Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM

Province of Rizal, Angono Campus

COLLEGE OF EDUCATION
Second Semester, S.Y. 2023-2024

ED 10
Building and Enhancing
New Literacies across the
Curriculum

COLLATED BY
THE THIRD YEAR STUDENTS
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
S.Y. 2023-2024
 ACKNOWLEDGEMENT

First and foremost, praises and gratitude to our Almighty God for his showers of

blessings throughout to complete this work successfully.

These Report Outlines was made possible through the wholehearted help and

guidance of the following persons to whom the future educator would like to express

their profound gratitude and appreciation:

Dr. NANCY T. PASCUAL, Ed D, RGC. University President, for her endeavor in

promoting education in the University of Rizal System;

Dr. NORMA F. ELVIÑA, Ph. D., Campus Director, for her support and concern

for the students;

Prof. CELINA B. CERDA, MA. Ed., Dean of the College of Education, for her

endless guidance for College of Education students;

Dr. JOHN MARCO F. QUISQUINO, Ph.D., Building and Enhancing New

Literacies across the Curriculum Instructor, for his continuous support and guidance to

accomplish this project;

 DEDICATION

We dedicate this project to the following individuals, whose unwavering

support and collaboration have been indispensable in its successful
completion:

To our family and loved ones, who have been our unwavering support
throughout this entire journey. Your unending encouragement and support
have kept us going. All of our efforts and sacrifices have led us to this
moment.

To our group mates, your collective efforts and expertise have enriched this
project, making it possible to overcome challenges together.

To our Ed 10 instructor, Dr. John Marco F. Quisquino, PhD., along with the
faculty and staff of University of Rizal System - Angono Campus. Your
guidance, encouragement, and profound insights have been the driving force
behind the depth and rigor of this project. Your mentorship has been an
invaluable asset throughout this journey.

To our friends and classmates, we are grateful for your unwavering belief in
each other. Your positive influence and encouragement have helped us stay
focused and determined.

To the Almighty God: Dearest God, your guidance has made all of this
possible. This project stands as a testament to the collaborative efforts and
contributions of these exceptional individuals. We dedicate it with heartfelt
appreciation and gratitude.

ありがとう

~BSE ENGLISH 3A

TABLE OF CONTENTS
Title Page
Acknowledgement
Dedication
Table of Contents
Definition of 21st Century Education
Definition of 21st Century Literacies
Globalization and Multicultural Literacies
Social Literacy
Media Literacy
Financial Literacy
Digital/ Cyber Literacy
Eco literacy
Arts and Creativity Literacy
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Angono, Rizal

COLLEGE OF EDUCATION

DEFINITION OF 21ST

CENTURY EDUCATION
Members:

Benosa, Princes Aira A.

Camacam, Agatha P.

Elipane, Rayllen Mae Brittany F.

Valdez, Rubelyn C.

Submitted to:

Dr. John Marco F. Quisquino. PhD

 DEFINITION OF 21ST CENTURY EDUCATION

I. PARADIGM SHIFT FOR 21ST CENTURY EDUCATION

Paradigm Shift - it refers to a fundamental change in the pattern of knowledge. This

change in paradigm is also called constructivist paradigm.

The new paradigm in education

● Providing Instruction

● Instructional Paradigm (IP)

● Producing Learning

● Learning Paradigm (LP)

Ip vs Lp

IP - Instructional Paradigm (IP) LP - Learning Paradigm (LP)

IMPORTANCE OF PARADIGM SHIFT IN 21ST CENTURY EDUCATION

How paradigm shift in education helps to improve the quality of education?

● Prepare students for the future:

 ● Make students creative

● Collaborative Learning environment

● Student-centered approach

● Based on psychological principles

● Helps in achieving educational goals

● Teacher as facilitator

● Helpful in Assessment and evaluation

II. EIGHT ATTRIBUTES OF 21ST CENTURY EDUCATION

Integrated and Interdisciplinary - Education in the 21st century is characterized by

linkages among various subject areas in an integrated manner.

Technologies and Multimedia - Makes full use of available information and

communication technology or ICT as well as multimedia to improve teaching and

learning activities.

Global Classrooms - Aims to produce global citizens by exposing students to the

issues and concerns in the local, national and the global societies.

Creating/Adapting to Constant Personal and Social Change and Lifelong Learning

- subscribes to the belief that learning does not end through the four walls of the

classroom during schooling years

Student-centered - focused on students as learners while addressing their needs.

21st Century Skills - Demonstrates the skills needed in becoming productive members

of society

Project-based and Research-Driven - The 21st century education emphasizes data,

information and evidence-based decision-making through student activities that

encourage active learning

Relevant, Rigorous and Real World - It implies the use of current and relevant

information linked to real-life situations and contexts

III. CHARACTERISTICS OF A 21ST CENTURY TEACHER

Multi-Literate - Teachers know how to use various technologies in learning

Multi-Specialist - Teachers are knowledgeable not just in course subjects but also in

other areas.

Multi-Skilled - Teachers cope with the demand for widening learning opportunities by

being skillful.

Self-Directed - Teachers are responsible for various aspects of school life.

Lifelong Learner - Teachers embrace the ideal that learning never ends.

Flexible - Teachers are able to adapt to various learning styles and needs of the

learners.
Creative Problem Solver - Teachers create innovative ideas and effective solutions to

the arising problems.

Critical Thinker - Teachers are critical thinkers as they encourage students to reflect

on what they have learned.

Passionate - Teachers possess passion in the teaching profession

High Emotional Quotient (Eq) - Teachers do not just have heads but also the heart to

teach.

IV. COMMON 21ST CENTURY TECHNOLOGY TOOLS

Affinity Groups - Is a group of people having a common interest

Blog or Web blogs - Interactive websites that are open to the public include

Photograph, weblinks, Audio and Video elements.

E-Portfolio - is an electronic format for students to: record their work, goals, and

achievements. reflect on their learning. share their learning and receive feedback and

feedforward.

Hypertext - a software system that links topics on the screen to related information and

graphics, which are typically accessed by a point-and-click method.

Podcasts - a digital audio file made available on the internet for downloading to a

computer or mobile device, typically available as a series, new installments of which can

be received by subscribers automatically.

Web 2.0 - Web-based communities (Read-Write-Web) It is used for integration,

Organization and data analysis The most common web 2.0 tools include Blog, wikis and

skype Major Feature is social networking websites.

My Space - A social networking website it is active but this site is primarily used by

musicians and artists to promote their work.

Second Life - A 3D virtual world It is an Internet-based 3-D virtual world that uses

avatars (digital representations) to explore, socialize, participate in individual or group

activities, create and trade items (virtual property) and services.

Semantic Web - Search Engines It is a vision about an extension of the existing world

wide web or www

Webkinz - It’s an application A simulator wherein children learn pet care and other skills

Wiki-Multi-Lingual - Free content Encyclopedia It refers to software that fosters

collaboration and communication online. Wikis enable students to create, comment

upon, and revise collaborative projects.

YouTube - Video Sharing website It is a popular website for video sharing where users

can upload, view and share video footage including movie clips, TV clips, and music

videos, even student-produced videos.

Google Docs - It allows students to collaborate with other people and the document

materials that need to be compiled, processed, transacted and analyzed.

Prezi - It allows individuals to use pre-made, creative presentation templates.

Easy bib - It allows individuals to generate citations in any given format.

Social media - is a collective term for websites and applications that focus on

communication, community-based input, interaction, content-sharing and collaboration.

People use social media to stay in touch and interact with friends, family and various

communities.

Smartboards - Is a digital whiteboard that connects with a computer and projector to

help educators create more dynamic and hands-on lessons.

Read Write Think.Org - It is a repository of standards-based literacy lessons that offer

teachers instructional ideas for internet integration.

WebQuest Page - Inquiry-Oriented online tool for learning It is a software that allows

you to create websites

Literacy Web - It is an online portal that includes a large number of new literacy’s

resources for new literacies for teachers.

 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Angono, Rizal

COLLEGE OF EDUCATION

DEFINITION OF 21ST

CENTURY LITERACIES
Members:

Herrera, Karrachelle Ann B.

Jamora, Hannah Sophia S.

Ramos, Maxine P.

Submitted to:

Dr. John Marco F. Quisquino

 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Angono, Rizal

COLLEGE OF EDUCATION
 DEFINITION OF 21ST CENTURY LITERACIES
I. Introduction to the 21st Century Literacies

The 21st-century literacies encompass a broad range of skills beyond traditional reading

and writing, including digital literacy, media literacy, critical thinking, and adaptability.

These literacies emphasize the ability to navigate and critically engage with various

forms of information in our technologically advanced and interconnected world. The

world of the students outside the classroom has become “Multimodal”, therefore they're

learning must link to the basic literacy they acquire in school.

II. Multimodal is the integration of multiple modes of communication or information.

1. Conventional or Traditional Literacy

Conventional Literacy refers to reading and writing according to the type, material,

and usage of conventional conventions (Konppenhaver, 2000).

Traditional literacy is defined as "the quality of being literate; knowledge of letters; a

condition concerning education, especially the ability to read and write (OED Online).

What is Literacy? The word "literacy" comes from the word "literate" which first

appeared in the 15th century in turn derived from the latin word “ literratus”. meaning:

“(a person) marked with letters” that is “distinguished or identified by letters” Literacy is

the ability to read, write, speak, and listen that lets us communicate effectively and

make sense to the world.

Miller (1973), divided the conventional concept of literacy into three sub-categories:
1. BASIC LITERACY - It is the ability to use visual forms of correspondence, to speak

sounds, to decipher written materials and to translate them into oral language.

2. COMPREHENSION LITERACY - The ability to understand what is being read. The

children need to be able to:

a. Decipher what they read in order to be able to interpret written content accurately.

b. Draw correlations of what they read and they already know.

c. Think deeply about what they read

3. FUNCTIONAL OR PRACTICAL LITERACY - Ability to read (decode and

understand) the materials needed to perform daily vocational tasks

2. Expanded views of Literacy (MULTILITERACIES)

Multiliteracies recognize that literacy is a collection of interconnected abilities including

multiple means of communication, such as print, digital, visual, and more.

1. Digital literacy refers to the capacity to use, comprehend, and critically evaluate

information in digital formats, which includes technological, online

communication, and information evaluation skills.

2. Media literacy is the ability to critically examine, understand, and generate media

messages, as well as recognize the influence of media on public views and attitudes.

3. Information literacy is the ability to recognize, locate, assess, and use information

effectively. It entails comprehending issues related to information ethics as well as

learning how to access and evaluate information from diverse sources.

4. Cultural literacy involves understanding and appreciating the cultural diversity that

shapes societies. It includes recognizing and respecting different cultural norms, values,

and perspectives.

5. Financial literacy involves understanding financial concepts and practices, including

budgeting, investing, and managing personal finances.

6. Health literacy is the ability to understand and apply health information, enabling

individuals to make informed decisions about their health and well-being.

3. Literacy in the 21st Century

There's more to 21st Century Literacy than just reading and writing. It is learning and

knowing how to read. Students need to learn how the brain produces and utilizes

subjective information, and the multiple mechanisms that produce empirical knowledge,

using scientific studies on cognition and meta-cognition. One of the biggest pushes of

literacy in the 21st century is a push for the use of multimodal texts. It encompasses a

broader set of competencies required for individuals to navigate, communicate, and

thrive in our increasingly complex and interconnected world.

Developing Literacy Skills in a Digital World including:

Digital Literacy

Information Literacy

Media Literacy

Critical Thinking

Communication Skill
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Angono, Rizal

COLLEGE OF EDUCATION

GLOBALIZATION

AND

MULTICULTURAL

LITERACIES
Members:

Baligaya, Jyle G.

Gingosa, Ma. Trisha

Marciano, Jasery Kyla M.

Navarro, Ella Yna Vivien L.

Submitted to:

Dr. John Marco F. Quisquino, PhD

 GLOBALIZATION AND MULTICULTURAL LITERACIES

I. THE OECD Global Competence Framework

What is OECD?

The organization for economic cooperation and development is a forum of 37

democratic countries that collaborate to develop policy standards to promote

sustainable economic growth.

(The Organization for Economic Co-operation and Development (OECD) - United

States Department of State, 2021)

What is global competence?

Global competence refers to the ability of individuals to understand, appreciate, and

effectively engage with the complex and interconnected global world. It involves the

development of knowledge, skills, attitudes, and values that enable individuals to

navigate and contribute to the global community.

II. THE OECD FRAMEWORK

Why teach for global competence?

● Global competence is necessary for employability in the global economy

● Global competence is necessary for living cooperatively in multicultural communities

● Global competence is necessary for young people to communicate and learn

effectively and responsibly with old and new media

● Global competence is necessary for achieving the United Nations’ Sustainable

Development Goals

III. GLOBALIZATION

• It is the growing interdependence of the world's economies, culture, and populations,

brought about by cross border trade in goods and services, technology, and flows of

investment, people, and information.

• The speed up of movements and exchange (of human beings, goods, and services,

capital technologies or cultural practices) all over the planet.

Positive effects of Globalization

● Create jobs

● Cultural convergence

● Fuels innovation and contribute peace on earth

● Lower the price of consumer goods

Negative Effects of Globalization

● Fuels inequality

● Acculturation
● Environmental problems

● Diseases and viruses spread quicker

Global Literacy

• Global literacy is an understanding of how the world is organized and interconnected.

• Global literacy aims to address issues of globalization, racism, diversity, and social

justice (Guo, 2014)

IV. MULTICULTURALISM

·It refers to the state of a society or the world in which there exists numerous distinct

and cultural groups seen to be politically relevant and a program or policy promoting

such a society ( D. Ivison, 2001) .·An inclusive approach to cultural diversity in

government policy, school curriculum, life style, and popular understanding of certain

country.

Multicultural Literacy intended to address the complex issues within the society

such as:

● Transformation from the concepts of exclusivity to inclusivity

● Culture goes much deeper than typical understandings of ethnicity, race and/ or

faith. It encompasses broad notions of similarity and difference.

● Teachers should not be color blind label students, or use negative connotations in

relation to diverse backgrounds

● It depends less on recalling facts and more on developing the means of measuring

cross-cultural awareness.
The Importance of Multiculturalism in Literacy Text

● Illustrations accurately reflecting culture, story, people, and events.

● Authentic dialogue is facilitated

● Descriptions of authentic cultures are used in the text

● There are portrayals of all people, including both minority and majority, as

individuals

● No stereotyping or tokenism are the basis of texts

Why do we need Multicultural Curriculum?

● To prepare students for diverse workplaces and multicultural environments.

● To expose biases, stereotypes, and policies that can restrict achievement

● To ensure that content is fair, accurate, and inclusive

● To accommodate for diverse teaching and learning styles of teachers and

students

● To help students, faculty, and staff become advocates for multicultural

awareness.

V. INTERCULTURAL COMMUNICATION

● communication across different cultural boundaries

● involves understanding the different cultures, languages and customs of people

from other countries

Approaches of Intercultural Communication

● Social Science - focuses on observing the behavior of a person from a different

culture in order to describe it and compare it with other cultures

● Interpretive - focuses on accumulating knowledge about a culture through

communication

● Dialectical - examines cultures according to their differences compared to the

researcher’s own culture

● Critical - dialogue between people holding different points of view about a subject

Types of Intercultural Communication

VERBAL - consists of words used to communicate messages

NON-VERBAL - communication is gestures that give out messages

 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Angono, Rizal

COLLEGE OF EDUCATION

SOCIAL
LITERACY

Members:

Cristobal, Eillen Joy T.

Frencillo. Kristine S.

Gardoce, Katrina Kaye L.

Tocante. Sharina Mae P.

Submitted to:

Dr. John Marco F. Quisquino, PhD

 SOCIAL LITERACY

I. Social Literacy - Entails the development of social skills, knowledge and positive

human values towards desire and the ability in human beings to act and react positively

and responsibly in a wide range of complex social settings.

Social skills - Social skills are the aspect of social literacy these are an integral part of

functioning in society. It involves good manners, communicating effectively with others,

being considerate of others feelings and expressing personal needs.

Social skills are also important in schools because they help to build, maintain

and grow relationships between students with classmates, peers and teachers,

students and others.

These can attained through:

1. Graining ideas, information, techniques and perspective from people with different

areas of expertise.

2. Providing their own perspective for the benefit of others.

3. Accomplishing tasks and working together toward a shared goal.

4. Providing mutual support for difficult situations

5. Expanding network to learn about and pursue new opportunities

6. Gaining feedback and referrals from people who can personally attest to work skills

and qualities.

7. Making the school truly a healthy and conductive learning environment.

II. FUNDAMENTAL PRINCIPLES OF RELATING WELL TO OTHERS

Greetings - Children develop relationships with peers by interacting with them. The first

step in social interaction is greeting someone.

Initiating conversation - In order to carry on a conversation, a child must be able to

initiate, maintain and close conversation appropriately.

Understanding the listener - Once a conversation is initiated, it has to be maintained.

In order to do that it is important to understand the audience one is talking to.

Empathizing - Empathy is more than perspective talking; it means that one is able to

feel what the other person feels. Empathy allows one to really connect with other

people.

Reading Social Clues - It is very important to read social clues in a conversation.

Clues are hints and signals that guide us to the next thing to say or do. Social clues can

be non-verbal or verbal.

Previewing or Planning - Conversations also require that one previews or thinks about

what effect the words or action may have on the listener before she says or does them.

Problem Solving - Problems and conflicts are often part of social interaction. Someone

may not agree, get angry, insult, or become aggressive at something that one says.
Apologizing - Everyone makes social mistake at one time or another. A person with

good skills is confident enough to make sincere apology for her error.

III. Types of Social Skills

There are types of social skills that teachers can demonstrate among students to

attain a harmonious relationship with them.

1. Effective communication - the ability to communicate effectively and share

thoughts and ideas with students.

2. Conflict resolution - the ability to get to the source of the problem and find a

workable solution by weighing both sides from those involved with the goal of

reconciliation.

3. Active listening - the ability to pay close attention to a student in times of

counseling, introspection and consultation.

4. Empathy - the ability to understand and identify the feelings of students in times of

difficulty and trouble.

5. Relationship management - the ability to maintain relationships and build key

connections with school stakeholders for the student's development.

6. Respect - It can be done by knowing when to initiate communication and respond

during interactions or even in times of heated arguments and confrontations.

7. Problem-solving skills - These involve seeking help, making effective decisions and

accepting consequences to derive better solutions to the problem.

8. Interpersonal skills - These include the abilities of sharing joining activities, asking

for permission and waiting for one's turn in every facet of school undertakings.

IV. Improving Social Skills

Social skills can be improved by focusing on sustaining desirable attitudes and

eliminating those undesirable ones through modeling, role-playing and performance

feedback mechanisms.

In addition, one may consider:

1. Maintaining eye contact

2. Using proper body language

3. Knowing the difference between being assertive and being aggressive

4. Selecting effective communication channels

5. Being flexible

6. Accepting criticism without being defensive

7. Remaining positive at all times

8. Being teachable and a good student in most instances.

Likewise, other ways that may help are as follows:

1. Behave as a social person

2. Start small if necessary

3. Ask open-ended questions

4. Encourage others to talk about themselves

5. Create goals for yourself

6. Offer compliments generously

7. Read book about social skills

8. Practice good manners

9. Pay attention to your body language

10.Join a social skills support group

11. Stay up to date on current events

12. Identify and replace negative thoughts.

V. Impact of Social Skills

Possessing social skills results to:

1. Better relationships

2. Better communication

3. Greater efficiency

4. Advanced career prospects

5. Increased overall happiness.

VII. Emotional Intelligence (EQ)

Emotional intelligence can bring about maintaining a healthy and purposeful

relationship with others that may best depict a socially literate person. Goleman (1996)

defines Emotional Intelligence (EQ) as the ability to:

1. Recognize, understand and manage own emotions; and

2. Recognize, understand and influence the emotions of others.

VIII. Strategies for Enhancing Emotional Intelligence

 Goleman (1995) laid down ways of enhancing emotional intelligence in the light

of understanding and managing emotions that teachers need to know and understand.

1. Think about feelings. A person has to be sensitive to one's and other's feelings to

come up with the right manner of approach or appropriate response.

2. Pause. This is about taking a moment to stop and think before doing anything to

refrain from resorting to an unsound decision at the height of anger.

3. Strive to control one's thoughts. This is controlling the reaction to emotions by

focusing on one's thoughts in harmony with goals and values.

4. Benefit from criticism. Criticism, even not delivered in a favorable way, is an

opportunity to learn and it gives ideas on the issue in order to avoid resorting to heated

argument and conflict at the end.

5. Demonstrate empathy. Whenever we show empathy to others, such as

understanding their thoughts and feelings, we can easily establish a connection with

them.

6. Praise others. This is by way of acknowledging and appreciating others toward

attaining self-fulfillment and building trust.

7. Give helpful feedback. Although negative feedback may hurt one's feelings, at some

point it can be turned constructive for ones improvement.

8. Apologize. Saying sorry demonstrates humility, a quality that will naturally win others

as you value the relationship more than the ego.

9. Forgive and forget. Forgiving and forgetting prevent others from holding emotions
and allowing one to move forward.

10.Keep our commitments. The habit of keeping one's word in things, either big or

small, develops a strong reputation for reliability and trustworthiness.

11. Help others. One way to positively win others is through helping them because

listening to and helping them can build trust and inspire them to follow.

12.Protect ourselves from emotional sabotage. This is being wise enough in

protecting ourselves when others attempt to manipulate our emotions for personal sake.

IX. Tools in Enhancing Emotional Intelligence

1. Emotional Literacy Workshop.

2. Emotional Literacy Museum.

3. Mixed Emotions Cards.

4. eMotion Cards.

5. Biodots.

6. Bingo Emotions.

7. Feeling Faces.

8. Six Seconds Emotional Intelligence Assessment.

9. The Zoo: Animal Workshop.

10. Face Workshop.

11. The Machine Transformer.

12. Tower Building.

13. Build Me a House.

14. Internalization Activity.

15. Mirroring and Unmasking Activity.

X. Characteristics of Emotionally Intelligent Person

1. Empathy - capacity to understand or feel what another person is experiencing.

Types

Affective- sensations and feelings that one gets in response to others’ emotions.

Cognitive- ability to identify and understand people’s emotions.

2. Self Awareness- art of understanding one’s self. They can…

Recognize the stimuli they are facing

Manages him/herself

3. Curiosity- one’s willingness to learn and improve

4. Analytical Mind- analyzes and processes all new information that comes their way

and finds ways to improve.

5. Belief- believing in one’s self.

6. Needs and wants- ability to discern what they need and want.

7. Passion- natural desire for something or someone that inspires a person to keep

going.

8. Optimism- maintaining a positive attitude.

9. Adaptability- important recognition and the ability to make or remake decisions in

one’s best interest.

10.Desire to help others succeed- interested and appreciative of the success and

achievement of others.

XI. People Skills

 Skills that enable a person to effectively interact and engage with other

people. It is the ability to:

➢ Effectively communicate, understand, and empathize.

➢ Interact with others respectfully and develop productive working relationships to

minimize conflict and maximize rapport.

➢ Build sincerity and trust, moderate behaviors and enhance agreeableness.

XI.a. Educational Impact

Almost 50% of classroom success lies in effective interpersonal relationships (Boyle,

2011). The following are things that they can do if they have these skills.

● Pitch him/herself

● Overcome social anxiety

● Communicate ideas

● Influence others positively

XII. Strategies in Obtaining Good People Skills

McQuerrey (2019) presents the following strategies for maintaining good people

skills which are essential in a meaningful, joyful, and purpose-driven life that teachers

also need to know.

1. Good communication skills

2. Conflict resolution skills

3. The value of patience

4. Tolerance and Understanding

In general, there are 5 A's to improve skills, namely;

1. Acceptance

2. Appreciation

3. Approval

4. Admiration

5. Attention

XII.b. Ten Essential People Skills to Succeed

The following is the list of soft skills for one’s self-reflection and examination.

1. Being socially assertive

2. Crafting a memorable presence

3. Mastering Communication

4. Sustaining lasting confidence

5. Being an excellent conversationalist

6. Being highly likable

7. Being exceptional at decoding emotions

8. Pitching ideas

9. Being charismatic

10.Being an influential leader

XIII. Issues in Teaching Social Literacy

 Children learn through social practices, both explicit and implicit and become

human social interaction. There are two distinct ways of answering the questions on

how children learn to live socially with each other and adults; First view is normative

and communal. Second view is pragmatic and individualistic.

THE SOCIAL ORDER OF CHILDREN IS CREATED BY EXPLICIT AND

IMPLICIT AGREEMENTS ENTERED INTO BY SELF-SEEKING INDIVIDUALS TO

AVERT THE WORST CONSEQUENCES OF THEIR SELFISH INSTINCTS (Arthur,

Davison, & Stow, 2000)

Subjective Standards of Morality - The natural outcome of postmodern philosophies

is that truth and morality are considered subjective and open to individual interpretation.

Human Nature - while we would all like to believe that people are inherently good,

experience has taught us that the inherent goodness of humanity is, at best, unreliable:

Sometimes it is there, often it is not.

Reminders to Young Professionals in terms of social skills in the modern world;

Situational Awareness in the Workplace - Students need to be taught what is

socially acceptable in terms of dress or behavior for them to stand out above their

colleagues.

Social Intelligence in Technological Communication - Through studying particular

communication genres and what they demand, students can learn more about what

individual situations demand in terms of the formality of communication.

Social Intelligence in Traditional Communication - While email has taken over as

the primary method of communication, traditional modes of discourse still exist.

 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Angono, Rizal

COLLEGE OF EDUCATION

MEDIA
LITERACY
Members:

Acebes, Jade Rose D.

Aventura, Ninia B.

Magcaling, Althea U.

Masucal, Christina C.

Submitted to:

Dr. John Marco F. Quisquino, PhD

 MEDIA LITERACY

Lynch (2018) coined term "media" that refers to all electronic or digital means and print

or artistic visuals used to transmit messages through reading (print media), seeing

(visual media), hearing ( audio media) or changing playing with (interactive media) , or

some combinations of each. can be a component of active learning strategies, such as

group discussions or case studies.

I. ROLES OF MEDIA LITERACY

It becomes easy to create media, however, it is difficult to know the creator of this,

his/her reason, and its credibility. Specifically, it helps individuals to:

1. LEARN TO THINK CRITICALLY. When people evaluate media, they decide if the

messages make sense, including the key ideas before being convinced of the

information that they get from it.

2. BECOME A SMART CONSUMER OF PRODUCTS AND INFORMATION. Media

literacy helps individuals learn how to determine whether something is credible,

especially the advertising before they can be persuaded with the products on sale.

3. RECOGNIZE POINT OF VIEW. Identifying an author's perspective helps individuals

appreciate different ideas in the context of what they already know.

4. CREATE MEDIA RESPONSIBLY. Recognizing one's ideas and appropriately

expressing one's thoughts lead to effective communication.

5. IDENTIFY THE ROLE OF MEDIA IN OUR CULTURE. Media conveys something,

shapes understanding of the world, and makes an individual to act or think in certain

ways.

6. UNDERSTAND THE AUTHOR'S GOAL. Understanding and recognizing the type of

influence something has, people can make better choices.

II. TYPES OF SOCIAL MEDIA WEBSITES

1. Social Media News Websites. It entails users to submit links to Web content like

articles, podcasts, videos, etc.

2. Social Media Networking Websites . It depicts the ability to upload a personal

profile that usually connects with other people such as, LinkedIn, (social networking for

professionals) and Facebook (social networking for everyone).

3. Social Media Photo and Video Sharing . It allows users to upload photos through

Facebook, Instagram and Pinterest while videos through YouTube.

4. Microblogging and Blogging Websites .Sometimes called "presence apps" these

services let users post very short messages like blogging , and easily keep up with what

their friends are posting. Twitter is the most popular microblogging service that limits to

280 characters per post and allows following a set of users from one.

5. Social Media Review Websites . It shows how social reviews can make or break a

company or an organization, such as Amazon and eBay.

Aspect of media information literacy

According to Reineck and Lublinski (2015), MIL is the optional outcome of media,

information and communication technology (ICT) Education along the three aspects:

technical skills, critical attitudes and facts about media and ICT.

Baacke (1996) included skills in his media competence model that involves creating

new kinds of media content, encouraging self-determination, and increasing individuals’

chances for participation.

III. SEVEN (7) DIMENSION OF MIL

Shapiro and Hughes (1996) identified the seven dimensions of media information

literacy.

1. Tool Literacy. It is the ability to understand and use practical and conceptual tools of

current information technology

2. Resource Literacy. This is the ability to understand the form, format, location and

access methods of information resources.

3. Social-structure Literacy. This to know how information is socially situated and

produced, fits into the life of groups about the institutions and social networks.

4. Research Literacy. It is the ability to understand and use IT.

5. Publishing Literacy. It is the ability to format and publish research ideas

electronically, in textual and multimedia forms.

6. Emerging Technology Literacy. It is the ability to adapt to, understand, evaluate

and use emerging innovations in information technology.

7. Critical Literacy. It is the ability to evaluate critically the intellectual human and

socials strengths and weaknesses, potentials and limits, benefits and costs of

information technologies.

III.a ADVANTAGES OF MEDIA

1. Media educates people on health matters, environmental conservation and others

through various forms.

2. People get the latest world news in a very short time regardless of distance.

3. People can bring out their hidden talents in multimedia and visual arts, Comedy,

acting, dancing and singing.

4. Media increase knowledge learned from quiz programs, educational shows and

other information-giving programs.

5. People feel convenient in accessing information through mobile phones.

6. They become a vehicle in promoting products toward increased sales.

7. They serve as a good source of entertainment.

8. Television allows electronic duplication of information that reduces mass

education costing.

9. Media lead to the diffusion of diverse cultures and cultural practices.

10. They help people around the world understand each other and respect differences.
III.b. DISADVANTAGES OF MEDIA

1. They lead to individualism. Spending too much time on the internet and watching

television usually impedes socializing with friends, family and others.

2. Some media contents are not suitable for children.

3. A newspaper is geographically selective.

4. The increase in advertisements in television and radio makes them less

attractive.

5. The internet can be a possible way for scams, fraud and hacking.

6. Media can be addictive that may result in people's decreased productivity.

7. They can cause health hazards, such as radiation effects, poor eyesight, hearing,

defects, and others.

8. They may induce drugs and alcohol use.

9. They can lead to personal injury by imitating the stunts showcased in

media.

10. They can ruin reputation through an anonymous account, malicious scandals, false

accusations and rumors.

IV. INTEGRATING MEDIA LITERACY IN THE CURRICULUM

Lynch (2018) presents six ways to integrate media literacy for students as a part of

classroom practice.
1. Teach students to evaluate media

2. Show students where to find digital resources and databases

3. Compare or contrast various media source

4. Discuss how the media edits and alters.

5. Examine the truth in advertisements

6. Have students create media

V. Approaches to Teaching Media Literacy

Kellner and Share (2007) mentioned three approaches to teaching media literacy that

would utilize media in pedagogical practice.

1. Media Arts Educational Approach.

2. Media Literacy Movement Approach.

3. Critical Media Literacy Approach.

 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Angono, Rizal

COLLEGE OF EDUCATION

FINANCIAL
LITERACY
Members:

Cabaya, Jay Ann C.

Concepcion, Charmaine

Lagarto, Sarah Lei

Gonzales, April Mae C.

Guirre, Lovely Janeth Q.

Vitalicio, Daniel G.
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Angono, Rizal

COLLEGE OF EDUCATION
Submitted to:

Dr. John Marco F. Quisquino, PhD

 FINANCIAL LITERACY

I. Definition of Financial Literacy

Financial literacy refers to the ability to understand and apply different financial skills
effectively, including personal financial management, budgeting, and saving.

(https://cleartax.in/glossary/financial-literacy/)

II. Benefits of Financial Literacy

Improved financial management
Improved financial decision-making
Increased financial security
Less financial stress

(https://fastercapital.com/topics/the-benefits-of-financial-literacy-for-individuals.html)

(https://corporatefinanceinstitute.com/resources/management/financial-literacy/)

III.Six characteristics types in how people view money

Frugal
they rarely buy luxurious items
they save money because they believe that it will protect them from unexpected
events or expenses

Pleasure
they use money to bring pleasure to themselves and others
they are more likely to spend than to save

Status
they use money to express their social status
to “show off” their branded items

Indifference
they place very little importance on money
they would rather grow their food and craft their clothes

Powerful
they use money to express power and control others

Self-worth
they value how they accumulate and tend to judge others based on the amount
of
money they have
IV. Spending Pattern

Habitual spending

spends out of a habit

buys the same item daily, weekly, and monthly

Impulsive spending

mindlessly purchases items that he/she does not need

V. Fixed vs. Variable Expenses

Fixed - expenses remain the same year-round

Variable - expenses occur regularly but the amount you pay varies

V.a. Needs vs. Wants

Needs - essential to our survival

Wants - things you would like to have but you can live without

VI. Financial Planning/Goal Setting and Valuing

Financial plan - A document containing a person’s current money situation and long-

term monetary goals, as well as strategies to achieve those goals.

Three Factors of A Financial Plan

1. Documents an individual’s long-term goals and creates a strategy for achieving

them.

2. The plan should be comprehensive, but also highly individualized to reflect the

individual’s personal and family situations, risk tolerance, and future

expectations.

3. It starts with a calculation of the person’s current net worth and cash flow and

ends with a strategy.

Financial Planning

 the process of estimating the capital required and determining its computation.

 The process of framing financial policies in relation to procurement, investment

and administration of funds of an enterprise

Basic Tips in Creating a Successful Financial Plan

1. Understand your current financial situation.

2. Write down your financial goals.

3. Look at the different investment options.

4. Implement the right plan.

5. Monitor your financial plan regularly.

Benefits of Financial Planning

1. Increase your savings.

 2. Enjoy a better standard of living.

3. Be prepared for emergencies.

4. Attain peace of mind.

VII.Setting Financial Goals

Financial goals - savings, investment or spending targets hope to achieve over a set

period of time.

1. Setting financial goals is the first step to managing one’s financial life. You may take

the questions below as a guide in setting your goals:

 What do you want to achieve?

 How long will it take?

 What are the steps in achieving it?

2. Once you have identified what is important to you, you need to figure out what is

achievable in the short, mid-range and long term.

a. Short-term goals - can be measured in weeks and provide instant gratification

and feedback.

b. Mid-range/Medium-term goals - should be accomplished within one to six

months.

Long-term goals - can take years to achieve.

 3. Develop a SMART strategy and a tight budget to achieve it.

S - pecific

M - easurable

A - achievable/attainable

R - elevant

T – timely

4. Start saving and constantly monitor success.

VII. a. Budgeting, Spending, and Investing

Why is a budget important?

 A budget helps create financial stability. By tracking expenses and following a

plan, a budget makes it easier to pay bills on time, build an emergency fund, and

save for major expenses such as a car or home. Overall, a budget puts a person

on stronger financial footing for both the day-to-day and the long term.
Budgeting Basics
1. Helps You Work Toward Long-Term Goals

2. Can Keep You from Overspending

3. Can Make Retirement Saving Easier

4. Helps You Prepare for Emergencies

5. Can Reveal Spending Habits

What is an emergency fund?

 An emergency fund is three to six months’ worth of living expenses set aside in

case of an unexpected life event, such as employment termination, illness, or a

hefty home maintenance bill.

.Saving

 Saving should be part of your budget. It is important to put aside some money

each month for savings, if possible.

  Start by deciding how much you could realistically save each month. Once you

determine that amount, pay yourself first. Before you pay bills, set aside money

for your savings. Then pay your other bills. If you do not have enough money to

cover all the expenses, find ways to reduce spending or increase your income.

This may mean you have to work a few extra hours, pack lunch instead of eating

out or limit treats for your children.

 This may sound difficult, but you will feel good knowing you have money saved

for your future. Over time, paying yourself first will get easier, and you’ll wonder

why you didn’t do it sooner!

Investment Options

 Investing is defined as putting your money to work for you. Essentially, it’s a

different way to think about how to make money. Growing up, most of us were

taught that you can earn an income only by getting a job and working. And that’s

exactly what most of us do. There’s one big problem: if you want more money,

you have to work more hours but there is a limit to how many hours a day we can

work.

 You can’t create a duplicate of yourself to increase your working time, so instead

you get your money to work for you. That way, while you are putting in hours

working and raising your family, you can also be earning money elsewhere (even

if it is in very small amounts). Quite simply, making your money work for you
 maximizes your earning potential whether or not you receive a raise, decide to

work overtime or look for a higher-paying job.

Investment in the PH

1. Pag-ibig MP2 - The Pag-IBIG MP2 is a long-term investment, and your MP2

account will earn dividends, with returns determined by both the amount of

money in your MP2 savings and the length of time you invest. Investing ₱2,000

per month for 5 years can significantly grow with MP2 savings.

2. Cooperatives - Cooperatives empower people to come together in a way that

serves both individual and community needs. This structure gives us an

advantage over traditional businesses, making us a safe and dependable

investment whether you're an employee investing your time and energy or an

investor looking for a decent return.

All investments carry some degree of risk. Stocks, bonds, mutual funds and exchange-

traded funds can lose value—even their entire value—if market conditions sour. Even

conservative, insured investments, such as certificates of deposit (CDs) issued by a

bank or credit union, come with inflation risk. That is, they may not earn enough over

time to keep pace with the increasing cost of living.

VII.b. Savings and Bankings

Saving is the portion of income not spent on current expenditures.

Importance of having Savings:

1. Emergency Fund

2. Financial Goals

3. Financial Security

4. Opportunity Fund

5. Retirement Planning

6. Breaking the Cycle of Debt

Introduction to Bank Accounts

A bank account is typically the first financial account that you’ll open. Bank accounts

can hold and build the money you'll need for major purchases and life events.

Importance of Banking:

1. Safekeeping of Funds

2. Facilitation of Transactions

3. Interest and Growth

4. Access to Credit

5. Financial Planning and Goal Setting

6. Risk Management

7. Financial Inclusion

VIII. Avoiding Financial Scams

Tips to Avoid Common Financial Scams

1. Never wire money to a stranger. Although it is one of the oldest Internet scams,

there are still consumers who fall for this rip-off or some variations of it.

2. Don't give out financial information. Never reveal sensitive personal financial

information to a person or business you don't know, thru phone, text or email.

3. Never click on hyperlinks in emails. If you receive an email from a stranger or

company asking you to click on a hyperlink or open an attachment and then, enter your

financial information, delete the email immediately.

4. Use difficult passwords. Hackers can easily find passwords that are simple number

combinations. Create passwords that are at least eight characters long and that include

some lower and upper case letters, numbers and special characters. You should also

use a different password for every website you visit.

5. Never give your social security number. If you receive an email or visit a website

that asks for your Social Security number, ignore it.

6. Install Antivirus and Spyware protection. Protect the sensitive information stored

on your computer by installing antivirus, firewall and spyware protection. Once you

install the program, turn on the auto-updating feature to make sure the software is

always up-to-date.

7. Don't shop with unfamiliar online retailers. When it comes to online shopping, only

do business with familiar companies. When purchasing a product from an unfamiliar

retailer, do some research to ensure the business is legit and reputable.

8. Don't download software from pop-up windows. When you are online, do not trust

pop-up windows that appear and claim your computer is unsafe. If you click on the link

in the pop-up to start the "system scan" or some other programs, malicious software

known as "malware" could damage your operating system. Taxes-a mandatory payment

or charge collected by local, state, and national governments from individuals or

businesses to cover the costs of general government services, goods, and activities.

9. Make sure the websites you visit are safe. Before you enter your financial

information on any website, the website's privacy rules. Also, make sure the website
uses encryption, which is usually symbolized by a lock to the left of the web address

which means it is safe and protected agains hackers. double-che

10. Donate to known charities only. If you receive a email for solicitation of charity

donations, critically examine Some scammers create bogus charities to steal credit car

information.

Financial Scams among Students.

-Student Learning how be sus Financial different financial scams and scams are show

muscage binances and being aware of financial scams are skills that every student

should master.

The following are common financial scams that students should watch out for, and learn

to protect one's identity and finances.

A. Fake scholarships. While it is beneficial for students to apply for as many

scholarships, it is important to become aware of related scams and frauds. Students

should thoroughly check scholarship sources before applying to verify legitimacy. Never

apply for a scholarship that asks for money in return.

B. Diploma mills. There are schools that offer fake degrees and diplomas in exchange

for a fee. Check from government education agencies the prospective school to enroll in

if it is government-recognized, legitimate or accredited.

C. Online book scams. While students often go for the best deals on textbooks online,

scammers can use this opportunity to get students' credit card information. When

buying anything online, be sure to do it on a credible site.

D. Credit card scams. Oftentimes, credit card companies go to school campuses to

convince students to fill out card applications. Scammers may also grab this chance to

steal students' information. It is important to visit a local credit union or bank for credit

card application. Also, regularly check the credit card statement and once there are any

unrecognized charges, contact your banking institution immediately.

Insurance and Taxes

7 Tips to Financial Stability

Financial stability does not always mean wealth, but financial sufficiency as defined by

each person. In order to build a financial stability, it normally takes time by collecting

enough funds for general living in the future and emergency incidents that may occur.

Here are 7-step instructions.

1. Invest in yourself
Having further education, more knowledge, and required skills for work can support your

career advancement. Financial knowledge is also essential for your living. In addition,

having a good health and always maintaining healthy lifestyle will give you more time for

income earning opportunities. *education - we all know that having an education is our

basic foundation to achieve in life and become successful professionally in the near

future. All though, there is still a debate between “ diskarte and diploma” Therefore, I’m

going to ask you, On your own opinion, What do you think is the most important ?

Diskarte or Diploma then why?

There are people who don’t have an education or complete education but are still

successful in life. Therefore, there should be a balance and a well-planned prioritization

on your goals in life.

2. Make money from what you like

To earn a living with what you like is a good start, as you tend to be happier, bear with it

longer, and be eager to learn more about it.

3. Set saving and expense budgets

Recording your expenses regularly is necessary. This is to monitor your spending

pattern and use it for further financial planning.

For the basic cost of living such as housing, utilities, food, and transportation, should to

be controlled to not over 50% of monthly income. Saving and emergency budgets

should be set at least around 10-20% a month. Lastly, other expenses should be less

than 30% of income. You must also know your priorities by knowing your wants and
needs. It is important to prioritize the things that you truly need rather than buying the

things that you want. Just like for example, in buying foods, choose the foods that you

typically need in your everyday living and not those foods that you crave but are

expensive.

4. Spend wisely

Even though you earn more, it does not mean that you have to spend more,

especially on unnecessary and too luxurious stuff. The surplus you have should

be saved and invested so that you can be financially free even faster.

Spend wisely, just like the previous tip it’s all about assessing the things that you want

and the things that you need. If we are buying in a supermarket, we should think wisely

by choosing the product that is low in price but still has a good quality product.

5. Set emergency fund

Economic uncertainty, illnesses, and accidental incidents can be happened at any time.

To set an emergency fund for yourself, it is a must.

The amount for this fund should be around 6-12 months. Furthermore, health and

accident insurance are recommended too, as it will secure your bank account when you

face with unexpected events. You then can live at ease and do not to bother your

closed ones. That is why health insurance and emergency funds is important

6. Pay off debts

Loans with high interest rate such as personal and credit card loans should be paid off

as quickly as you can and stop making these kinds of debt again.
Furthermore, non-performing liabilities should be kept at minimum. After clearing all

debts, try to be more financially disciplined. You need to limit spending budget for each

month, and then set aside required monthly expenses and saving amount.

7. Plan for retirement

Some may think it is too far to plan. However, the earlier you can save for retirement,

the faster you can be financially free. This is because the savings and returns can be

accumulated and continuously reinvested for longer period of time.

 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Angono, Rizal

COLLEGE OF EDUCATION

DIGITAL/ CYBER
LITERACY
Members:

Ayson, Jona Mizako P.

Caleja, Michelle Anne F.

Collado, Cristine Joy G.

De Leon, Shanthal Anne G.

Elias, Sherilyn P.

Magnaye, Francine Faith S.

Otto, Alexa Zoe E.

Teston, Ching C.

Submitted to:

Dr. John Marco F. Quisquino, P

 DIGITAL/ CYBER LITERACY

I. Digital Literacy

Students who possess digital literacy are more equipped to interact with others and be

secure online, protecting their personal data and preventing cyberbullying, scams, and

other risks for both them and other people.

WHY IS DIGITAL LITERACY IMPORTANT?

Because it empowers individuals to access, analyze and evaluate digital information.

Digital/Cyber Citizenship

 Is an old value that is now applied to a new medium, the internet.

 It also refers to being responsible when using the internet.

Importance of Cyber Citizenship

1. It keeps the internet free from hurtful statements.

2. It creates a culture of more reliable information.

3. It gives provisions for people to be given credit for what they have created.

4. More criminals or bullies can be caught when kids are honest and talk to adults.

5. It keeps information private.

II. 9 Elements of Digital Citizenship

There are 9 elements of digital citizenship that every digital citizen should be familiar

with. They are:

1. Digital Access is the equitable distribution of technology and not only understanding

who has access to technology, but the limitations and consequences to those who have

limited access to technology.

2. Digital Commerce is the buying and selling of goods. This principle focuses on

making safe and informed decisions when purchasing or downloading materials online.

3. Digital Communication is understanding the different modes and mediums of digital

technology and when to appropriately use them. For example, understanding when

sending an email is appropriate versus sending a text message.

4. Digital Etiquette is understanding appropriate code of conduct and procedures when

using mobile devices. It extends beyond recognizing bad behaviour in that it actively

encourages appropriate and responsible behavior online.

5. Digital Literary or Fluency is the process of understanding technology, how to use it

in its many forms, and how to adapt when new technologies are introduced. It also

extends to internet usage and how to effectively search and evaluate information online.

6. Digital Health & Welfare is maintaining sound technological practices to promote

physical and psychological wellness. Practicing eye safety and ergonomics, and

balancing screen time and technology usage are all related to this important principle.

7. Digital Law is understanding and complying with online rules and policies, and how

to use technology ethically. Digital law is broad and covers topics from spam to

cyberbullying.

8. Digital Rights & Responsibility are the freedoms that extend to everyone online.

Examples of this include the right to privacy and free speech.

9. Digital Security & Privacy are electronic precautions to bolster online safety. Secure

passwords, not sharing passwords, backing up data, and antivirus protection are all

examples of this principle.

III. INTERNET SAFETY

 Maximizing the user’s personal safety and security risks to private information

and property associated with using the internet, including self-protection from

computer crime.

III.a. INTERNET SECURITY

 Sensitive information, such as personal information, identity, and passwords are

often associated with personal property and privacy and may present security

concerns if leaked.

 Unauthorized access and usage of private information may result in identity and

property theft.

Common causes of information security breaches include:

1. Phishing;

2. Internet scams;

3. Malware.

IV. PERSONAL SAFETY AND THREATS

1. Cyberstalking- a crime committed when someone uses the internet and other

technologies to harass or stalk another person online.

2. Cyberbullying- sending, posting, or sharing negative, harmful, false, or mean

content about someone else. It can include sharing personal or private

information about someone else causing embarrassment or humiliation.

3. Online predation- Internet users who exploit children and teens for inappropriate

sexual and violent purposes.

3 Behavior Characteristics of an Online Predator

o Manipulative

o Opportunist

o Coercive

4. Obscene/Offensive Content- various websites on the internet contain material

that may seem offensive, distasteful, or explicit which may often not be of the

user’s liking.

5. Sextortion- the use of webcams for flirting and cybersex.

V. COMPUTER THREATS AND FIXING SOLUTIONS

THREAT - Refers to anything that has the potential to cause serious harm or damage

to a computer system or network.

CYBERCRIME- Intention to steal information to sell or trade; such as financial details,

credit card information, personal details, or any other information using computer

networks.

VI. WAYS TO ENSURE THAT COMPUTER NETWORKS CAN BE PROTECTED

Install anti-virus software. Ensure that reputable anti-virus software is installed on all

computers, including all servers, PCs and laptops. New computer viruses are being

released daily and so it is essential that computers are protected by keeping the anti-

virus software-up- to-date.

Employ a firewall to protect networks. As computer viruses can spread by means

other than email, it is important that unwanted traffic is blocked from entering the

network by using a firewall.

Educate all users to be careful of suspicious e-mails. Ensure that all users know

too. never open an attachment or to click on a link in an email they are not expecting.

Scan Internet downloads. Ensure that all files downloaded from the Internet are

scanned against computer viruses from one central point on the network.

Do not run programs of unknown origin. It is important to use an entrusted source

for software requirements and ensure it can be accounted for.

Implement a management system. It is important to regularly review networks and the

applications running on it for new vulnerabilities and a plan on how to manage them,

either by patching or upgrading them using tools, such as firewalls or Intrusion

Detection Systems that should be put in place.

Make backups of data. There is a need to keep important files on removable media,

such as portable drives or tape for back-up in the event that the network is infected with

a computer virus.

Monitor logs and systems. Regular monitoring of network and system logs can assist

in the early identification of a computer virus infecting the network or other attacks by

criminals.

VII. RESEARCHING AND EVALUATING THE WEB

Aspects needs to be expected by teachers and students in doing their works:

Surfing the web

3 key factors in surfing the web

1. Most surfing sessions start with the user-targeted keywords about the subject into a

search engine.

2. Good strategies for searching the web include writing research questions; extracting

keywords from the questions and typing them into a search engine using synonyms if

the keywords do not bring up desired results; keeping track of keywords and synonyms

used; and recording the results of search.

3. Always be cautious about the information shared online and in visiting websites.

Assessing credibility

Different websites accessible on the web can make the job of researchers very

challenging. Carefully evaluate the information searched online.

Checklist or credibility criteria:

1. Author

2. Date

3. Purpose

4. Contact

5. Fact vs Opinion

6. URL get meaning or url

Common credible URLS.

• When encountering a URL, look at the letters that appear after the "dot"

www.whitehouse.gov.) and that is called top-level domain.

• Websites ending in gov are government-related websites

• Websites ending in edu are the websites of educational institutions such as colleges

and universities that usually offer a variety of credible data, especially about the school's

operation and research.

• Websites ending on .org are the websites of organizations.

VIII. Recognition of information sources

This can be done by applying proper referencing and citations procedures that

would get rid of risks, consequences and legal implications because of the copyright

issue, which means that the ideas and words used belong to the author.

Citation- Each entry in the bibliography is called a citation. Proper citation must be

applied or included for every source used, whether it is a website, a newspaper, or a

book.

Data privacy implication- It involves uploading of pictures, designs, graphics,

concepts/ideas, frameworks, art work, and other information that are copyrighted

without the consent of the author or the source.

Research and data collection protocols. When researching and collecting data from

the Web, avoid plagiarism, which is the act of taking someone else's work and

presenting it as your own (Turnitin. com).

How to Evaluate a Website

Morris (2018) suggests ways on evaluating a website as reference in research.

1. Open the site. When looking through Google search results, open sites in new tabs,

leave search results in a tab for easy access later (e.g. right-click on the title and click

"Open link in new tab").

2. Skim read. Determine whether you can read and understand the text. If it is too

complicated or difficult to understand, find another website that may provide the

information you need.

3. Look for the answer to your question. Find out if the information on the site

actually answers your question. You can use a search box, navigation menu, or pull up

your own search box by pressing Control/Command F and type in the keywords you are

searching for.

4. Consider the credibility of the author or website. You need to consider the

credibility of the author or website by considering the following: (1) Domain — domains

that include gov or edu are trustworthy sources; (2) Author's information — look at the

author's bio or About page regarding

IX. CYBERBULLYING AND CYBERCRIMES

Cyberbullying, cyberharassment or online bullying is a form of bullying or harassment

using electronic means usually among minors in a school setting and has become

increasingly common, especially among teenagers.

The National Crime Prevention Council defines it as a process of using the Internet, cell

phones or other devices to send or post texts or images that intend to hurt or embarrass

another person.
Cyberbullying is similar to traditional bullying, it is just that victims may not know the

identity of their bully and the reason for bullying them. Cyberbullies may disclose

victims' personal data on websites or forums-called doxing, or may use impersonation,

and create fake accounts, comments or sites for the purpose of publishing material in

their names.

CYBERBULLYING TYPES

1. Internet trolling is a common form of bullying over the Internet, In an online

community to elicit a reaction, disruption or intentionally provoke and offend others.

2. Cyberstalking is another form of bullying or harassment that uses electronic

communication to stalk a victim and pose a credible threat to harass him/her.

IMPLICATIONS OF BULLYING IN SCHOOLS

 Schools should initiate various anti-bullying programs and campaigns to protect

students from being threatened or victimized by such offense.

 Teachers should be oriented and trained in handling bullying cases and

executing teaching strategies to address and reduce bullying cases in class.

 Schools should conduct student empowerment activities that can be engaged in

by students, including the bullies to divert their attention and energy into

something worthwhile and engagements that they can be busy about

CYBERCRIME

 Avast defines cybercrime as any criminal activity carried out using computers or

the Internet.
  Cybercrime is defined by Techopedia as a crime with the computer as the object

of the crime (i.e. hacking. phishing, spamming) or is used as a tool to commit an

offense (i.e. child pornography, hate crimes). Cybercriminals may use computer

technology to access personal and confidential information or use the Internet for

exploitative or malicious purposes.

 Cybercrime may also be referred to as computer crime practiced by those who

have technological skills and use the Internet to achieve their bad motive.

CYBERCRIMES INTO TWO CATEGORIES:

 one-off crimes, such as installing a virus that steals your personal data

 ongoing crimes, such as cyberbullying, extortion, distributing child pornography

or organizing terrorist attacks

Cybercrime encompasses a wide range of activities that can be categorized as:

1. Crimes that target computer networks or devices, including viruses and denial-of-

service (DoS) attacks

2. Crimes that use computer networks to advance other criminal activities, including

cyberstalking, phishing and fraud or identity theft.

SOCIAL MEDIA USE

Social media

 refers to a variety of technologies that facilitate the sharing of ideas and

information among their users.

  is digital technology that allows the sharing of ideas and information, including

text and visuals, through virtual networks and communities.

 The largest social media platforms worldwide are Facebook, YouTube,

WhatsApp, Instagram, Twitter (X Platform), and WeChat.

Social media has become an integral part of daily life for billions of people around the

world. It serves various purposes, including communication, entertainment, networking,

information sharing, and even activism. Here are some common ways people use social

media:

Communication

Social media platforms like Facebook, Twitter, Instagram, and WhatsApp

facilitate instant communication with friends, family, and acquaintances through

messaging, comments, and posts.

Networking

Platforms like LinkedIn are specifically designed for professional networking,

allowing users to connect with colleagues, potential employers, and industry

peers.

Entertainment

Many people use social media for entertainment purposes, such as watching

videos on YouTube, scrolling through memes on tiktok, or following their

favourite celebrities on Instagram.

Information Sharing

Social media is a powerful tool for sharing information and news. Users can

share articles, videos, and other content with their followers, helping to spread

information rapidly across the internet.

Community Building

Social media allows users to find and join communities of like-minded individuals

who share common interests, hobbies, or beliefs. This can provide a sense of

belonging and support.

Brand Promotion

Businesses use social media to promote their products and services, engage

with customers, and build brand awareness. Influencers also use social media

platforms to promote products and earn money through sponsored content.

Activism

Social media has played a significant role in many social and political movements

by allowing activists to organize, raise awareness, and mobilize support for their

causes.

Research and Education

Social media platforms are increasingly being used for educational purposes,

with educators using them to share resources, communicate with students, and

facilitate discussions.
The Top 10 Social Media Platforms Worldwide

These were the most widely used social media providers as of January 2023, according

to DataReportal:

1. Facebook (2.96 billion users)

2. YouTube (2.51 billion users)

3. WhatsApp (2 billion users)

4. Instagram (2 billion users)

5. WeChat (1.31 billion users)

6. TikTok (1.05 billion users)

7. Facebook Messenger (931 million users)

8. Douyin (715 million users)

9. Telegram (700 million users)

10. Snapchat (635 million users)

TAKE NOTE: It's important to note that social media use can also have negative

effects, such as addiction, privacy concerns, cyberbullying, and the spread of

misinformation. It's essential for users to be mindful of their social media habits and use

these platforms responsibly.

Mobile Devices

Smartphones - are advanced versions of traditional cellphones. They can be used to

send and receive emails, access the internet, engage in social media, shop online, and

make and receive phone calls, texts, and voicemails.

Tablets - are portable, like laptops, but they provide a different experience. Instead of

running traditional laptop and desktop computer applications, they run apps designed

specifically for tablets

E-readers - are specialized tablets that are designed for reading digital books.

Smartwatches and fitness trackers - are some of the most recent developments in

the world of mobile devices. In order to share data and provide a more comfortable

experience, the majority of wearable technology is designed to pair with another mobile

device, such a smartphone.

Mobile devices, such as smartphones and tablets, have several key characteristics:

1. Portability

2. Connectivity

3. Touchscreen Interface

4. Apps

5. Multimedia Capabilities

6. Location Awareness

7. Sensors

8. Operating System

9. Security
DIGITAL TRAITS

Contents

 Digital Literacy

 Digital Content Creation

 Digital Communication

 Digital Problem Solving

 Digital Information Management

 Digital Safety and Ethics

Digital Traits

Digital traits, also known as digital skills or competencies, refer to the abilities

and knowledge a person possesses related to digital technology and digital

environments.

Digital Literacy

This is the basic ability to use digital devices and programs, understand how they

work, and navigate the digital world. It includes skills like using a computer,

smartphone, or tablet, as well as basic software and internet skills.

Digital Communication

This involves using digital tools to communicate and collaborate with others. It

includes skills like emailing, instant messaging, video conferencing, and using

social media and online collaboration tools.

Digital Information Management

 This is the ability to find, evaluate, and use digital information effectively. It

includes skills like using search engines, understanding how to evaluate the

reliability of online sources, and knowing how to store and manage digital files.

Digital Content Creation

This involves creating and editing digital content, such as text, images, audio,

and video. It includes skills like using digital design tools, video editing software,

and content management systems.

Digital Safety And Ethics

This is understanding the ethical considerations and safety precautions

necessary when using digital tools. It includes skills like understanding privacy

settings, knowing how to protect personal information online, and understanding

the ethical implications of online behavior.

Digital Problem Solving

This is the ability to use digital tools to solve problems and make decisions. It

includes skills like using digital tools for research, data analysis, and project

management.
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Angono, Rizal

COLLEGE OF EDUCATION

ECOLITERACY
Members:

Aragones, Kathleen Nicole S.

Lerona, Louisse Cameron D.

Sebial, Mhicaella R.

Tayactac, Alona Marie Z.

Submitted to:

Dr. John Marco F. Quisquino, PhD

 ECO LITERACY

I. Ecoliteracy and Sustainable Development Ecoliteracy

Consider ecological systems and awareness of how society operates within natural

aspects as an educational imperative The basic principles of ecoliteracy are good

starting points to explore fundamental lessons that can be learned from nature for the

reform of society (Wahl, 2017).

In another perspective, ecological literacy is an understanding of the principles of

organization that ecosystems have evolved to sustain the web of life, which is the first

step on the road to sustainability.

Sustainability - it is the quantitative and qualitative condition that demonstrates the

human capacity to survive over time.

Ecologically Literate Person and Society

For Wahl (2017), an ecologically literate person can apply such understanding to the

design and organization of communities and the creation of a regenerative culture. To

be ecoliterate means to understand the principles of organization of ecological

communities (ex. ecosystems) and to use those principles for creating sustainable

human communities.

An ecological literate person understands the essence of independence and

interconnectedness and that we are all part of a living system. An ecologically literate

person translates this understanding into actions that demonstrate conscious efforts to

minimize negative impacts on our life-sustaining systems.

An ecologically literate society would be a sustainable society, which does not destroy

the natural environment on which they depend. Thus, ecological literacy is a powerful

concept as It creates a foundation for an integrated approach to environmental

problems. Advocates and catalysts champion eco-literacy as a fled educational reform

emerging from holism, systems thinking. sustainability and complexity. Wahl (2017)

claimed that nurturing Biological literacy in students of a wide range of ages has

become the Sole of sustainability education programs worldwide.

II. Ways to Develop Ecoliteracy in School

1. Develop empathy for all forms of life. By recognizing the common needs we share

with all organisms, we can extend our empathy to consider the quality of life of other life

forms, feel genuine concern about their well-being and act on that concern.

2. Embrace sustainability as a community practice. By learning the wondrous ways

that plants, animals and other living things are interdependent, students are inspired to

consider the role of interconnectedness within their communities and see the value in

strengthening those relationships by thinking and acting cooperatively.

3. Make the invisible visible. If we strive to develop ways of living that are more life-

affirming, we must find ways to make visible the things that seem invisible by using

web-based tools, such as Google Earth, GoodGuide and Fooducate Apps.

4. Anticipate unintended consequences. Teachers can teach students strategies for

anticipating unintended consequences. These include the precautionary principle, that

when an activity threatens to have a damaging impact on the environment of human

health, precautionary actions should be taken.

5. Understand how nature sustains life.

III. Seven Environmental Principles of Nature/ Ecosystem

1. Nature Knows Best.

2. All forms of life are important.

3. Everything is connected to everything else.

4. Everything changes.

5. Everything must go somewhere.

6. Ours is a finite earth.

7. Nature is beautiful and we are stewards of God's Creation

Towards a Green School and Education for Sustainable Development

Schools play a great role in the development of academics but also environmental

ethics.

Environmental issues and concerns can be effectively addressed when all efforts are

put towards adopting environmentally sustainable principles at all levels, from planning
and decision-making up to their execution in the school's functioning as part of the daily

routine, such as creating a Green School.

Green School: The concept and background

The concept of green school was introduced in Europe in the 1990s

The World Summit on Sustainable Development (WSSD) in Johannesburg in 2002

catalyzed the efforts to bring about a shift from 'educating about the environment' to

'educating for sustainability’.

Recognizing education as a critical means to achieve sustainability, the United Nations

launched the 'Decade of Education for Sustainable Development' (DESD) in 2005.

IV. GREEN SCHOOLS AND ESD

Students' learning experiences outside school help them to consolidate and apply

knowledge, gain an understanding and environmental processes, interrelationships, and

issues, acquire life skills, and help foster attitudes, values, and sensitivity toward

environmental concerns.

A "Green School" is identified with those elements and practices that inculcate

environmental sensitivity to promote environmental sustainability through various

environmental-friendly means and encourage judicious use of resources.

Essential Aspects of Green School Environment

A Green School is a school that engages the school community, especially

children, in critical thinking and learning by adopting participatory, practical, and

collaborative approaches to work together and make the school environment healthier

for students and staff by involving the whole community to work towards a sustainable

future.

A Green School adheres to the following precepts:

1. Learning about the environment. It focuses mainly on the acquisition of knowledge

and understanding of the surroundings and related issues.

2. Learning through the environment. It refers to the processes of learning while being

engaged with the environment inside and outside the classroom.

3. Learning for the environment. It aims at developing an informed response and

responsibility towards the environment beyond the acquisition of skills and knowledge.

V. UNDERSTANDING GREEN CURRICULUM

1. Environment is encompassing, multidisciplinary and dynamic, has scientific,

social, economic, political and technological dimensions.

2. Being holistic, a Green Curriculum views the environment as all that is around

and aims to give a better understanding of the way the world functions its

operations, its alteration because of the actions of the human race and its

consequences.

3. It holistically addresses sustainability concerns, such as protection and

conservation of natural resources, traditions, culture and heritage, safety and

security, physical and emotional assurance, health and sanitation issues,

 concern for equity are Justice and interconnection between and among natural,

sodal physical and cultural environments.

4. This requires a teaching-learning approach where students are provided time

and space to explore different facets of the environment and interconnect them.

5. A Green Curriculum is a mutual concern of teachers and students

V.a. CREATING A GREEN SCHOOL

A Green School is a school that creates a healthy environment conducive to learning,

while saving energy, environmental resources and money. Therefore, a Green School

should:

1. reduces environmental impacts and costs.

2. improves occupants' health and performance; and

3. increases environmental and sustainability literacy.

V.b. CHARACTERISTICS OF A GREEN SCHOOL

Green, healthy, and high- performing are the characteristics of a green school that

provides many benefits to students, teachers, parents and the community, at large.

1. It protects health.

2. It increases student performance.

3. It saves energy and money.

4. It reduces carbon emissions.

5. It reduces water usage.

 6. It improves teacher retention.

7. It improves daily attendance.

8. It provides a unique educational opportunity.

9. It creates green jobs.

10. It improves equity.

V.c. DARK GREEN SCHOOL PROGRAM : PHILIPPINE ENVIRONMENTAL

PERSPECTIVE

A Dark Green School (DGS) is a school that delivers Environmental Education through

assimilation of the environmental philosophy by the students in formal lessons, as well

as in activities outside the classroom.

Accordingly, schools must:

a. be clean and neat as evidence of good management and housekeeping.

b. call for green spaces, appropriate land use, and planning. conservation of materials

and energy, proper waste management, segregation, use of appropriate materials and

avoidance of harmful ones and respect to others' right to a smoke-free air.

c. have management policies and guidelines that would create a healthful and

ecological campus.

d. have a well-planned environmental curriculum for all levels, adequately oriented and

trained faculty, and administrative, library and financial support.

e. have faculty and students who are aware of and appreciate the environmental

program of the school.

f. reach out to an outside community to spread concern for Mother Earth and facilitate

projects and programs that improve the environment.

g. engage in research that adds knowledge in the ways of nature and the impact of

human activities.

Ecological Living practice

Sustainable ecological living is based on different sets of principles. To assess the

impact of our choices and actions, we need criteria from studying the basic facts of life

as follows (Capra, 2003):

1. Matter cycles continually through the web of life;

2. Most of the energy that drives the ecological cycles flow from the sun;

3. Diversity assures resilience;

4. One species' waste is another species' food; and

5. Life does not take over the planet by combat but by networking.

Smitsman (2014) mentioned practical suggestions on how we can support the change

for sustainability through ecological living.

A. Inner ecology (Smitsman, 2014).

1. Become a catalyst of change to help co-create a better world and future.

2. Care for and relate with non-human beings while spending time with nature.

3. Make the most of sustainability crisis that forces us to learn. dream, think, design, act

and relate in new ways.

4. Join the rest around the world in becoming agents of sustainability

5. Nurture nature by taking care of our body and become aware of our natural body

rhythms.

6. Become more energy efficient and learn to recycle our own energy.

7. Learn to compost our own waste and no need to dump this unto others. 8. Become

aware of rights, needs and well-being of future generations and explore how we can

support this in our actions.

Outer ecology (Smitsman, 2014).

1. Educate ourselves about the resources that we, our family andler organizations utilize

to fulfill and sustain our needs.

2. Reduce, reuse, repurpose and recycle.

3. Be aware of the real price of goods and services that we use Cheap products often

have hidden costs (e.g. the cost of child labor, animal cruelty, or degradation of

ecosystems).

4. Find out any child labor practices or natural resources that were sacrificed in the

process of producing products and services.

5. Recycle grey-water. 6. Collect and use rainwater.

7. Create an organic vegetable garden. 8. Compost organic waste and use the compost

in the garden.

9. Create a garden (with a balance of endemic/indigenous plants) to support local

wildlife (animals, insects, trees and plants).

10. Create a roof garden (green roof) as a natural air-conditioning alternative to

increase garden space.

11. Buy organic and local products as much as possible.

12. Support local businesses and organizations that care for our planet.

Integrating Ecological Literacy into the Curriculum

Students learn best when teaching strategies are varied including hands-on activities,

time for reflection, thoughtful discussion and combined indoor and outdoor

environments, including interdisciplinary projects (Sly, 2015). To wit:

1. Place-based Learning. It is an experiential learning that engages students in their

own environments and a strategy that captures their imagination and advances

environmental stewardship and civic engagement. Activities include mapping the local

environment to learn key ecological and cultural principles, studying the interplay

between local society and the environment, supporting habitat restoration projects, and

working with local citizens to improve the quality of life in their communities.
2. Project-based Learning. It is a strategy that involves students in projects that use a

variety of resources, including the community, technology, outside experts, written

resources, and the Web, while the teacher usually serves as a facilitator of learning.

3. Socratic Inquiry. This is named after the Greek philosopher Socrates, who believed

that questions (not answers) stimulate learning. Therefore, rather than teaching facts

and information teachers encourage students to ask questions about their assumptions,

values, and preconceptions. Therefore, the role of the teacher shifts from direct

instruction to facilitating discussion.

4. Experiential Learning. It promotes students' involvement in the real world and

defines the teacher's role as a facilitator of learning. The process of learning leads to

behavioral outcomes It is based on the premise that learning is an active and

continuous process, with experience at its foundation.

5. Interdisciplinary Learning. It emphasizes connections between traditionally discrete

disciplines, such as math, science, history, and language arts, rather than limiting

learning to one content area at a time.

 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Angono, Rizal

COLLEGE OF EDUCATION

ARTS AND CREATIVITY

LITERACY
Members:

Capistrano, Carlos Emmanuel M.

Cebrero, Jericho Aaron A.

Osido, Julieta E.

Submitted to:

Dr. John Marco F. Quisquino, PhD

 ARTS AND CREATIVE LITERACY

- Creativity is a process of having original ideas that have value.

- It is also the act of turning new and imaginative ideas into reality.

- As such, creativity is a combinatorial force: the ability to tap into one's 'inner' pool of

resources, such as knowledge, insight information, inspiration; and the fragments in the

mind to combine them in extraordinary new ways (Popova, n.d. in Naiman, 2011). It's

also the process of bringing something new into being that requires passion and

commitment.

I. 7 HABITS OF HIGHLY CREATIVE PEOPLE EYE-HAND COORDINATION

Prepare the ground - Creativity requires an absorbed mind, a relaxed state of focus

and attention by giving the self-sufficient time and space needed while letting the desire

to create from the pleasure of creative expression and inspiration.

Plant seeds for creativity - It is important to put attention on what you want to create,

not on complaints and set an intention to produce the desired results.

Live in the question - Ask questions, instead of trying to find immediate answers and

pay attention to questions that other people ask.

Feed your brain - Get interested in something that later can provide you wisdom and

ideas if you learn to make connections between people, places and things that are not

usually connected.
Experiment and explore - Follow your curiosity, experiment with ideas, and learn from

your mistakes therefore, the quality of your creativity will improve.

Replenish your creative stock - You must learn to be self- nourishing and translate

hobbies, talents and skills into wonderful potentials.

Liberate your creativity - Your child's play provides the clue to your creativity,

potentials and passion.

II. EYE HAND COORDINATION

- In most of our creative activities and endeavors, we integrate eye- hand

coordination as we inhibit our usual body functioning.

- Eye-hand coordination (also known as hand-eye coordination) is the coordinated

control of eye movement with hand movement and the processing of visual input

to guide reaching and grasping along with the use of proprioception of hands to

guide the eyes. Eye-hand coordination can be observed in diverse activities,

such as the movement of objects, handwriting, catching a ball, sports,

performance, music, reading, computer gaming, typing, and others. In short, it

becomes part of the mechanisms of performing everyday tasks. Without it,

people would be unable to carry out even the simplest actions in daily life.

II.a. PROBLEMS AND DISORDERS RELATED TO POOR EYE-HAND

COORDINATION
 ● Any alteration to the visual or motor systems can significantly affect hand-eye

coordination.

● It is possible for someone with a perfect vision to have hand-eye coordination

problems that will only manifest when they use both the visual and motor

systems together.

● Poor hand-eye coordination can affect activities that may lead to developmental

disorders, learning disorders.

○ Learning

○ Academics

○ Sports

● Poor hand-eye coordination can have a variety of causes, but the following are

two main conditions for inadequate hand-eye coordination.

1. Visual/Vision Impairment

2. Movement Disorders

II.b. EYE-HAND COORDINATION DEVELOPMENT STAGE

Hand-eye coordination development stages. Hand-eye coordination development

milestones are as follows:

1. Between birth and three years of age, infants can accomplish the following skills and

can:

1.1 start to develop vision that allows them to follow slowly moving objects with

their eyes;

1.2 begin to develop basic hand-eye skills;

 1.3 begin to recognize concepts of place and direction; and;

1.4 develop the ability to manipulate objects with fine motor skills.

2. Between three and five years of age, little children can:

2.1 continue to develop hand-eye coordination skills and a preference for left or

right handedness;

2.2 continue to understand and use concepts of place and direction;

2.3 develop the ability to climb, balance, run, gallop, jump. push and pull, and

take stairs one at a time; and

2.4 develop eye/hand/body coordination, eye teaming, and depth perception

3. Children between five- and seven-years old can:

3.1 improve fine motor skills, such as handling writing tools using scissors, etc.;

3.2 continue to develop climbing, balancing, running, galloping and jumping

abilities;

3.3 continue to improve hand-eye coordination and handedness preference; and

3.4 Learn to focus vision on school work for hours every day.

III. VISUAL LITERACY

 Visual literacy refers to interpreting and creating visual images and usually about

communication and interaction.

According to the Oxford Research Encyclopedia, visual literacy is the ability to

negotiate and make meaning from information presented in the form of an image.

According to Serafini (2017) Visual Literacy is also a process of generating

meanings in transaction with multimodal ensembles that include written text, visual

images, and design elements from a variety

IV. VERBAL LITERACY

Verbal creativity is. an ability to think creatively and to measure. one's fluency,

flexibility, and originality of a. verbal form, which deals with words and. Sentences.

The four major components of divergent thinking are:

1. Fluency refers to the total number of ideas, options and solutions

generated for an open-ended problem.

2. Flexibility is the number of conceptual categories.

3. Originality is the aspect of created or invented works and is about

statistical infrequency of responses related to the task compared with

original ideas

4. Elaboration is the ability to expand on an idea with details and the ability to

create an intricate plan.

V. AESTHETICS
 - Aesthetics, also spelled esthetics, as the philosophical study of beauty and taste.

It is closely related to the philosophy concerned with the nature of art and the

concepts of which individual works of art are interpreted and evaluated.

- The nature and scope of Aesthetics. Aesthetics deals not only with the nature

and value of arts but also with those responses to natural objects that find

expression in the language of the beautiful and the ugly.

V. a. THE APPROACHES TO AESTHETICS

1. It is the study of aesthetic concepts or the analysis of "language of criticism," in

which particular judgments are singled out and their logic and justification are

presented.

2. It is a philosophical study of certain states of mind, responses, attitudes and

emotions that are involved in aesthetic experience.

3. It is the philosophical study of the aesthetic object that reflects the view that

problems of aesthetics exist because the world contains special objects toward

which people react selectively as described in aesthetic terms.

VI. INTEGRATING ARTS AND CREATIVITY TO THE CURRICULUM

1. Physical environment - Design a physical environment to support creativity,

such as castle-designed school building, well-architecturally designed edifice,

roofs and ceilings, creative murals, beautiful garden landscape, colorful blocks
 and benches in the math and science, garden, structured music and arts studio,

an atelier, student lounge, amphitheater, etc.

2. Emotional environment - Take time to create and maintain a climate of respect,

caring and support to someone when making mistakes.

3. Project-based learning (PBL) - Provide students time, space and opportunity to

express themselves - their ideas, emotions and insights. through arts. Design

and plan any projects that are relevant, rigorous and real-world to attain

motivation, engagement and learning.

4. Teach creative thinking skills - Teach students about "metacognition" or

"thinking about their thinking" even to the little ones through the process of

brainstorming, reasoning, comparing and contrasting, problem-solving, concept

mapping, analyzing, evaluating and more.

5. Alternative assessments - Instead of just a worksheet or an assignment,

provide different authentic assessment like performance, systems design,

product/output making, visual arts creation, task-based, project-based, portfolio

and others provided with rubrics and other forms of metrics.

6. Scheduling- Project-based curriculum and performance-based assessment

need ample time and proper scheduling in either structured or unstructured

manner.

7. Student-centered and personalized learning - Provide students freedom to

choose on what they will learn, how they will learn it and how they will

demonstrate what they have learned.

8. Incorporate arts - Integrate seamlessly music, art, drama and dance into the

curriculum to develop creativity.

9. Integration of technologies - Encourage students to create and utilize blogs

and websites, Glogster, VoiceThread, student publishing, video game design,

coding, filmmaking, photography, global collaborative classroom projects using

Google Hangouts, etc.

10. Preparing the body and brain for creativity - Create activities that induce

body-mind integration, such as yoga, ballet, jazz, Zumba, calisthenics, etc.