armed Forces.
• The ADDIE model was based on an earlier ID model, the Five Step
Approach, which had been developed by the U.S. Air Force. The ADDIE
model retained this five-step feature, and included many sub-stages
within each of the five broad phases. Due to the hierarchical structure
of the steps, one had to complete the process in a linear fashion,
completing one phase before starting the next.
• Analysis
• The Analysis phase can be considered as the “Goal-Setting Stage.” The
focus of the designer in this phase is on the target audience. It is also
here that the program matches the level of skill and intelligence that
each student/participant shows. This is to ensure that what they
already know won’t be duplicated, and that the focus will instead be
on topics and lessons that students have yet to explore and learn. In
this phase, instructors distinguish between what the students already
know and what they should know after completing the course.
• Design
• This stage determines all goals, tools to be used to gauge performance,
various tests, subject matter analysis, planning and resources. In the design
phase, the focus is on learning objectives, content, subject matter analysis,
exercise, lesson planning, assessment instruments used and media
selection.
• The approach in this phase should be systematic with a logical, orderly
process of identification, development and evaluation of planned strategies
which target the attainment of the project’s goals. It should follow a very
specific set of rules, and each element of the instructional design plan must
be executed with attention to detail. Being a stickler for the details is crucial
to the success of the design stage. This systematic approach makes sure
that everything falls within a rational and planned strategy, or set of
strategies, that has the ultimate goal of reaching the project’s targets. 
• Development
• The Development stage starts the production and testing of the
methodology being used in the project. In this stage, designers make
use of the data collected from the two previous stages, and use this
information to create a program that will relay what needs to be
taught to participants. If the two previous stages required planning
and brainstorming, the Development stage is all about putting it into
action. This phase includes three tasks, namely drafting, production
and evaluation.
• Implementation
• The implementation stage reflects the continuous modification of the
program to make sure maximum efficiency and positive results are
obtained. Here is where IDs strive to redesign, update, and edit the
course in order to ensure that it can be delivered effectively.
“Procedure” is the key word here. Much of the real work is done here
as IDs and students work hand in hand to train on new tools, so that
the design can be continuously evaluated for further improvement.
No project should run its course in isolation, and in the absence of
proper evaluation from the IDs. Since this stage gains much feedback
both from IDs and participants alike, much can be learned and
addressed.
• Evaluation
• The last stage of the ADDIE method is Evaluation. This is the stage in
which the project is being subjected to meticulous final testing
regarding the what, how, why, when of the things that were
accomplished (or not accomplished) of the entire project. This phase
can be broken down into two parts: Formative and Summative. The
initial evaluation actually happens during the development stage. The
Formative phase happens while students and IDs are conducting the
study, while the Summative portion occurs at the end of the program.
The main goal of the evaluation stage is to determine if the goals have
been met, and to establish what will be required moving forward in
order to further the efficiency and success rate of the project.
Merril’s Principles of Instruction
• David Merrill (a respected educational researcher and teacher)
studied various instructional design theories and models to identify a
number of principles common to each.
• From Merrill’s research, he established five instructional design
principles that can be applied when designing any program or practice
to achieve effective and efficient instruction.
• In a nutshell, Merrill’s principles highlight that learning is promoted
when:
• Learners are engaged in solving real-world
• Existing knowledge is activated as a foundation for new knowledge.
• New knowledge is demonstrated to the learner.
• New knowledge is applied by the learner.
• New knowledge is integrated into the learner’s world.
• Problem-centred: Learning is promoted when learners are engaged in
solving real-world problems.
• Activation: Learning is promoted when existing knowledge is activated
as a foundation for new knowledge.
• Demonstration (Show me): Learning is promoted when new
knowledge is demonstrated to the learner.
• Application (Let me): Learning is promoted when new knowledge is
applied by the learner.
• Integration: Learning is promoted when new knowledge is integrated
into the learner’s world.
• The term Technology-enhanced learning (TEL) is used to describe the
application of technology to teaching and learning.
• It is a broad category that isn’t particularly defined, but, in short, TEL
is any technology that enhances the learning experience.
• The term can be used to describe both analogue and digital
technologies, but more recently, we see that digital TEL is taking over
education in the form of different types of educational software.
• TEL is transforming and enhancing education and educational
institutions beyond recognition.
• Technology-Enhanced Learning (TEL) is important for many reasons. It
is not only important because it is the standard of education that is
expected today, but it can also improve education. This section
explores TEL’s importance in more detail.
• A Lesson Plan Exemplar is an exceptional example of a
teacher’s “roadmap” for a lesson.
• It contains a detailed description of the steps a teacher will
take to teach a particular topic. It contains the following
parts: Objectives, Content, Learning Resources, Procedures,
Remarks and Reflection.
• Inquiry based learning (IBL) is a learner-centered
approach that promotes critical thinking,
analysis, and problem solving skills in learners.
• IBL helps students be responsible and take
ownership of their learning in an engaging way.
• Selecting Educational Technologies: A Checklist
• The SECTIONS model, developed by Tony Bates (2015), provides a
framework for determining the appropriateness of teaching
technologies. This might include identifying and determining
pedagogical characteristics of text, audio, video, computing, and social
media. SECTIONS stands for:
• Students
• Ease of use
• Costs
• Teaching functions (including the affordances of different media)
• Interaction
• Organizational issues
• Networking
• Security and privacy
• Here are some quick ways to incorporate technology into a classroom
setting!
• Teach students how to properly use the Internet
• Utilize handheld devices
• Implement computer science classes
• Use Multimedia for creative presentations
• Target small group learning via online programs
• Incorporate online resources into games/activities
• Use social media to engage students
• Allow for group collaboration with Google Docs
• Customize learning platforms for students using
• Collect and record student data to personalize learning