Professional Documents
Culture Documents
Educ 6 Module 1
Educ 6 Module 1
Educ 6 Module 1
C O L L E G E O F EDUCATION
Don B. Benedicto Road,
Gun-ob, Lapu-Lapu City, Cebu 6015
First Quarter
Weeks 1-5
Prepared by:
To aid in your learning of those lessons aforementioned, this module contains lessons within a
chapter. Each lesson must be accomplished weekly and is further divided into parts, as follows:
1. Learning Compass
This portion orients you with the learning outcomes for the learning unit.
2. Let’s Begin!
After the identification of learning outcomes and overview for every lesson, you will
be given a task that leads you to the key concepts to be discussed in that unit.
3. Let’s Learn
This serves as the discussion of the concepts of each lesson.
4. Take Note!
This provides the summary of the important concepts of the lesson.
5. How Far Have We Gone?
To check whether the given learning outcomes are met, you are given another
task to assess the extent of understanding.
6. Walk the Extra Mile!
Every unit is ended with suggested activities for the enrichment of learning and
further application of what has been learned.
This module also includes a Chapter Reflection at the end of every chapter to jot down your
thoughts by answering self-introspective questions. Rubrics are also found in this module’s
Appendices for your reference in making your outputs. Just follow the notes below each exercise and
activity for guidance. Lastly, a Course Feedback is provided at the end of this module for you to
share your evaluative feedback of this module. This part will be our basis for improvement for future
revision.
INTRODUCTION OF KEY
CONCEPTS
“Literacy is no longer the one who does know how to read and write, but someone who knows how
to learn, unlearn and relearn!”
Learning Compass
At the end of the unit, the pre-service teacher can:
compare the basic concepts of traditional and 21st century literacies and
skills
explain the features and critical attributes of the 21st century literacies
Let’s Begin!
…are you ready to share your knowledge? Here we go…
Let’s use this chart as a brainstorming tool to reflect upon the changes that have taken
place during your lifetime.
1. Traditional Literacy (Conventional Literacy) - is the ability to read the written word to gain
understanding and meaning.
The word “literacy” stems from the word “literate”, which first appeared in the 15th century
and is in turn derived from the Latin word “litteratus”, meaning “(a person) marked with
letters” – that is, “distinguished or identified by letters” – and it carried with it the idea that
such a person was cultured and educated. Since the subjects of the time (e.g., grammar,
logic, arithmetic, geometry, etc.) all had written texts (which were composed of letters) that
had to be studied, the ability to read and write was therefore of prime importance, leading
to the strong association of being “literate” with the ability to read and write.
2. Functional Literacy (Practical Literacy) – is the ability to read (i.e., decode and comprehend)
written materials needed to perform everyday vocational tasks. This is the equivalent of
reading the text “Ang bata ay nagbabasa.” And being able to understand that basa here refers
to reading and not being wet.
Clearly, reading or writing words and numbers is not enough to assess literacy. People need to
be able to understand and use those words and numbers for practical purposes, such as deliberating
ideas and solving problems. This broader definition of literacy is called functional literacy.
3. Early literacy/emergent literacy – learning literacy actually begins at a very early age, long
before official lessons in school. This term is used to describe the knowledge the child has of
reading and writing before reaching the age where these skills are taught
4. Basic literacy and skills – is the ability to correspond visual shapes to spoken sounds in order
to decode written materials and translate them into oral language. Simply put, it is the ability
to recognize letters and words. This would be a kin to recognizing that the sequence of
letters “b-a-s-a” forms the word basa in Filipino, even without understanding what it means.
To better illustrate this, consider two people from different countries for example, the
Philippines and South Korea. Let us say they meet in college and become good friends, so
that the Korean comes to be treated like a member of the Filipino’s family. After some time,
the Korean returns to her own country, but something has changed, she notices as aspect of
her culture that she finds herself wishing to be more Filipino. She knows very well that she
cannot change Korean culture as a whole, so she decides to just change herself. She does
not change everything of course – just a little thing here and there; she is still obviously
Korean, but she just does a few things differently from those who have never been to the
Philippines.
Now suppose a little more time passes and the Korean is very happy with the changes
she made to her life that makes it just a little more Filipino. Let us say some of her
colleagues notice how she does some things differently and they become curious, so she tells
them about her experiences in the Philippines and how that in some ways, she wishes to
do things the way the Filipinos do. Her colleagues decide to give it a try, and they find that
they like this different way of doing things, too.
Now let us say that when we look at the person from the Philippines, something similar
has taken place: the Filipino, while still being Filipino through and through, has made a few
changes in her life as a result of her experience of Korean culture through her friend during
their years in college. Some of her friends have also noticed it and have made similar little
changes in their own lives.
Because our exposure to the concept of globalization has largely been through an
economic lens, it is tempting to limit globalization as something that concerns economist
and businessmen. But globalization and its effects go beyond import or export and Foreign
Direct Investment (FDI). Notice that in our illustration, the friends of the two people in
question were affected by their interaction, even if they themselves had never been to Korea
or had not met a Filipino. Now scale this up to the point where it is not just two people
from two different nations interacting, but millions of people, from nearly two hundred
different countries, where we are no longer integrating just languages or mannerisms
or food recipes, but everything from styles of clothing, forms of entertainment,
education, technology, manufacturing, ways of doing business, ideas, and whole
worldviews. This is globalization as we know today.
As cultures begin to mix and change as a result of globalization, conflicts inevitably arise
over identity, values and worldviews. This situation consequently needs for a literacy that
enables us to quickly and easily identify and resolve such conflicts, preferably before they
even begin. This has come to be understood as Multicultural literacy.
Taylor and Hoechsmen (2011) shared that multicultural literacy is defined through the
idea of an inclusive and diverse education system where students of all cultural backgrounds
are provided with the respect and recognition they deserve in the classroom. It is through
this literacy that we must foster certain pedagogies concerning both social justice and
social difference in the classroom.
Boutte (2008) discussed how by fostering both critical thinking and culturally sensitive
pedagogies to bring explicit attention to society-related cultural issues, in hope to positively
impact diverse learners in the classroom through giving recognition to the barriers they may
face through educational institutions.
O’Byrne and Smith (2015) stated how through the use of multicultural literacy, culturally
marginalized students feel more respected and comfortable in the classroom as they
genuinely feel their needs are being met and their voices are being heard.
Banks and Stark (2003) stated that although literacy is essential that all students acquire
the basic literacy and computational skills, this is not enough. Students should also acquire
the skills, attitudes and commitments to be reflective, moral and active citizens in a troubled
global world.
We define multicultural literacy as the knowledge and skills necessary to ensure that any
communication with a culture different from our own is clear, productive, and respectful such
that their differences are celebrated and neither culture is demeaned or treated as inferior.
It is important to realize that under this definition, a “different culture” is not just limited
to “someone from another country” but could also include someone whose gender, economic
background, religious beliefs, sexual orientation, or even sense of fashion is different from
our own.
2. Social Literacy – concerns itself with the development of social skills, knowledge and
positive human values that enable human beings to act positively and responsibly in range of
complex social settings. It is the knowledge of how to behave and treat other people in a
way that is morally upright, just and equitable, with a view of promoting positive and
productive relations that are free from unfair prejudices, hate, and discrimination.
3. Media Literacy – is the ability to access, analyze, evaluate, and communicate messages in a
wide variety of forms (Aufderheide, 1993). While Christ and Potter (1998) define it as “the
ability to access, analyze, evaluate and create messages across a variety of contexts.”
Perhaps in its simplest sense, media literacy can thus be defined as “the ability to
identify different types of media and understand the messages they are communicating”
(Common Sense Media, n.d.).
4. Financial Literacy
The National Endowment for Financial Education defines financial literacy as “the ability
to read, analyze, manage, and communicate about the personal financial conditions that
affect material well-being. It includes the ability to discern financial choices, discuss money
and financial issues without (or despite) discomfort, plan for the future, and respond
competently to life events that affect every day financial decisions, including events in the
general economy” (Incharge Education Foundation, 2017). To put it simply, it is “the ability
to
5. Cyber/Digital Literacy – is defined as the ability to locate, evaluate, create and communicate
information on various digital platforms. Put more broadly, it is the technical, cognitive, and
sociological skills needed to perform tasks and solve problems in digital environments
(Eshet- Alkalai, 2004).
7. Arts and Creativity Literacy – is defined in the National Coalition for Core Arts Standards: a
Conceptual Framework for Arts Learning (2014) as the knowledge and understanding
required to participate authentically in the arts. While individuals can learn about dance,
media, music, theater, and visual arts through reading, print texts, artistic literacy requires
that they engage in artistic creation processes directly through the use of materials (e.g.,
charcoal or paint or clay, musical instruments or scores) and in specific spaces (e.g., concert
halls, stages, dance rehearsal spaces, arts studios, and computer labs).
8. Personalized Learning
A personalized approach recognizes that not all students learn in the same manner.
Personalized learning involves differentiating instruction so that students can learn in ways that
suit their personal needs.
Educators can adjust their teaching methods in several ways. They could:
Differentiate content difficulty;
Differentiate modes of delivery; and
Differentiate assessment strategies.
By contrast, the 20th Century approach was characterized by a one size fits all approach.
In the old model, all students in the class were taught the same content in the same way at the
same time. Instruction was usually transmission-style under a paradigm of teaching often referred
to as the banking model of education.
The significant shift from the one size fits all to personalized approach can be attributed
to evolving understandings of how people learn. Theories such as the sociocultural theory gained
prominence in the latter decades of the 20th Century, which are now dominant in
the 21st Century. These theories recognize that learners are influenced significantly by social,
cultural and environmental factors which lead to differentiated outcomes. Many theorists now
believe that students need to learn through various different learning modalities depending on
the student’s needs.
Inclusivity: We now believe that people of all ability levels, physical disabilities, or
learning disabilities deserve to be included in mainstream classrooms. This can help them
contribute to mainstream life and show them they are welcome and equal participants in the
world.
Driving factors behind the turn toward increased equity, diversity and inclusivity
include:
A shift to the social model of disability, which argues that society needs to adapt to
include people with learning and physical disabilities into mainstream classrooms;
Increased cultural diversity leading to greater awareness of differences between
cultures;
Feminist and critical theories gaining currency in society, leading to awareness of the need
for greater gender equality
Now, we encourage students to learn through doing. The central idea in the ‘learning
through doing’ approach is that we are much better at knowing, remembering and using
knowledge if we learn actively, rather than through passive learning.
There are many approaches to education that fit within this 21st Century ‘learning through
doing’ paradigm. Here are just a few:
Problem Posing Education (PPE): PPE is very similar to problem based learning. In a
problem posing environment, the teacher or student will come up with a problem and
present the problem to the class. The class and the teacher need to learn the answer to
this problem together. So, not even the teacher enters the classroom with the answers
in this approach. It therefore creates a very democratic co-learning atmosphere in
the classroom.
Project Based Learning: In a project-based classroom, students will work on one big
problem for many lessons (maybe even weeks or months) at a time. Students will often
work together and use resources around them like community members or the internet
to create something new (their project!).
Classrooms have changed from being teacher-centered to student-centered. In the past the
students all focused on the teacher and listened to the teacher’s words. Now, the teacher focuses on
the students who are the center of attention. The teacher’s job is to help coach the students as they
learn.
In the 20th Century, teacher and learner roles were very rigid:
Teacher as Authority: The teacher was the active participant. They did all the talking and were
the ultimate authority on all topics. They were the ‘sage on the stage’. This is why we often call a
20th Century approach “teacher-centered”.
Passive Students: The student was the passive participant. They sat, listened and memorized.
They had very few opportunities to contribute their prior knowledge, exercise choice or
challenge the teacher’s points.
In the 21st Century, the roles of both the teacher and the student have changed:
Teacher as Facilitator: The teacher is now a co-learner with the students. The teacher may still
need to control the environment by making it safe and focused on learning. The atmosphere of
the classroom is still very much up to the teacher. However, teachers are no longer just the
authorities on topics. Instead, their job is to help guide students as the students learn through
active processes. The teacher is no longer the center of attention – that’s the student!
Active Students: Students learn through doing rather than listening. The teacher is no longer the
authority on knowledge, so students need to come to conclusions themselves using their critical
thinking and creative skills.
5. Community Relationships
We are increasingly realizing how important community engagement is for learning.
In our communities there are amazingly useful people who can teach and inspire our students far
better than we can.
So teachers need to seek out experts and bring them into the classroom. By leveraging
the skills and knowledge of the community, we can create a better learning experience for our
students.
In multicultural societies, community members can also teach us about how to best
teach children within their cultures. For example, children from Indigenous cultures may have
grown up with very different learning styles from other children in the class. By engaging
with local Indigenous people, teachers can learn how best to teach those children in their class.
Bringing people from different walks of life into the classroom also helps our students
to create
connections with people who aren’t like themselves. This can help inclusion, education
for social justice, and create links between people of different cultures.
6. Technology
Modern technologies can be incredibly helpful in classrooms today. Walk into a classroom
now and you’ll be shocked at how much things have changed in just a decade. Technology is
everywhere!
It is important to use new learning technologies in appropriate ways. Students shouldn’t
use technology to prevent them from thinking or help them cheat. Instead, technology should
be used to help students’ access information or think in ways they couldn’t have done so
otherwise. We call technologies that help students think harder ‘cognitive tools’ for
learning.
7. Teacher Professionalization
Teaching children in this century is clearly much more complicated than it was in the last
one! We need to create personalized lessons, be inclusive, aim for equality, encourage creativity,
engage with the community, use technology to enhance learning, and more!
To ensure students get the best learning possible, teachers in the 21st Century need
ongoing training and support. They need to know all the latest research on best teaching
practices. They need opportunities to ask questions themselves, try out new strategies and learn
from experts throughout their career.
One of the biggest challenges for teachers is the rapidly changing educational
environment. New technologies are quickly coming into classrooms to help us personalize and
support learning for all our students.
Teachers need time and space to learn how to use technology and new pedagogies in
ways that will best help their students.
3. Global Classrooms
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.
5. Student-Centered
Education in the 21st century is focused on students as learners. It is tailor-fit to address the
individual learning needs of each student. Differentiated instruction is common in 21st
century classrooms, where diverse student factors are taken into account when planning and
delivering instruction. You, as a teacher, can structure learning environments that address the
variety of learning styles, interests, needs, and abilities found in your classroom.
This critical attribute implies that teachers should act as facilitators of learning — not as
“sages on the stage” but as “guides on the side.” Learners should be given opportunities to
discover new knowledge, learn with one another, and create their own learnings.
Take Note!
REMEMBER:
Literacy – is defined by dictionaries as the state of being able to read and write
(Literacy, Literate, n.d.).
Small group presentation of outputs. Each group prepares a graphic organizer to present
attributes of 21st century teaching and learning.
Process: discussion of concepts and effective use of charts and/or diagrams
REFERENCES
https://prezi.com/pwv0xwhw_jo5/traditional-literacy/
https://mindfultechnics.com/what-is-functional-literacy/
http://iflex.innotech.org/GURO21/module1/l1_5.html
https://helpfulprofessor.com/21st-century-learning/
https://study.com/academy/lesson/literacy-strategies-for-teachers.html
Learning Compass
At the end of the unit, the pre-service teacher can:
demonstrate teaching strategies that promote literacy
show skills in the selection, development and use of age-appropriate
instructional resources that will develop literacy, and higher-order and
creative thinking skills
design activities appropriate for the development of literacy skills
Let’s Begin!
…are you ready to share your knowledge? Here we go…
1. A higher education program where students graduate with a credential, but without substantial
career development, is a failed experience. (Agree, Disagree)
2. Student affairs/services should scale their engagement efforts via intentional (and sustainable)
digital outreach. Not knowing the tech isn't an excuse. (Agree, Disagree)
3. The student experience affects an institution's brand and ability to be competitive. A bad
experience is bad for marketing and enrollment. (Agree, Disagree)
4. No one is a digital native/immigrant...we all have unique levels of digital capability regardless of
age. (Agree, Disagree)
5. Staff need digital capability/literacy in order to teach digital capability/literacy. You can't have
one without the other. (Agree, Disagree)
Young children who have normal vision and hearing are regularly exposed to print and words
through daily activities. They listen to stories, rhymes, and songs and frequently observe others
reading and writing. These children are poised and ready to develop literacy skills. They rapidly
develop language and social skills and quickly absorb information about how the world works
(e.g. objects exist and have permanence and things have names, characteristics, and
purposes). By
Building and E nhancing New L iteracies Across the C urricul
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observing and imitating the people around them and by participating in everyday activities, they
easily acquire the foundations of literacy. They attach meaning to letters, recognize their own
names, find familiar words in picture books, and play simple word games. They enjoy learning
about the sounds letters make, how they fit together to make words and may begin to use
familiar words to form sentences. They delight in hearing favorite stories and creating their own.
Visual literacy is the ability to interpret and make meaning from information presented
in the form of an image (photograph, web page, movie, object, etc.). Humans have been
producing images for thousands of years, long before the written word was introduced. What we
think of as prehistoric or primitive art was a form of communication through images.
It is important that children learn to use their sound and spelling knowledge as a primary
strategy for word recognition (Bay Area Reading Task Force, 1997; Beck, 1998). Children
should also have opportunities to work with larger units (e.g., word families, spelling patterns,
and onsets and rimes). More advanced word- identification strategies focus on structural
analysis - the identification of root words, prefixes, and suffixes - and on how to read
multisyllabic words. Children need to recognize some common words before they have the
sound-letter knowledge to sound them out (e.g., the, this). Additionally, some words are
"irregular," meaning they are difficult to read using a sounding out strategy. The program
should introduce some irregular and other sight words in a reasonable sequence. These words
should be continuously reviewed in the lessons and in the written materials the children read.
Presenting some words as sight words should not overshadow the importance of teaching
children to learn how to use word-identification strategies to figure out words.
3. Sounds
Phonological awareness is children's awareness of how sounds are put together to form
words.
We can think about phonological awareness as a sequence from basic phonological awareness skills, to
more complex ones.
The awareness of the sounds that make up words is critical to being able to blend sounds together for
later reading, and segmenting words into sounds for later spelling.
We can also explicitly discuss phonological awareness concepts by explaining what syllables, rhymes, and
sounds are.
Phonemic awareness is the phoneme (“speech sound”) part of this skill and involves children blending,
segmenting, and playing with sounds to make new words.
1. Phonemic awareness
- Refers to a child’s
understanding that spoken
language consists of
individual phonemes and
that the manipulation of
these phonemes underlies
speech –(Atwill, 2010, p
107)
Why is it important?
2. Phonics Instruction
Introduce print (letters and words)
Teaches the alphabetic principle
- Letter-Sound Correspondence: Teacher points to letter /m/ on board. “The sound of
this letter is /mmm/. Tell me the sound of this letter.” - Use consistent and brief
wording.
- Sounding Out Words: Teacher points to the word /mop/ on the board, touches
under each sound as the pupils sound it out, and slashes finger under the word as
pupils say it fast.
“Sound it out.” (/mmm o p/) “Say it fast.” (mop) – start by having pupils sound
letters/words out in their heads, then as a class produce the word orally.
- Reading Connected Text: Once pupils have mastered CVC (mom) and VS (at) words,
short controlled sentences (mom is at home) should be introduced.
Prompts and procedures should be used for this, as it is sometimes difficult for
pupils to move quickly from lists of words to passages.
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3. Fluency Instruction
The ability to read quickly and accurately
Covered in phonemic awareness, letter naming, sound-letter associations, sight words, and oral
reading of connected text
Fluency in: letter recognition --> letter sounds --> word recognition --> improved comprehension
-Letter-Sound Fluency: Given a set of letters, pupils can produce the associated sound within one
second. Target goal = 50 letter sounds per minute by mid first grade
-Irregular Word Fluency: Given a set of irregular words in a set or in a passage, can identify
words in 1 second or less.
-Oral Reading Fluency: By the end of grade 2, pupils should read 90-100 words per minute
fluently. It mirrors spoken language fluency.
Importance of Fluency
Promotes memory and applications (generalization)
Fluency in reading text is highly correlated to reading comprehension
There are six stages of fluency and reading development: pre-reading, decoding,
confirmation and fluency, reading to learn, reading for multiple viewpoinrs, and reading
to construct new knowledge.
4.Vocabulary Instruction
Words a person has learned and uses to communicate effectively
Divided into Oral and Reading
Most words are learned indirectly, but some need to be taught directly (i.e. difficult words that
represent complex concepts)
Pupils typically add 3, 000 new words yearly after 3rd grade
Direct Instruction
Specific word instruction and word learning strategies
Includes: teaching modeling, guided practice, and instructional feedback
Specific word instruction
Words prioritized into three categories: important words, difficult words, and useful words
5. Comprehension Instruction
Functional Literacy is the ability to manage daily living and employment tasks that
require reading skills beyond a basic level.
So how one can improve his functional literacy?
We need to select activities that practice real-world skills. The ideal method is the “Participatory
Approach” as defined by Peyton & Grandall (1995) and Huerta-Marcia (1993).
3. Collaborative Activities
Collaborative Activities are any activities
where learners are working
cooperatively in pairs or groups. For
example: Pair or group discussions.
Completing shared tasks in a pair or
group, e.g. matching, sorting, ranking.
Activities or games with a competitive
element, e.g. bingo.
Here are 10 teaching strategies to enhance higher-order thinking skills in your students.
Help students understand what higher-order thinking is. Explain to them what it is and
why they need it. Help them understand their own strengths and challenges. You can do this by
showing them how they can ask themselves good questions. That leads us to the next strategy.
2. Connect Concepts
Lead students through the process of how to connect one concept to another. By doing
this you are teaching them to connect what they already know with what they are learning. This
level of thinking will help students learn to make connections whenever it is possible, which will
help them gain even more understanding. For example, let’s say that the concept they are
learning is “Chinese New Year.” An even broader concept would be “Holidays.”
Teach students to make inferences by giving them “real-world” examples. You can start
by giving students a picture of a people standing in line at a soup kitchen. Ask them to look at
the picture and focus on the details. Then, ask them to make inferences based on what they
see in the picture. Another way to teach young students about how to infer is to teach an easy
concept like weather. Ask students to put on their raincoat and boots, then ask them to infer
what they think the weather looks like outside.
4. Encourage Questioning
A classroom where students feel free to ask questions without any negative reactions
from their peers or their teachers is a classroom where students feel free to be creative.
Encourage students to ask questions, and if for some reason you can’t get to their question
during class time, show them how they can answer it themselves or have them save the
question until the following day.
Graphic organizers provide students with a nice way to frame their thoughts in an
organized manner. By drawing diagrams or mind maps, students are able to better connect
concepts and see their relationships. This will help students develop a habit of connecting
concepts.
Teach students to use a step-by-step method for solving problems. This way of higher-
order thinking will help them solve problems faster and more easily. Encourage students to use
alternative methods to solve problems as well as offer them different problem-solving methods.
Creative thinking is when students invent, imagine, and design what they are thinking.
Using creative senses helps students process and understand information better. Research shows
that when students utilize creative higher-order thinking skills, it indeed increases their
understanding. Encourage students to think “outside of the box.”
When concepts that are being learned are difficult, encourage students to create a
movie in their mind. Teach them to close their eyes and picture it like a movie playing. This way of
higher- order thinking will truly help them understand in a powerful, unique way.
Take Note!
REMEMBER:
Young children who have normal vision and hearing are regularly exposed to print and words
through daily activities.
Each group will demonstrate, explain and critique strategies for the development of the different
literacy skills utilizing appropriate teaching-learning resources to develop higher-order and creative
thinking skills.
REFERENCES
http://literacy.nationaldb.org/index.php/emergent-literacy/
https://www.education.vic.gov.au/childhood/professionals/learn
ing/ecliteracy/emergentliteracy/Pages/phonologicalawareness.as
px
https://www.slideshare.net/SukhmohinderNagpal/teaching-
reading-1-48895918
https://www.slideshare.net/theonavarro24/developing-
functional-literacy
https://www2.le.ac.uk/offices/lli/developing-learning-and-
teaching/enhance/strategies/copy4_of_active-learning
https://www.teachhub.com/teaching-
strategies/2019/10/teaching-strategies-that-enhance-higher-
order-thinking/
https://www.slideshare.net/timbuckteeth/creative-learning/6-
3_types_of_Creativitybr_Transformational